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At least 919 records · Page 51Linked to original sources
PubMed2001

Measuring critical thinking in problem-based learning discourse.

BACKGROUND: Critical thinking (CT) is a composite of skills linked to problem-based learning (PBL). PURPOSES: This study has 3 purposes: (a) to determine if PBL discourse could be coded for CT, (b) to demonstrate reliable coding, and (c) to determine whether a CT ratio would provide a valid measure to compare 2 PBL groups. METHODS: Using prior research, we refined the code for a content analysis of PBL transcripts. Raters coded 6 hr of transcripts and computed CT ratios for each of the 5 CT stages. Average interrater agreement was 85.5%. CT ratios appeared to differ between 2 PBL groups delivered in 2 modalities. RESULTS: PBL discourse could be coded following a CT framework. Independent raters reliably applied the code, and the resulting CT ratios detected tenable differences. CONCLUSIONS: This approach could provide useful information about the effect of case modality.

Educational Measurement↗
PubMed1999

Critical thinking and belief in the paranormal: a re-evaluation.

This paper evaluates the claim that believers in the paranormal exhibit poor critical thinking ability relative to disbelievers, as manifested in their inability to evaluate the competence of experimental abstracts. It is argued that such differences reported elsewhere (Alcock & Otis, 1980; Gray & Mill, 1990) may be accountable for in terms of the action of cognitive dissonance, or as due to experimental artifacts. A study was conducted which attempted to overcome earlier methodological shortcomings, and which assessed the cognitive dissonance account of differential performance. Altogether, 117 participants were characterized as believers, neutrals or disbelievers according to a pre-measure. Subsequently, each participant was asked to evaluate an abbreviated experimental report which was either sympathetic or unsympathetic to parapsychology. No differences in assessment ratings were found, failing to replicate the claimed effect and supporting an account in terms of artifact. There was a significant tendency for those participants who received a paper which was incongruent with their a priori beliefs to rate it as less competently conducted and analysed than those who rated the congruent paper, in keeping with the cognitive dissonance account.

Adult↗
PubMed2002

Specificity of autobiographical memories in depression: an analysis of retrieval processes in a think-aloud task.

OBJECTIVES: According to J. M. G. Williams' (1996) concept of mnemonic interlock, the autobiographical memory retrieval of depressed patients tends to become deadlocked in a process characterized by iterative retrievals of overgeneral categoric memories. Following this concept, the study investigated whether depressed patients show consecutive retrievals of categoric memories. DESIGN: Depressed and control participants were compared regarding the temporal progression of memory retrievals in a think-aloud cued autobiographical memory task. METHOD: Depressed out-patients (N = 15) and control participants (N = 15) were given cue words and asked to verbalize all thoughts while remembering details of an autobiographical event during a period of 2 min. Streams-of-consciousness were analysed regarding the number of different events. Event descriptions were judged as categoric, extended or specific. RESULTS: Compared to control participants, depressed participants produced significantly higher total numbers of categoric memories. Depressed participants differed from control participants regarding the number of consecutive categoric memories following an initial categoric memory but not following an initial specific memory. CONCLUSION: Consistent with the concept of mnemonic interlock, results show that, instead of retrieving specific memories, depressed patients tend to produce sequences of consecutive categoric memories. This process may contribute to the maintenance of an overgeneral retrieval style.

Adult↗
PubMed2006

Future-directed thinking and depression in relapsing-remitting multiple sclerosis.

BACKGROUND: Research has shown that depression is associated with a view of the future characterized by reduced anticipation of future positive experiences, but not necessarily increased anticipation of future negative experiences. The aim of the present study was to investigate how participants with relapsing-remitting multiple sclerosis (MS) anticipated their future in terms of positive and negative events. DESIGN: A mixed design compared three groups of participants on a measure of future thinking using an adapted verbal fluency paradigm. METHODS: Depressed MS participants (N=14), non-depressed MS participants (N=28) and healthy control participants (N=26) were assessed on their ability to generate future positive and negative experiences. A content analysis was also conducted on the responses generated by the MS depressed and MS non-depressed groups according to whether or not they were related to MS. RESULTS: The MS depressed group anticipated significantly fewer future positive events than the healthy control group and the MS non-depressed group. The three groups did not differ in the total numbers of anticipated future negative events, though the MS depressed group did anticipate a significantly higher proportion of MS-related negative events. CONCLUSIONS: Like depressed but physically healthy individuals, the MS depressed group was characterized by a lack of positive thoughts about the future, rather than an increased number of negative thoughts. The clinical implications of these findings are discussed along with recommendations for future research.

Adult↗
PubMed2001

The limits of narratives in understanding teacher thinking.

Researchers have argued that narrative provides insight into teachers' thinking and a model for the storage of knowledge about teaching. Concurrently, however, there are numerous cautions about using narratives as data sources. The present study addresses two problems: the limits of narrative as a data source and the feasibility of productively analyzing narratives. It also addresses the question of whether teachers actually store information as narratives. For the study, 23 deaf or hearing teachers of the Deaf participating in a project on integrating technology into teaching were interviewed about their experiences as teachers in general and in using technology in the classroom in particular. They rarely generated stories spontaneously. Rather, responses were related to the nature of the stimulus question. For example, when asked about their "worst class," teachers did not provide complete narratives but instead gave responses containing problems without resolutions. The study results suggest that teachers do not store information about teaching as narratives, but nonetheless can expertly construct narratives when given the right opportunity.

Deafness↗
PubMed1988

Hemispheric dominance inferred from Your Style of Learning and Thinking on reports of Necker cube reversals and maze learning.

30 subjects volunteered from three sources: community adults (M age = 32.8, SD = 13.4), college adults (M age = 23.8, SD = 8.3), and children (M age = 9.5, SD = 1.7) and were categorized as 'left-' and 'right-dominant' by scores on Your Style of Thinking and Learning. They reported the number of Necker cube reversals perceived in 90 sec., attempted to locate four embedded figures, and blindly traversed a 16-choice point finger maze in that order. 'Right-dominant' subjects located more embedded figures and made fewer errors on the finger maze than did 'left-dominant' subjects. College adults reported more Necker cube reversals than did community adults and children, and community adults reported more reversals than did children. Confounds of performance measures with fatigue and/or practice require further research.

Adolescent↗
PubMed1989

Developmental study of the effect of dimensionality and presentation mode on original thinking of children.

A sample of 188 children in three age groups, preschool, first and third grades, were administered the Patterns Task of Multidimensional Stimulus Fluency Measure in four test conditions. The conditions systematically varied dimension (three or two) and presentation mode (handling or nonhandling). The fluency measure assessed ideational fluency, popular and original responses, as a measure of creative potential in young children. Analysis showed that dimensionality does not play a major role in the generation of original responses for any grade. However, handling 3-dimensional or 2-dimensional stimuli did appear to facilitate original thinking in preschool children. The use of 2-dimensional photographs which depict dimensionality appeared to compensate for the need to have 3-dimensional stimuli.

Attention↗
PubMed2001

Imagery in thinking and problem solving.

The possible role of imagery in thinking and problem solving was examined by giving 20 subjects a practical construction test (Maier's hat rack problem). 5 men and 4 women solved the problem. Posttest questioning indicated two distinct types of imagery were used to solve the problem, imagination or memory in imagery. The solvers tended to use imagination in imagery and the nonsolvers memory in imagery. In Exp. 2, 40 subjects were specifically instructed to use one or another of these strategies. Those using imagination in imagery were more likely to solve the problem than those using memory in imagery. The conclusion was drawn that imagination in imagery favours and memory in imagery impedes the solving of this problem.

Adult↗
PubMed2003

Re-examining the factor structure of the California Critical Thinking Disposition Inventory.

This study re-examined the factor structure of the California Critical Thinking Disposition Inventory developed by Facione and colleagues. Analysis showed that the four factors had some cross-validity with four factors in Walsh and Hardy's 1997 study. The results suggest the possibility of developing a more efficient short version of the inventory and calls for further improvement.

Adolescent↗
PubMed1990

Creative thinking in mentally retarded deaf adolescents.

30 mentally retarded deaf adolescents were matched with 30 mentally retarded hearing adolescents to evaluate (a) differences in creative thinking as a function of hearing status, (b) the effect of severity of mental retardation on hearing status, and (c) interaction between hearing status and intelligence. A multivariate factorial analysis of variance indicated that the mentally retarded deaf adolescents differed significantly from hearing adolescents on Fluency and Originality. The deaf youth scored higher on Fluency while the hearing scored higher on Originality. No other effects in the analysis reached significance.

Adolescent↗
PubMed1992

Premenstrual symptoms: the role of irrational thinking.

104 women, between the ages of 18 and 45 years, were surveyed to investigate the relationship between premenstrual symptomatology, as measured by the Modified Menstrual Distress Questionnaire, and irrational thinking, as measured by the General Attitude and Belief Scale. The women who reported greater premenstrual symptomatology also reported significantly higher scores in the "need for comfort" irrationality subscale. This indicated that these women had particular difficulty dealing with hassles and the resulting feelings of tension and irritability in the premenstruum. It was suggested that the absence of significant effects for other rationality-irrationality subscales could be associated with testing at different times during the menstrual cycle. Irrationality, like other conditions (such as anxiety and depression) prevalent in the premenstruum, could change in intensity across phases of the menstrual cycle.

Adult↗
PubMed1993

Adolescent and adult female leaders: comparisons on measures of valued leadership traits and irrational thinking.

This study compared the responses of 45 adolescent and 45 adult female leaders on measures of valued leadership traits and irrational thinking. Adolescent leaders value Creativity, while adult leaders view Sense of Purpose an important leadership trait. Adolescent leaders possess significantly more irrational beliefs than adult leaders and tend to endorse those beliefs which reflect high self-expectations, blame proneness, and anxious overconcern about the future.

Adolescent↗
PubMed1993

Animistic thinking in psychotic versus conduct-disordered hospitalized adolescents.

25 adolescents showing a Psychotic-spectrum Disorder were compared with 24 adolescents showing Conduct Disorder on a task eliciting reasons for attributing life to an ambiguous pictorial stimulus (dough on a beach). Consistent with expectations from earlier research, the psychotic adolescents showed greater modes of animistic thinking (attributions of life to nonlife forms) than conduct-disordered youth, associated with theorized merging between self and the nonhuman environment. Implications are discussed.

Adolescent↗
PubMed2000

Comment on Gadzella and Penland (1995): creativity and critical thinking.

The moderate correlations reported by Gadzella and Penland in 1995 for scores on the 16PF Creativity scale with scores in the Watson-Glaser Critical Thinking Appraisal are interpreted within the context of literature, suggesting the 16PF Creativity scale may be regarded as reflecting personality traits related to both cognitive style and decision making as well as general ability. This allows development of further hypotheses.

Creativity↗
PubMed2003

Effect of backchannel utterances on facilitating idea-generation in Japanese think-aloud tasks.

The relation between backchannel utterance and idea-generation has hardly been studied. Based on preliminary investigations, we formulated a hypothesis that a listener's backchannel utterances facilitate a speaker's idea-generation. This study experimentally manipulated the frequency of backchannel utterances by listeners during speakers' idea-generation for think-aloud tasks. 16 Japanese female undergraduates participated. Analysis indicated that frequent backchannel utterances increased not only the number of ideas generated but also the speaking time for the tasks.

Adolescent↗
PubMed2006

Relationships of Experiential and Reflective Self-Knowledge with Trait Meta-Mood Scale, constructive thinking inventory, and the Five Factors in Iranian managers.

The purpose of this study was to examine the validity and the incremental validity of recently developed Reflective and Experiential Self-knowledge Scales. Along with measures of the Five Factors and of psychological adjustment, 201 male Iranian managers responded to the Self-knowledge Scales along with tests relevant to emotional intelligence, including the Trait Meta-mood Scale and the Constructive Thinking Inventory. As hypothesized, Self-knowledge Scales predicted greater self-reported emotional intelligence. Multiple regression also confirmed the incremental validity of these scales, showed each explained a separate source of variance, and supported the presumed temporal dynamics that theoretically underlie these constructs.

Adult↗