Putting socio-cognitive conflict in context: Disagreements are more threatening in competition

2007 ◽  
Author(s):  
Sheree M. Schrager ◽  
Celine Darnon ◽  
Judith M. Harackiewicz
Keyword(s):  
Cognitive Conflict

Improving the questions we ask, with Psychology and Cognitive Conflict.

2018 ◽  
Author(s):  
Brett Buttliere
Keyword(s):  
Problem Solving ◽  
Scientific Method ◽  
Meaning Making ◽  
Cognitive Conflict ◽  
Empirical Literature ◽  
Present Evidence ◽  
Scientific Papers ◽  
Science In Society

Over the last decade, there have been many suggestions to improve how scientists answer their questions, but far fewer attempt to improve the questions scientists are asking in the first place. The goal of the paper is then to examine and summarize synthesize the evidence on how to ask the best questions possible. First is a brief review of the philosophical and empirical literature on how the best science is done, which implicitly but not explicitly mentions the role of psychology and especially cognitive conflict. Then we more closely focus on the psychology of the scientist, finding that they are humans, engaged in a meaning making process, and that cognitive conflict is a necessary input for any learning or change in the system. The scientific method is, of course, a specialized meaning making process. We present evidence for this central role of cognitive conflict in science by examining the most discussed scientific papers between 2013 and 2017, which are, in general, controversial and about big problems (e.g., whether vaccines cause autism, how often doctors kill us with their mistakes). Toward the end we discuss the role of science in society, suggesting science itself is an uncertainty reducing and problem solving enterprise. From this basis we encourage scientists to take riskier stances on bigger topics, for the good of themselves and society generally.

Sources of cognitive conflict and their relevance to Theory of Mind proficiency in healthy ageing. A preregistered study.

2018 ◽  
Author(s):  
Foyzul Rahman ◽  
Sabrina Javed ◽  
Ian Apperly ◽  
Peter Hansen ◽  
Carol Holland ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
Executive Control ◽  
Spatial Working Memory ◽  
Age Groups ◽  
Response Speed ◽  
Cognitive Conflict ◽  
Mental States ◽  
Younger Adults ◽  
Age Related ◽  
Outcome Knowledge

Age-related decline in Theory of Mind (ToM) may be due to waning executive control, which is necessary for resolving conflict when reasoning about others’ mental states. We assessed how older (OA; n=50) versus younger adults (YA; n=50) were affected by three theoretically relevant sources of conflict within ToM: competing Self-Other perspectives; competing cued locations and outcome knowledge. We examined which best accounted for age-related difficulty with ToM. Our data show unexpected similarity between age groups when representing a belief incongruent with one’s own. Individual differences in attention and motor response speed best explained the degree of conflict experienced through conflicting Self-Other perspectives. However, OAs were disproportionately affected by managing conflict between cued locations. Age and spatial working memory were most relevant for predicting the magnitude of conflict elicited by conflicting cued locations. We suggest that previous studies may have underestimated OA’s ToM proficiency by including unnecessary conflict in ToM tasks.

Analisis Keterlaksanaan Cognitive Conflict dalam Model Inkuiri Terbimbing dan Pengaruhnya terhadap KemampuanBerpikir Tingkat Tinggi Siswa pada Materi Laju Reaksi

2018 ◽  
Vol 6 (1) ◽  
pp. 19-24
Author(s):  
Roni Saputra ◽  
Syamsurizal Syamsurizal ◽  
Dwi Wiwik Ernawati
Keyword(s):  
Cognitive Conflict ◽  
Purposive Sampling

Abstrak Telah dilakukan penelitian tentang keterlaksanaan tahap cognitive conflict dalam model Inkuiri terbimbing pada materi laju reaksi. Penelitian ini bertujuan untuk menentukan keterlaksanaan cognitive conflict dalam model inkuiri terbimbing dan pengarunya terhadap kemampuan berpikir tingkat tinggi siswa pada materi laju reaksi. Penelitian ini merupakan penelitian Pre-Eksperimental dengan desain penelitian yang digunakan adalah One Group Pretest-Posttest. Pemilihan subjek dilakukan dengan cara purposive sampling berdasarkan pertimbangan hasil tes awal pada materi termokimia, dimana 12 siswa dengan nilai tertinggi pada kelas XI IPA 4 SMAN 10 Kota Jambi dijadikan subjek penelitian. Instrumen penelitian terdiri dari lembar observasi dengan hasil keseluruhan persentase aktivitas keterlaksanaan oleh guru 73% dengan kriteria baik. Kemudian hasil keterlaksanaan tahap cognitve conflict dalam model inkuiri terbimbing oleh siswa sebesar 75,13% dengan kategori baik, serta hasil posttest memiliki rata-rata 76, sehingga korelasi menunjukkan nilai signifikansi 0,174>0,05 yang berarti terdapat korelasi yang signifikan antara dua variabel, yaitu Ha diterima. Sehingga terdapat pengaruh pembelajaran menggunakan model inkuiri terbimbing dengan penambahan tahap cognitive conflict terhadap kemampuan berpikir tingkat tinggi siswa.

scholarly journals The role of dyadic interactions between CEOs, chairs and owners in family firm governance

2021 ◽  
Author(s):  
Hanna Maria Sievinen ◽  
Tuuli Ikäheimonen ◽  
Timo Pihkala
Keyword(s):  
Decision Making ◽  
Cognitive Conflict ◽  
Family Firm ◽  
Dyadic Interaction ◽  
Dyadic Interactions ◽  
Board Processes ◽  
Governance Process ◽  
Back Stage ◽  
Firm Owners

AbstractThe objective of this case-based study is to understand how the dyadic interaction between the key governance actors can influence the decision-making aimed at directing and controlling a family firm. The study provides evidence that dyadic interaction at the back stage of the formal governance process can offer a privileged position for the family firm owners who serve on the board, and the non-family member Chair of the Board, to influence decision-making before, after and between board meetings. The cases studied suggest that dyadic interactions can serve as preparation for formal board processes and complement and clarify them, yet they also have the potential to conflict with them. Dyadic interaction is also shown to offer important relational and emotional benefits that may not necessarily be achieved through larger group interaction. The findings suggest that although the actors can self-regulate their behaviour through informal rules, the rules may imperfectly address one risk of dyadic interaction—the reduced cognitive conflict among the board.

scholarly journals Different Impact of Perceptual Fluency and Schema Congruency on Sustainable Learning

2021 ◽  
Vol 13 (13) ◽  
pp. 7040
Author(s):  
Beat Meier ◽  
Michèle C. Muhmenthaler
Keyword(s):  
Recognition Memory ◽  
Cognitive Conflict ◽  
Test Phase ◽  
Perceptual Fluency ◽  
Study Phase ◽  
Desirable Difficulties ◽  
Design Learning ◽  
Cognition And Learning ◽  
Incorrect Information

Perceptual fluency, that is, the ease with which people perceive information, has diverse effects on cognition and learning. For example, when judging the truth of plausible but incorrect information, easy-to-read statements are incorrectly judged as true while difficult to read statements are not. As we better remember information that is consistent with pre-existing schemata (i.e., schema congruency), statements judged as true should be remembered better, which would suggest that fluency boosts memory. Another line of research suggests that learning information from hard-to-read statements enhances subsequent memory compared to easy-to-read statements (i.e., desirable difficulties). In the present study, we tested these possibilities in two experiments with student participants. In the study phase, they read plausible statements that were either easy or difficult to read and judged their truth. To assess the sustainability of learning, the test phase in which we tested recognition memory for these statements was delayed for 24 h. In Experiment 1, we manipulated fluency by presenting the statements in colors that made them easy or difficult to read. In Experiment 2, we manipulated fluency by presenting the statements in font types that made them easy or difficult to read. Moreover, in Experiment 2, memory was tested either immediately or after a 24 h delay. In both experiments, the results showed a consistent effect of schema congruency, but perceptual fluency did not affect sustainable learning. However, in the immediate test of Experiment 2, perceptual fluency enhanced memory for schema-incongruent materials. Thus, perceptual fluency can boost initial memory for schema-incongruent memory most likely due to short-lived perceptual traces, which are cropped during consolidation, but does not boost sustainable learning. We discuss these results in relation to research on the role of desirable difficulties for student learning, to effects of cognitive conflict on subsequent memory, and more generally in how to design learning methods and environments in a sustainable way.

scholarly journals Electrophysiological and behavioral indices of cognitive conflict processing across adolescence

2021 ◽  
Vol 48 ◽  
pp. 100929
Author(s):  
Knut Overbye ◽  
Kristine B. Walhovd ◽  
Anders M. Fjell ◽  
Christian K. Tamnes ◽  
Rene J. Huster
Keyword(s):  
Cognitive Conflict ◽  
Conflict Processing ◽  
Behavioral Indices
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