scholarly journals The Development of Scientific Reasoning in Medical Education: A Psychological Perspective

2016 ◽  
Vol 89 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Daniela Luminita Barz ◽  
Andrei Achimaș-Cadariu
Keyword(s):  
Medical Education ◽  
Cognitive Processes ◽  
Scientific Inquiry ◽  
Cognitive Process ◽  
Scientific Reasoning ◽  
Psychological Perspective ◽  
Theoretical Perspectives ◽  
Underlying Mechanisms ◽  
Problem Solving Process

Scientific reasoning has been studied from a variety of theoretical perspectives, which have tried to identify the underlying mechanisms responsible for the development of this particular cognitive process. Scientific reasoning has been defined as a problem-solving process that involves critical thinking in relation to content, procedural, and epistemic knowledge. The development of scientific reasoning in medical education was influenced by current paradigmatic trends, it could be traced along educational curriculum and followed cognitive processes. The purpose of the present review is to discuss the role of scientific reasoning in medical education and outline educational methods for its development.Current evidence suggests that medical education should foster a new ways of development of scientific reasoning, which include exploration of the complexity of scientific inquiry, and also take into consideration the heterogeneity of clinical cases found in practice.

scholarly journals Sensemaking in and around Organizations

Management ◽  
2019 ◽  
Author(s):  
Lee Watkiss ◽  
Jungsoo Ahn
Keyword(s):  
Social Construction ◽  
Organizational Behavior ◽  
Cognitive Processes ◽  
Organizational Theory ◽  
Strategic Change ◽  
The Political ◽  
Organizational Life ◽  
Theoretical Perspectives ◽  
The Social

Sensemaking is one of the main theoretical perspectives that is used to understand both social cognition within organizational theory and the social construction of organizational behavior. Initial scholarship focused on the cognitive processes of sensemaking; discursive approaches followed in order to understand how actors come together to coordinate action. In recent years, the scope of the sensemaking perspective has expanded to account for the role of affect as well as to consider the political nature of sensemaking. Although sensemaking is most closely informed by ideas in social psychology and management, it also draws from cognitive psychology, symbolic interactionism, and ethnomethodology. The first section provides an introduction to sensemaking, including introductory works, overviews, and reviews. Next, the journals where sensemaking research is published are highlighted. This is followed by a review of the primary and emerging approaches to sensemaking. We conclude with a discussion about sensegiving, a related construct, and how a sensemaking perspective informs other areas of organizational theory, including strategic change, organizing, and symbolic approaches to organizational life.

scholarly journals Runing ahead: Pensamiento divergente y sus dimensiones: ¿De qué hablamos y qué evaluamos?

2016 ◽  
Vol 33 (1) ◽  
pp. 40 ◽  
Author(s):  
Carmen Ferrándiz García ◽  
Mercedes Ferrando ◽  
Gloria Soto ◽  
Marta Sainz ◽  
María Dolores Prieto
Keyword(s):  
Factor Analysis ◽  
Public Schools ◽  
Confirmatory Factor Analysis ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Divergent Thinking ◽  
Font Size ◽  
Creative Imagination ◽  
Confirmatory Factor

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: ZH-CN; mso-ansi-language: ES-TRAD; mso-bidi-language: AR-SA;" lang="ES-TRAD">This paper examines the role of latent cognitive process and the contents of task (verbal and figural) in divergent thinking. </span><span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: ZH-CN; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA;" lang="EN-GB">The sample was composed of 260 students, attending different public and semi-public schools in the Murcia Region (Spain), with ages ranging from 8 to 15 years old. Creativity was assessed with the Torrance Test of Creativity Thinking (TTCT) and the Test of Creative Imagination (PIC). Results suggest that, even though both tests are based on the psychometric approach and Guilford´s theory of creativity, their scores are not significantly correlated. Results from confirmatory factor analysis suggest two independent factors (one for each test), more related to tasks’ demands and contents than with the cognitive processes traditionally considered in the definition and measurement of creativity. </span>

scholarly journals Neurocognitive Psychometrics of Intelligence: How Measurement Advancements Unveiled the Role of Mental Speed in Intelligence Differences

2020 ◽  
Vol 29 (2) ◽  
pp. 140-146 ◽  
Author(s):  
Anna-Lena Schubert ◽  
Gidon T. Frischkorn
Keyword(s):  
Individual Differences ◽  
Cognitive Processes ◽  
Executive Control ◽  
Processing Speed ◽  
Cognitive Process ◽  
Functional Organization ◽  
Reaction Times ◽  
Order Processing ◽  
The Relationship

More intelligent individuals typically show faster reaction times. However, individual differences in reaction times do not represent individual differences in a single cognitive process but in multiple cognitive processes. Thus, it is unclear whether the association between mental speed and intelligence reflects advantages in a specific cognitive process or in general processing speed. In this article, we present a neurocognitive-psychometrics account of mental speed that decomposes the relationship between mental speed and intelligence. We summarize research employing mathematical models of cognition and chronometric analyses of neural processing to identify distinct stages of information processing strongly related to intelligence differences. Evidence from both approaches suggests that the speed of higher-order processing is greater in smarter individuals, which may reflect advantages in the structural and functional organization of brain networks. Adopting a similar neurocognitive-psychometrics approach for other cognitive processes associated with intelligence (e.g., working memory or executive control) may refine our understanding of the basic cognitive processes of intelligence.

EFFECTS OF EXTERNAL AND INTERNAL ATTENTIONAL MANIPULATIONS ON SECOND LANGUAGE GRAMMAR DEVELOPMENT

2018 ◽  
Vol 41 (2) ◽  
pp. 389-417 ◽  
Author(s):  
Bernard I. Issa ◽  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Cognitive Processes ◽  
L2 Acquisition ◽  
Attentional Allocation ◽  
Structured Input ◽  
Input Enhancement ◽  
Grammatical Development ◽  
Chance Performance ◽  
Theoretical Perspectives

AbstractThe role of attention has been central to theoretical and empirical inquiries in second language (L2) acquisition. The current eye-tracking study examined how external and internal attentional manipulations (Chun, Golomb, &Turk-Browne, 2011) promote L2 grammatical development. Participants (n= 55) were exposed to Spanish direct-object pronouns under external or internal attentional manipulations, which were implemented through textual input enhancement or structured input practice, respectively. Results for both manipulations indicated that (a) learner attentional allocation to the form was affected; (b) L2 gains were evidenced, although only the internal manipulation led to above-chance performance; and (c) L2 gains were related to attention allocated to the form under the external manipulation and to a lesser extent the internal manipulation. Overall, findings may inform theoretical perspectives on attention and elucidate cognitive processes related to L2 instruction.

scholarly journals Analysis of Data-Based Scientific Reasoning from a Product-Based and a Process-Based Perspective

2021 ◽  
Vol 11 (10) ◽  
pp. 639
Author(s):  
Sabine Meister ◽  
Annette Upmeier zu Belzen
Keyword(s):  
Cognitive Processes ◽  
Scientific Reasoning ◽  
Conceptual Knowledge ◽  
Data Interpretation ◽  
Biology Teachers ◽  
Mixed Methods Approach ◽  
Anomalous Data ◽  
Insight Into ◽  
Initial Prediction

In this study, we investigated participants’ reactions to supportive and anomalous data in the context of population dynamics. Based on previous findings on conceptions about ecosystems and responses to anomalous data, we assumed a tendency to confirm the initial prediction after dealing with contradicting data. Our aim was to integrate a product-based analysis, operationalized as prediction group changes with process-based analyses of individual data-based scientific reasoning processes to gain a deeper insight into the ongoing cognitive processes. Based on a theoretical framework describing a data-based scientific reasoning process, we developed an instrument assessing initial and subsequent predictions, confidence change toward these predictions, and the subprocesses data appraisal, data explanation, and data interpretation. We analyzed the data of twenty pre-service biology teachers applying a mixed-methods approach. Our results show that participants tend to maintain their initial prediction fully or change to predictions associated with a mix of different conceptions. Maintenance was observed even if most participants were able to use sophisticated conceptual knowledge during their processes of data-based scientific reasoning. Furthermore, our findings implicate the role of confidence changes and the influences of test wiseness.

scholarly journals Applying Metacognitive Theory in Teaching Vietnamese Reading Skills to Foreign Students

2020 ◽  
Vol 3 (2) ◽  
pp. p85
Author(s):  
Nguyen Thi Hong Chuyen
Keyword(s):  
Cognitive Processes ◽  
Foreign Students ◽  
Cognitive Process ◽  
Reading Skills ◽  
Training Process ◽  
Thinking Process ◽  
New Perspective

Since the late 1970s, the term “metacognition” has been used to generalize the thinking process of each individual in his or her own thinking. Theoretical contents of metacognition such as: understanding knowledge and thinking of oneself; monitoring and evaluating their cognitive processes; trying to adjust the cognitive process when solving problems... have brought a new perspective in teaching to promote the role of learners and make the process of learning turn the training process into self-training process. Within the scope of this article, we introduce briefly metacognitive theory in teaching Vietnamese reading skillto foreign students.

scholarly journals ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA

2018 ◽  
Vol 17 (2) ◽  
pp. 229-238 ◽  
Author(s):  
Xiying Li ◽  
Liusu Wang ◽  
Jiliang Shen ◽  
Jingying Wang ◽  
Weiping Hu ◽  
...  
Keyword(s):  
Content Analysis ◽  
Cognitive Processes ◽  
Scientific Inquiry ◽  
Scientific Reasoning ◽  
Ministry Of Education ◽  
Inquiry Skills ◽  
Textbook Evaluation ◽  
Content Analysis Method ◽  
Curriculum Reforms ◽  
Scientific Reasoning Skills

In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China’s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students’ scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students’ abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks. Keywords: physics textbook, textbook evaluation, scientific inquiry activity, content analysis

Tapping versus Saying: Effects of Age, Recoding, and Visual Search on Phonological Span

2021 ◽  
pp. 073428292110091
Author(s):  
Eva Oesterlen ◽  
Katja Seitz-Stein
Keyword(s):  
Visual Search ◽  
Secondary School ◽  
Primary School ◽  
Cognitive Processes ◽  
School Children ◽  
Primary School Children ◽  
Verbal Recall ◽  
Age Dependent ◽  
Underlying Mechanisms

In contrast to traditional word spans with verbal recall, recently developed automated tasks employ a visuospatial response format (RF). This RF involves additional cognitive processes such as recoding and visual search, which develop across childhood. The aim of the present study was to extend previous findings on age-dependent RF effects, examining the role of recoding and visual search as underlying mechanisms. Groups of primary school children, secondary school children, and adults performed analogous word spans with visuospatial and verbal RF. Additionally, two tasks assessing recoding and visual search skills were conducted. Results show that primary school children performed poorer under visuospatial than verbal RF, whereas secondary school children and adults showed no performance differences. The analyses further suggest that search skills contribute to age-differential RF effects. Recoding seems less decisive, but its role could not be conclusively clarified. Developmental mechanisms and the necessity to disentangle the role of recoding from search are discussed.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

Response Interference as a Mechanism Underlying Implicit Measures

2008 ◽  
Vol 24 (4) ◽  
pp. 218-225 ◽  
Author(s):  
Bertram Gawronski ◽  
Roland Deutsch ◽  
Etienne P. LeBel ◽  
Kurt R. Peters
Keyword(s):  
Task Performance ◽  
Psychological Research ◽  
Implicit Measures ◽  
Mediation Model ◽  
Response Interference ◽  
Relevant Evidence ◽  
Moderated Mediation Model ◽  
Stimulus Features ◽  
Underlying Mechanisms

Over the last decade, implicit measures of mental associations (e.g., Implicit Association Test, sequential priming) have become increasingly popular in many areas of psychological research. Even though successful applications provide preliminary support for the validity of these measures, their underlying mechanisms are still controversial. The present article addresses the role of a particular mechanism that is hypothesized to mediate the influence of activated associations on task performance in many implicit measures: response interference (RI). Based on a review of relevant evidence, we argue that RI effects in implicit measures depend on participants’ attention to association-relevant stimulus features, which in turn can influence the reliability and the construct validity of these measures. Drawing on a moderated-mediation model (MMM) of task performance in RI paradigms, we provide several suggestions on how to address these problems in research using implicit measures.

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