Equipping with Skills to Manage Anger and Correct Thinking Errors

2015 ◽  
pp. 141-182
Author(s):  
Granville Bud Potter ◽  
John C. Gibbs ◽  
Molly Robbins ◽  
Peter E. Langdon
Keyword(s):  
Thinking Errors

Introducing a Cognitive Model of ADHD

2017 ◽  
pp. 65-82
Author(s):  
Steven A. Safren ◽  
Susan E. Sprich ◽  
Carol A. Perlman ◽  
Michael W. Otto
Keyword(s):  
Cognitive Model ◽  
Automatic Thoughts ◽  
Case Vignette ◽  
Thinking Errors ◽  
The Relationship

This chapter provides the therapist with information needed to orient clients to the cognitive model of ADHD. The therapist teaches clients with ADHD to recognize and identify their automatic thoughts and to understand the relationship among thoughts, behaviors, and feelings. The therapist educates the client about common thinking errors. Using a thought record, clients are taught to self-monitor their thoughts. A case vignette is provided to illustrate the technique of keeping a thought record.

scholarly journals The Pseudo Thinking Profile of Senior High School Students In Solving Mathematical Problems Reviewed from Mathematical Ability

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 172-184
Author(s):  
Ni Komang Hesti Tri Widari ◽  
Susanah Susanah
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematical Concept ◽  
Mathematical Ability ◽  
School Students ◽  
Mathematics Ability ◽  
Ability Tests ◽  
Mathematical Problems ◽  
The Individual ◽  
Thinking Errors

In solving problems, students often experience thinking errors, one of which is pseudo thinking. Pseudo thinking is errors of thinking, wherein the individual process of solving a problem it is not the result of real thinking. Mistakes of thinking like this need attention and must be immediately addressed so as not to impact on students' understanding of the next mathematical concept. This study is a descriptive exploratory with a qualitative approach, aims to describe and explore the pseudo thinking profile of high school students with different mathematical abilities. The subjects in this study consisted of, one with high mathematical ability, one with moderate mathematical ability, and one with low mathematical ability. Data collection techniques were carry out by giving mathematics ability tests (TKM) and interviews. Data analysis was perform based on pseudo-thinking indicators (pseudo-right thinking and pseudo-wrong thinking). It was found that, subjects with high mathematical ability tend to be able to experience pseudo-right thinking and pseudo-wrong thinking. Subjects with moderate mathematical ability tend to be able to experience pseudo-right thinking, while subjects with low mathematical ability tend to be able to experience pseudo-wrong thinking.aKeywords: thinking mistakes, pseudo thinking, problem-solving, mathematical ability

scholarly journals [ MANTIQ AND CONTEMPORARY FAITH ISSUES] ILMU MANTIK DAN ISU AKIDAH KONTEMPORARI

2020 ◽  
Vol 4 (2) ◽  
pp. 33-40
Author(s):  
Razali Musa ◽  
Muhammad Rashidi Wahab ◽  
Mohd Faizul Azmi
Keyword(s):  
Content Analysis ◽  
Logical Thinking ◽  
The Past ◽  
Contemporary Issue ◽  
Islamic Faith ◽  
Thinking Errors ◽  
Rules Set

Logic is the knowledge related to the methods of logical thinking in dealing with thinking errors. It sets out the systematic steps that need to be taken to reach a decision and avoid getting caught up in thinking mistakes. Scholars of the past have used the methods of Mantik knowledge to repel attacks of thought that try to confuse the beliefs and beliefs of Muslims. The Islamic faith remains strong and intact to this day, despite being threatened by various deviant thoughts of Jews, Christians, Atheists and others. Therefore, based on the rules set by Mantik scholars in the discussion of definitions, this paper tries to apply a selected contemporary issue, which is related to the use of the word Allah swt by non-Muslims. Through the method of content analysis, the study found that the truth of the use of the word Allah swt by non-Muslims will create confusion in endless thoughts and polemics. In fact, it does not coincide with the rules of Mantik knowledge that have been agreed upon by the scholars. Mantik merupakan ilmu yang berkaitan kaedah-kaedah pemikiran logik dalam menangani kesalahan berfikir. Ia menetapkan langkah-langkah sistematik yang perlu diambil bagi mencapai sesuatu keputusan dan mengelak daripada terjebak ke dalam kesalahan berfikir. Ulama silam telah menggunakan kaedah-kaedah ilmu Mantik untuk menolak serangan-serangan pemikiran yang cuba mengelirukan akidah dan pegangan umat Islam. Akidah Islam tetap kukuh dan utuh sehingga hari ini, walaupun diancam oleh pelbagai pemikiran menyeleweng Yahudi, Kristian, Ateis dan lain-lain. Oleh itu, berdasarkan kaedah-kaedah yang ditetapkan oleh ulama Mantik dalam perbincangan takrif, makalah ini cuba mengaplikasikan satu isu kontemporari terpilih, iaitu berkaitan penggunaan kalimah Allah swt oleh bukan Islam. Menerusi kaedah analisis kandungan, kajian mendapati bahawa kebenaran penggunaan kalimah Allah swt oleh bukan Islam akan melahirkan kecelaruan dalam pemikiran dan polemik yang tiada kesudahan. Malah ia tidak bertepatan dengan kaedah-kaedah ilmu Mantik yang telah disepakati oleh para ulama.

‘Thinking Errors’ Provide Chance for Reflection

2008 ◽  
Vol 39 (3) ◽  
pp. 36
Author(s):  
BETSY BATES
Keyword(s):  
Thinking Errors

Overcoming Miserly Processing: Detection, Override, and Mindware

2016 ◽  
Author(s):  
Keith E. Stanovich ◽  
Richard F. West ◽  
Maggie E. Toplak
Keyword(s):  
Conflict Detection ◽  
Comprehensive Assessment ◽  
Cognitive Capacity ◽  
Tripartite Model ◽  
Heuristics And Biases ◽  
Rational Thinking ◽  
Different Types ◽  
Thinking Errors

This chapter unpacks the logic of heuristics and biases tasks in terms of the tripartite model of mind developed in Chapter 2. There are three requirements for success on tasks. First, the necessity of overriding Type 1 processing must be detected. Second, the mindware that allows the computation of more rational responses needs to be available. Third, cognitive capacity is needed in order that override and simulation activities can be sustained. This chapter stresses that the presence of mindware, detection of the need for override, and sustained override capability are not just three separate categories of cognitive requirements, but are intertwined in important ways. The dependencies among the three categories are described. For example, mindware overlearning facilitates detection. A taxonomy of thinking errors is described. Three different types of miserly processing and two different kinds of mindware problem are distinguished. Normative responding on most tasks is multiply determined, however, because of the dependencies between mindware, conflict detection, and override. The taxonomy and framework developed in this chapter forms the basis for our Comprehensive Assessment of Rational Thinking (CART).

Module 4: Praise and Changing Your Thinking to Feel Better

2020 ◽  
pp. 85-112
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Emotion Regulation ◽  
Automatic Thoughts ◽  
Sense Of Control ◽  
Constructive Thinking ◽  
Ways Of Thinking ◽  
Thinking Errors

During Module 4, parents learn to praise their child to increase appropriate and desirable behaviors. They also learn that their own automatic thoughts about their child, parenting, and self can influence how they feel and behave. By learning common thinking errors and how to challenge them, parents develop an important skill that can help them with emotion regulation and improved mood, which can in turn affect their parenting. Parents will also be able to increase their sense of control by learning the thoughts-feelings-behaviors connection. Although parents cannot always control a situation, they can learn to respond in new ways. Toward this end, specific strategies for increasing helpful and constructive thinking and decreasing negative or unhelpful thinking (particularly in relation to their parenting and child) will be taught in this module. As parents establish new ways of thinking, different feelings and actions will follow.

Tools to Challenge Your Automatic Thoughts

2019 ◽  
pp. 109-130
Author(s):  
Debra A. Hope ◽  
Richard G. Heimberg ◽  
Cynthia L. Turk
Keyword(s):  
Cognitive Restructuring ◽  
Automatic Thoughts ◽  
Working Through ◽  
Key Points ◽  
Thinking Errors

This chapter covers the two remaining major steps in cognitive restructuring. The first of these is questioning whether automatic thoughts are really true. A list of all-purpose questions called “disputing questions” is presented. Some of these questions are particularly appropriate for automatic thoughts (ATs) with certain thinking errors, and others work for a variety of thoughts. The next step in the cognitive restructuring procedure is to develop a rational response, which is a statement that summarizes or highlights the key points a client has discovered working through the Anxious Self/Coping Self dialogue. Often the rational response is a shorthand reminder to stay focused and think more rationally. When people are in a situation that makes them anxious, they can repeat the rational response in their head as ATs arise.

Cognitive Restructuring

2019 ◽  
pp. 49-60
Author(s):  
Debra A. Hope ◽  
Richard G. Heimberg ◽  
Cynthia L. Turk
Keyword(s):  
Information Processing ◽  
Family Environment ◽  
Cognitive Restructuring ◽  
Research Literature ◽  
Automatic Thoughts ◽  
Socially Anxious ◽  
Information Processing Biases ◽  
Natural Outcome ◽  
Thinking Errors ◽  
Logical Errors

This chapter introduces the idea of information-processing biases using the “amber-colored glasses” metaphor. Although information-processing biases are well established in the research literature, this is a difficult concept to communicate to socially anxious individuals. By describing the amber-colored glasses as a natural outcome of a particular combination of genetics, family environment, and important experiences, the therapist can indicate that the way in which the client processes information makes sense; it just may not be functional. The chapter also covers identification of automatic thoughts (ATs) and finding logical errors (the identification of thinking errors) in ATs. The notion of ATs is used extensively throughout treatment.

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