Dual-processing explains base-rate neglect, but which dual-process theory and how?

2007 ◽  
Vol 30 (3) ◽  
pp. 261-262 ◽  
Author(s):  
Jonathan St. B. T. Evans ◽  
Shira Elqayam
Keyword(s):  
Base Rate ◽  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory ◽  
Dual Processing ◽  
Rule Based ◽  
Base Rate Neglect ◽  
Set Relations

AbstractWe agree that current evolutionary accounts of base-rate neglect are unparsimonious, but we dispute the authors' account of the effect in terms of parallel associative and rule-based processes. We also question their assumption that cueing of nested set relations facilitates performance due to recruitment of explicit reasoning processes. In our account, such reasoning is always involved, but usually unsuccessful.

Varieties of dual-process theory for probabilistic reasoning

2007 ◽  
Vol 30 (3) ◽  
pp. 280-281 ◽  
Author(s):  
Richard Samuels
Keyword(s):  
Process Model ◽  
Probabilistic Reasoning ◽  
Base Rate ◽  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory ◽  
Dual Process Model

AbstractThough Barbey & Sloman (B&S) distinguish various frequentist hypotheses, they opt rapidly for one specific dual-process model of base-rate facilitation. In this commentary, I maintain that there are many distinct but related versions of the dual-process theory, and suggest that there is currently little reason to favor B&S's formulation over the alternatives.

Reflective Knowledge

2018 ◽  
Author(s):  
Chienkuo Mi ◽  
Shane Ryan
Keyword(s):  
Extended Cognition ◽  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory ◽  
Reflective Knowledge ◽  
Epistemological Disjunctivism ◽  
Recent Account

In this paper, we defend the claim that reflective knowledge is necessary for extended knowledge. We begin by examining a recent account of extended knowledge provided by Palermos and Pritchard (2013). We note a weakness with that account and a challenge facing theorists of extended knowledge. The challenge that we identify is to articulate the extended cognition condition necessary for extended knowledge in such a way as to avoid counterexample from the revamped Careless Math Student and Truetemp cases. We consider but reject Pritchard’s (2012b) epistemological disjunctivism as providing a model for doing so. Instead, we set out an account of reflection informed by Confucianism and dual-process theory. We make the case that reflective knowledge offers a way of overcoming the challenge identified. We show why such knowledge is necessary for extended knowledge, while building on Sosa’s (2012) account of meta-competence.

scholarly journals Dual Process Theory and Intermediate Effect: Are Faculty and Residents' Performance on Multiple-Choice, Licensing Exam Questions Different?

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 92-96 ◽  
Author(s):  
Ting Dong ◽  
Steven J. Durning ◽  
Anthony R. Artino ◽  
Cees van der Vleuten ◽  
Eric Holmboe ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Reading Time ◽  
Multiple Choice ◽  
Small Sample ◽  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory ◽  
Unexpected Finding ◽  
Licensing Examination ◽  
Intermediate Effect

ABSTRACT Background: Clinical reasoning is essential for the practice of medicine. Dual process theory conceptualizes reasoning as falling into two general categories: nonanalytic reasoning (pattern recognition) and analytic reasoning (active comparing and contrasting of alternatives). The debate continues regarding how expert performance develops and how individuals make the best use of analytic and nonanalytic processes. Several investigators have identified the unexpected finding that intermediates tend to perform better on licensing examination items than experts, which has been termed the “intermediate effect.” Purpose: We explored differences between faculty and residents on multiple-choice questions (MCQs) using dual process measures (both reading and answering times) to inform this ongoing debate. Method: Faculty (board-certified internists; experts) and residents (internal medicine interns; intermediates) answered live licensing examination MCQs (U.S. Medical Licensing Examination Step 2 Clinical Knowledge and American Board of Internal Medicine Certifying Examination) while being timed. We conducted repeated analysis of variance to compare the 2 groups on average reading time, answering time, and accuracy on various types of items. Results: Faculty and residents did not differ significantly in reading time [F (1, 35) = 0.01, p = 0.93], answering time [F (1, 35) = 0.60, p = 0.44], or accuracy [F (1, 35) = 0.24, p = 0.63] regardless of easy or hard items. Discussion: Dual process theory was not evidenced in this study. However, this lack of difference between faculty and residents may have been affected by the small sample size of participants and MCQs may not reflect how physicians made decisions in actual practice setting.

Testing a Dual-Process Theory of Supportive Communication Outcomes: How Multiple Factors Influence Outcomes in Support Situations

2013 ◽  
Vol 42 (4) ◽  
pp. 526-546 ◽  
Author(s):  
Amanda J. Holmstrom ◽  
Graham D. Bodie ◽  
Brant R. Burleson ◽  
Jennifer D. McCullough ◽  
Jessica J. Rack ◽  
...  
Keyword(s):  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory ◽  
Supportive Communication ◽  
Multiple Factors
Sign in / Sign up

Export Citation Format

Share Document