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PubMedDate not supplied

[Frequency-spatial organization of brain electrical activity in creative verbal thinking: role of the gender factor].

Gender differences in EEG patterns associated with verbal creativity were studied by EEG mapping. The EEGs of 18 males and 21 females (right-handed university students) were recorded during a performance of Remote Associates Task (RAT) compared with the letter-fluency and simple associate's tasks. Gender differences were found in a factor structure of the indices of verbal thinking and a score of generating words was greater in women than men. No significant gender differences in originality of associations were revealed, however, gender-related differences in the EEG-patterns were found at the final and initial stages of RAT. In men, the beta2-power was increased in both hemispheres at the beginning of test. To the end of testing, the power of oscillations in the beta2 band increased only in the central part of the cortex. In women, the beta2-power was increased to a greater extent in the right than in the left hemisphere at the initial stage of task performance, whereas the final stage was characterized by a relative decrease in beta-activity in parietotemporal cortical regions and increase in the left prefrontal region. It is suggested that the verbal creative thinking in men is based mostly on "insight" strategy whereas women additionally involve the "intellectual" strategy.

Beta Rhythm↗

PubMedDate not supplied

Teaching critical-thinking skills through group-based learning.

CONTEXT: Critical-thinking skills require the radiographer to analyze, evaluate and synthesize situations to determine a course of action most beneficial to the patient. OBJECTIVE: For radiography educators, it is important to understand how critical-thinking skills are acquired during the educational process for each student to reach his or her maximum potential. METHOD: Various teaching strategies such as problem-based learning are reviewed and discussed in this article. Although the teaching strategies discussed have been used in medical education for over 40 years, they are fairly new to radiography educational programs. CONCLUSION: Today's educators must prepare graduates who are proficient in a wide range of skills to work in a variety of clinical settings. This requires the integration of group-based learning into the radiography curriculum.

Clinical Competence↗

PubMed1991

Development of an instrument to measure thinking, learning, and creativity: a triangulation process.

The process of triangulation was used to develop an instrument to measure thinking, learning, and creativity in the nursing workplace. A TLC instrument consisting of five components was systematically developed as part of this study. In this descriptive correlative study, we investigated nurses' perceptions of their ability to think, learn, and be creative in their work life. The results of the investigation showed that TLC is significantly related to the perceived quality of work life of practicing registered professional nurses supporting Naisbett and Aburdene's (1985) idea that TLC is essential to attract and retain employees in the workplace.

Creativity↗

PubMed1990

[The EEG and thinking].

The on-going EEG contains information on thinking strategies during cognitive and creative tasks and during listening to music. This was demonstrated by a method taking use of the fact that both the amount of local current production and the degree of electric coupling of brain regions is characteristically changed by mental tasks. In groups of volunteers the significant changes of absolute power and coherence caused by different mental tasks are computed and entered into schematic brain maps (EEG probability maps). The results indicate the existence of general brain strategies even in mental activities as specific as those referred to above. Moreover, several relationships between EEG, psychological test scores, degree of special education and intelligence were found. Studies with extreme value validation according to intelligence and creativity test scores yielded significant differences between the groups of the best and the poorest performers during a creative task in the EEG. The EEG thus can be conceived of as deterministic chaos with different degrees of organization according to its information content. In this context, the question arises as to a possible function of the EEG for the optimization of thinking processes.

Cognition↗

PubMed1989

Theoretical thinking in nursing: problems and prospects.

The foregoing exposition suggests a global approach to evaluate theoretical thinking in nursing. Several issues have come to light in examining the current status of nursing's theoretical work within the proposed framework. In most of the theoretical pieces of work in nursing, major threads of theoretical thinking are difficult to identify. It seems that even if it were to be an afterthought, any major theoretical work should be committed to certain positions at the four higher levels so that it becomes obvious for the kind of theory that gets developed. As has been stated by many nursing scholars, the so-called grand nursing theories or conceptual frameworks require further specification to be called theories. There seems to be two ways these frameworks could be developed further: 1. They may be developed into paradigms of nursing by specifying advocated assumptions about the nature of human beings and nursing, theory-building strategy or strategies assumed to appropriate for the perspective, an image of nursing practice the perspective holds, and types of theoretical statements that are possible within the perspective; or 2. They may be developed as bona-fide theories by rigorously following the criteria at the fifth level. It seems that the time is ripe for nursing scholars working within similar theoretical perspectives to come together in order to formulate integrative nursing theories covering concepts from different domains of nursing. For example, much work in nursing within the symbolic interactionist tradition may be ready to be assimilated into a nursing theory of 'self-identity'. Similarly, much of the theoretical and empirical work dealing with how people develop competence in living with chronic illness, for example, cancer, can also be integrated into one nursing theory for further testing. The community of nursing scholars at large has not dealt with the meaning of prescriptive theories for nursing science and nursing practice. There should be more rigorous debates regarding the normative nature of prescriptive theories and their effects on the development of nursing science and application to nursing practice in the context of philosophy of science, nursing philosophy, and praxiology. The beliefs that praxiology follows naturally from prescriptive theories and that prescriptive theories are naturally the goal of nursing science are both naive and dangerous. Certainly, we are becoming increasingly sensitive and competent to carve out those requiring scientific explanation in the nursing perspective. And in doing so, we have created world views of nursing that seem both socially and epistemologically relevant to pursue.(ABSTRACT TRUNCATED AT 400 WORDS)

Humans↗

PubMed1978

Experimental design deck for clinical research: A new learning resource in aid of scientific thinking.

The Experimental Design Deck for Clinical Research is a simulation of a problem in experimental design in a card deck format. It is intended to stimulate the development of skills in scientific thinking by allowing the student, in a self-directed fashion, to design a clinical trial to test either a given hypothesis (specific deck) or a hypothesis that the player provides (general deck). In addition to its use as an educational tool, the Experimental Design Deck can be used as a guide to the application of scientific thinking in a variety of biomedical activities. It can easily be modified for application to problems in nonmedical research and evaluation.

Clinical Trials as Topic↗

PubMed1979

The psychopathology of feeling and thinking in a schizophrenic.

This paper describes the process and technique of brief analytic psychotherapy with a 22-year-old schizophrenic man who was treated twice weekly for ten months and then followed up for two years. During therapy, re-integration occurred in his affective and cognitive processes. Despite his subjective experience of loss of the capacity for thought and for verbal and non-verbal communication, he had an unusual ability for conveying the stages by which he moved from total confusion and thought disorder to normal intellectual functioning, and for understanding the connections between his various experiences. Four phases of therapy are defined: a phase of disintegration and undifferentiation lasting six weeks, a phase of depression lasting for five weeks, a phase of multiple feelings lasting for fourt thought disorder to normal intellectual functioning, and for understanding the connections between his various experiences. Four phases of therapy are defined: a phase of disintegration and undifferentiation lasting six weeks, a phase of depression lasting for five weeks, a phase of multiple feelings lasting for fourt thought disorder to normal intellectual functioning, and for understanding the connections between his various experiences. Four phases of therapy are defined: a phase of disintegration and undifferentiation lasting six weeks, a phase of depression lasting for five weeks, a phase of multiple feelings lasting for fourteen weeks, and a phase of self-sustained development, starting in the twenty-fifth week and continuing beyond the end of therapy. The patient identified two major types of divisions between thinking, feeling and acting parts of himself and between masculine and feminine parts. Insight into these divisions helped him to understand disorders in his perception of time, and in thinking, remembering and using words and other symbols. His descriptions are presented here in the hope that they may throw light on the difficulties of similar, but less articulate, patients.

Adult↗

PubMed1995

Critical thinking: the use of intuition in making clinical nursing judgments.

Making clinical nursing judgements is central to the practice of nursing, and critical thinking skills are essential to making clinical judgments. Qualitative studies have shown that the use of intuition in making clinical nursing judgments is an important part of the critical thinking process. This descriptive correlational study examines the relationships between the use of intuition in clinical judgment-making and characteristics of the nurse, such as level of nursing proficiency and years of clinical experience. Findings support Benner's (1984) model of skill acquisition as well as prior findings of studies on the use of intuition in clinical nursing practice. Thus, as the level of nursing proficiency increases from beginner to expert and as the amount of clinical experience increases, the use of intuition to make clinical nursing judgments increases significantly.

Adult↗

PubMedDate not supplied

Critical thinking: challenging assumptions and imagining alternatives.

Critical thinking skills are currently a focus for clinical and school settings because they help challenge current assumptions and lead to innovative changes. Today, with the need to restructure health care and promote positive outcomes for patients, nurses are encouraged to consider new alternatives for nursing delivery systems and patient care. Critical care nurses can expand their critical thinking skills to be leaders in this field.

Critical Care↗

PubMedDate not supplied

[Magical thinking and self development].

Based on a historical survey of the term "magic thinking" structural aspects of primary process and prelogical thinking will be elucidated. Developmental necessities for the emergence of magic interpretations in children of pre-school age are proposed. The thesis will be formulated, that magic interpretations may help the developing self in the management of life-circumstances during a period of cognitive egocentrism: feelings of non-competence may be compensated, and the locus of control may be held in the face of experiences of inferiority.

Child↗

PubMed1996

The critical thinking abilities of RNs entering university courses.

The critical thinking abilities of groups of registered nurses (n 143) who were entering the post-registration Bachelor of Nursing or one of the four graduate diploma in nursing courses offered by Griffith University were assessed using the Watson-Glaser Critical Thinking Appraisal Test. The mean scores of the Bachelor of Nursing student group, none of whom had attended university, were significantly lower than the mean scores of the graduate diploma students who had no experience of tertiary education. There was not a significant difference in the mean scores of the group who were accepted into the graduate diploma courses on the basis of previous university studies and the group whose acceptance was based on prior learning in non-tertiary courses and/or clinical nursing experience. There were also no significant differences in the mean scores of groups of students entering the four graduate diploma courses. Some implications of these findings for students and for the development and implementation of curricula are discussed.

Curriculum↗

PubMed1996

Critical thinking.

Critical thinking is a process applied to midwifery theory, research and experience. It is a positive activity, responsive to context, drawing on negative and positive triggers and emotions to suggest ways of acting in future. Practice-based and reflective midwifery assignments should reflect the midwifery goals of critical thinking. This may require adjustments in assessment criteria and a questioning of standard academic conventions.

Clinical Competence↗

PubMed1997

Clinical process learning to improve critical thinking.

A six-step process-learning strategy model serves as a framework for nursing students to critically analyze situations encountered during their clinical practice experience. Stephen Brookfield's four components of critical thinking and culturalization themes relate well to how nurses learn and experience critical thinking and serves as the model's organizing framework. This learning strategy has implications for all nurse educators because it incorporates the realities of nursing practice, merges nursing education with practice, involves students in affective, cognitive, and psychomotor domains of learning, and prepares graduates to function in dynamic and complex health care systems.

Education, Nursing, Baccalaureate↗

PubMed1997

Thinking about fantasy: are children fundamentally different thinkers and believers from adults?

Young children are often viewed as being unable to differentiate fantasy from reality. This article reviews research on both children's and adults' beliefs about fantasy as well as their tendency to engage in what is thought of as "magical thinking." It is suggested that children are not fundamentally different from adults in their ability to distinguish fantasy from reality: Both children and adults entertain fantastical beliefs and also engage in magical thinking. Suggestions are offered as to how children and adults may differ in this domain, and an agenda for future research is offered.

Adult↗

PubMed2000

Neurocognitive vulnerability, interpersonal criticism, and the emergence of unusual thinking by schizophrenic patients during family transactions.

BACKGROUND: This study examined whether the combination of patients' neurocognitive deficits and criticism by others would predict the emergence of patients' unusual thinking during stressful family transactions. METHODS: When clinically stable, 41 patients with recent-onset schizophrenia completed 2 versions of a visual vigilance task, the Continuous Performance Test (CPT). One CPT emphasized early perceptual processing, while the other stressed immediate, working memory. On a separate occasion, patients and family members participated in a 20-minute interaction in which the number of relatives' criticisms and patients' unusual thoughts was assessed. RESULTS: In a hierarchical regression model, after entering performance on the CPT demanding immediate, working memory, and the number of criticisms by family members, the interaction of CPT performance and criticism significantly predicted the number of patients' unusual thoughts during the family session (r(2) change = 0.09; P =.03). Post hoc analyses revealed that the number of criticisms and odd thoughts correlated significantly (r = 0.59, P =. 03) for patients who had poor memory-load CPT performance, but were unrelated (r = -0.07) for patients who did well on the memory-load CPT. The CPT emphasizing early visual processing, either alone or in combination with interpersonal criticism, did not predict the number of patients' unusual thoughts during the interaction. CONCLUSION: The results suggest that the combination of patients' working memory deficits and interpersonal criticism jointly predicts psychotic thinking, consistent with a model of schizophrenia that emphasizes the interaction of neurocognitive vulnerability and psychosocial stress factors. Arch Gen Psychiatry. 2000;57:1174-1179.

Adolescent↗

PubMedDate not supplied

Validating signals of ovulation: do women who think they know, really know?

This study was carried out to test whether women who think they know when they ovulate, really know. Fifty-three women of age 18.7 to 46.1 (mean age 28.4 years) participated in initial interviews about ovulation. Criteria for recruitment included perceived ovulation, regular menstrual cycles, and not using hormonal contraception. Women collected and refrigerated urine samples from day 5 until they thought they ovulated. Samples collected within 48 h of the perceived signal were then tested for a pre-ovulatory LH surge. Of the 53 original participants, 36 women provided urine samples for 1-6 cycles, so that 87 cycles were tested. Subjective signals of ovulation varied between women and between cycles but included abdominal pain and changes in cervical discharge, libido, and mood. Of the 87 cycles tested, during which women identified one or multiple signals of ovulation, 37 of the 87 urine specimens tested positive for an LH surge for a concordance rate of 42.5%. Using the first tested cycle from the 36 women who provided urine specimens, 13 of those specimens demonstrated an LH surge, for a concordance rate of 36.1%. That rate dropped to 28% (7/25) when women who used basal body temperature as an ovulatory signal were excluded. Finally, the mean level of accuracy among the 15 women who contributed 3-6 urine specimens for testing was 48.9%. The results of this study demonstrate a low degree of concordance between LH surge and perceived ovulation among women who think they know when they ovulate. The most motivated study participants were right about half of the time. Although there is variation among women in their ability to know when they ovulate, this study suggests that, for most women, ovulation is concealed.

Adolescent↗

PubMed1999

One night of sleep loss impairs innovative thinking and flexible decision making.

Recent findings with clinically oriented neuropsychological tests suggest that one night without sleep causes particular impairment to tasks requiring flexible thinking and the updating of plans in the light of new information. This relatively little investigated field of sleep deprivation research has real-world implications for decision makers having lost a night's sleep. To explore this latter perspective further, we adapted a dynamic and realistic marketing decision making "game" embodying the need for these skills, and whereby such performance could be measured. As the task relied on the comprehension of a large amount of written information, a critical reasoning test was also administered to ascertain whether any failure at the marketing game might lie with information acquisition rather than with failures in decision making. Ten healthy highly motivated and trained participants underwent two counterbalanced 36 h trials, sleep vs no sleep. The critical reasoning task was unaffected by sleep loss, whereas performance at the game significantly deteri orated after 32-36 h of sleep loss, when sleep deprivation led to more rigid thinking, increased perseverative errors, and marked difficulty in appreciating an updated situation. At this point, and despite the sleep-deprived participants' best efforts to do well, their play collapsed, unlike that of the nonsleep-deprived participants. Copyright 1999 Academic Press.

Journal Article↗

PubMed2006

A narrative account of the impact of positive thinking on discussions about death and dying.

GOALS OF WORK: The purpose of this study was to explore the experience of autologous stem cell transplant recipients (ASCT) and those who care for them. MATERIALS AND METHODS: This was a qualitative prospective, longitudinal study. Ten patients who were about to have ASCT and nine carers were recruited to the study. Interviews were to be conducted at regular intervals six times over 2 years. The narratives of two widowed carers were analysed using Grounded Theory and read for themes on positive thinking and death. MAIN RESULTS: Positive thinking has a range of meanings, and its use can have a range of consequences. It can either be a useful coping strategy or can interfere with important conversations and planning about the end of life, and subsequently add to the distress of a grieving partner. CONCLUSIONS: It is important for patients, their partners and their health professionals to be able to discuss potential adverse consequences of illness, including death, without being hindered by the obligation to be positive or optimistic.

Caregivers↗