scholarly journals Decision Making in English as an Additional Language: Surprises and Advantages

2022 ◽  
Vol 4 (1) ◽  
pp. p1
Author(s):  
Steve Daniel Przymus ◽  
Zachary Brooks
Keyword(s):  
Decision Making ◽  
Adult Learners ◽  
English Learners ◽  
First Language ◽  
English Speakers ◽  
Cognitive Reflection ◽  
Analytical Thinking ◽  
System 2 ◽  
K 12 ◽  
System 1

Do adult learners of English make different and sometimes better decisions in English than their monolingual peers and teachers? It is likely, possible, and probable. Using evidence from classroom decision making studies, with over 500 participants, we demonstrate that often adult English learners (henceforth adult Active Bilingual Learners/Users of English [ABLE]) make more accurate decisions in English than first language English speakers, when given time and the ability to utilize their whole linguistic repertoire (i.e., translanguaging). We specifically look at differences in decisions that involve 1) common adverbs of frequency (rare, possible, likely, frequently, etc.) and 2) system 1 (implicit) vs. system 2 (analytical) thinking in cognitive reflection tests, such as math story problems. Understanding these surprising differences and advantages in decision making in English as an Additional Language (EAL) has important practical implications for test preparation and daily instruction for adult ABLE students, and potentially as well for ABLE youth in K-12 schools.

From Analogical to Analytical Thinking and Back

2020 ◽  
pp. 223-244
Author(s):  
Sébastien Pesce
Keyword(s):  
Decision Making ◽  
Professional Activity ◽  
Main Aspect ◽  
Analytical Thinking ◽  
System 2 ◽  
System 1 ◽  
Logic Of Inquiry

This chapter shows the importance for teachers to enter into a truly reflexive activity and to make it the main aspect of their professional activity. The author describes ways teachers can regain control over the activity of thinking and adapt their modes of reasoning to educational situations by developing control over the transition from system 1 to system 2. The aim is to consider the conditions for developing decision-making procedures, both reflexive and collective, when faced with complex situations (particularly crises), based on a deliberation rooted in a logic of inquiry.

Cognitive Biases in Decision Making in Post-Bureaucratic Organizations

2017 ◽  
pp. 358-382
Author(s):  
Marie-Therese Claes ◽  
Thibault Jacquemin
Keyword(s):  
Decision Making ◽  
Behavioral Economics ◽  
Cognitive Biases ◽  
Rational Choice Theory ◽  
Choice Theory ◽  
Decision Making Process ◽  
Rational Decision ◽  
Bureaucratic Organization ◽  
System 2 ◽  
System 1

In today's post-bureaucratic organization, where decision-making is decentralized, most managers are confronted with highly complex situations where time-constraint and availability of information makes the decision-making process essential. Studies show that a great amount of decisions are not taken after a rational decision-making process but rather rely on instinct, emotion or quickly processed information. After briefly describing the journey of thoughts from Rational Choice Theory to the emergence of Behavioral Economics, this chapter will elaborate on the mechanisms that are at play in decision-making in an attempt to understand the root causes of cognitive biases, using the theory of Kahneman's (2011) System 1 and System 2. It will discuss the linkage between the complexity of decision-making and post-bureaucratic organization.

scholarly journals A cue for rational reasoning: Introducing a reference point in cognitive reflection tasks

2019 ◽  
Vol 15 (1) ◽  
pp. 25-40 ◽  
Author(s):  
Kaja Damnjanović ◽  
Vera Novković ◽  
Irena Pavlović ◽  
Sandra Ilić ◽  
Slobodan Pantelić
Keyword(s):  
Reference Point ◽  
Dual Process ◽  
Cognitive Reflection Test ◽  
Cognitive Reflection ◽  
Reasoning Problem ◽  
Process Framework ◽  
System 2 ◽  
System 1 ◽  
Rational Reasoning ◽  
Adaptive Toolbox

The dual process framework posits that we reason using the quick System 1, and the deliberate System 2, both of which are part of our “adaptive toolbox”. The Cognitive Reflection Test (CRT) estimates which system was used to solve a reasoning problem. Usually, the CRT tasks are solved incorrectly by using System 1, and correctly through System 2. We have applied the reference point hypothesis to the tasks of the CRT and proposed that this change would facilitate the switch between systems, resulting in better performance on the version of the test with a reference point, compared to the CRT without one. The results confirmed our assumptions, as evidenced by a generally higher score on the CRT with a reference point, albeit with different effects between items.

scholarly journals Generation 1.5 and Academic Libraries: Strategies for Supporting English Learners (ELs) in Reference and Instruction

2021 ◽  
Vol 16 (4) ◽  
pp. 100-117
Author(s):  
Megan Margino Marchese
Keyword(s):  
Postsecondary Education ◽  
Academic Libraries ◽  
English Learners ◽  
Native English Speakers ◽  
Generation 1.5 ◽  
Academic Librarians ◽  
English Speakers ◽  
Academic English ◽  
Academic Challenges ◽  
K 12

Background – Compared to native English speakers, English Learners (ELs) often face additional barriers to academic success. Though typically competent in social English, Generation 1.5 ELs struggle with academic English at the postsecondary level and are still considered to be in the process of learning English. As colleges become increasingly linguistically diverse, academic librarians must adapt to support the growing numbers of ELs in the campus community. Objective – This paper aims to provide academic librarians with information on the scope of English Learners in K-12 through postsecondary education, academic challenges of Generation 1.5 students at the postsecondary level, and strategies that librarians can employ to support English learners in the contexts of reference and instruction. Methods – The author searched journals in the disciplines of academic libraries, higher education, Teaching English to Speakers of Other Languages (TESOL), and linguistics. Additional resources searched include education data and statistics, research institute publications, and English as a New Language (ENL) teaching resources. These sources were explored in regard to the topics of EL educational statistics, K-12 ENL programs, ENL pedagogy, ELs in postsecondary education, Generation 1.5 students, ELs’ academic challenges and educational needs, and academic libraries and ELs. Results – A review of the literature on ELs in academic libraries, particularly Generation 1.5 students, reveals that Generation 1.5 is a population that is in need of support at the postsecondary level. Because Generation 1.5 students often hold strong social English skills, they may enter college without an EL designation or specialized academic support. However, research shows that Generation 1.5 students struggle with college-level academic English, specifically in grammar and vocabulary. These challenges impact students’ communicative success both in college classroom and library environments. Conclusion – Academic librarians may adopt pedagogical strategies commonly employed in ENL classrooms to use in reference and instruction environments. Techniques include themes such as awareness of language use and reinforcement of content, and require low-stakes implementation into library practice. Though librarians may be unaware of the language learning needs of their students, such strategies have shown to be useful for all students. Because techniques that are helpful to ELs also typically benefit all students, these strategies are also applicable to native English speakers.

The Electronic Hive Mind and Cybersecurity

2019 ◽  
pp. 206-262 ◽  
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Decision Making ◽  
Cognitive Biases ◽  
Mass Scale ◽  
Data Sources ◽  
Micro Scale ◽  
Weakest Link ◽  
System 2 ◽  
Research Questions ◽  
System 1 ◽  
Scale Data

If people are the “weakest link” in cybersecurity because of their psychological make-up and hardwiring—their socialized desire to trust and cooperate with others, their cognitive biases and misperceptions, their preferences for convenience, their general going with System 1 inattention instead of System 2 attention and thinking—this begs the question of whether the same micro-scale cognitive limits found in individual users are also present on a mass scale. After all, there have been discovered problematic unthinking leanings in group decision making: obedience to authority, bystander effects, groupthink, and the Abilene paradox, among others. Using a range of often mass-scale data sources and data analytics tools, research questions were asked around three areas: (1) the level of sophistication of the cybersecurity electronic hive mind towards cybersecurity issues, (2) the gap between the non-expert members and the expert members in the hive mind, and (3) whether the extant hive mind was more reflective of mob unthinkingness or deliberation and wisdom.

L3 syntactic transfer selectivity and typological determinacy: The typological primacy model

2010 ◽  
Vol 27 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Jason Rothman
Keyword(s):  
Present Article ◽  
English Learners ◽  
First Language ◽  
Brazilian Portuguese ◽  
The Other ◽  
English Speakers ◽  
Third Language ◽  
Proficiency Level ◽  
L2 Spanish ◽  
L1 English

The present article addresses the following question: what variables condition syntactic transfer? Evidence is provided in support of the position that third language (L3) transfer is selective, whereby, at least under certain conditions, it is driven by the typological proximity of the target L3 measured against the other previously acquired linguistic systems (cf. Rothman and Cabrelli Amaro, 2007, 2010; Rothman, 2010; Montrul et al., 2011). To show this, we compare data in the domain of adjectival interpretation between successful first language (L1) Italian learners of English as a second language (L2) at the low to intermediate proficiency level of L3 Spanish, and successful L1 English learners of L2 Spanish at the same levels for L3 Brazilian Portuguese. The data show that, irrespective of the L1 or the L2, these L3 learners demonstrate target knowledge of subtle adjectival semantic nuances obtained via noun-raising, which English lacks and the other languages share. We maintain that such knowledge is transferred to the L3 from Italian (L1) and Spanish (L2) respectively in light of important differences between the L3 learners herein compared to what is known of the L2 Spanish performance of L1 English speakers at the same level of proficiency (see, for example, Judy et al., 2008; Rothman et al., 2010). While the present data are consistent with Flynn et al.’s (2004) Cumulative Enhancement Model, we discuss why a coupling of these data with evidence from other recent L3 studies suggests necessary modifications to this model, offering in its stead the Typological Primacy Model (TPM) for multilingual transfer.

DISCOVERING THE RELATIONSHIP BETWEEN CONTEXT AND ALLOPHONES IN A SECOND LANGUAGE

2010 ◽  
Vol 32 (4) ◽  
pp. 581-606 ◽  
Author(s):  
Christine E. Shea ◽  
Suzanne Curtin
Keyword(s):  
Second Language ◽  
English Learners ◽  
First Language ◽  
Spanish Speakers ◽  
English Speakers ◽  
Native Spanish Speakers ◽  
Conditioning Factors ◽  
Word Position ◽  
Distributional Information ◽  
Word Onset

The identification of stressed syllables by adult second-language (L2) Spanish learners was examined for evidence of influence of an allophonic alternation driven by word position and stress. The Spanish voiced stop-approximant alternation, whereby stops occur in stressed-syllable and word onsets, was utilized. If L2 learners track the distribution of this alternation, they should tend to link stops to stressed syllables in word-onset position and approximants to unstressed, word-medial position. Low- and high-intermediate-level first-language English learners of Spanish as well as native Spanish and monolingual English speakers listened to a series of nonce words and determined which of the two consonant-vowel (CV) syllables they perceived as stressed. In Experiment 1, onset allophone and vowel stress were crossed. In Experiment 2, the onset allophone alternated and a vowel unmarked for prominence was used. The results show that the monolingual English and low-intermediate groups were more likely to perceive syllables with stressed vowels as stressed, regardless of the allophone onset. In contrast, listeners with greater Spanish proficiency performed similarly to native Spanish speakers and were more likely to perceive stress on syllables with stop onsets, a pattern that follows the distributional information of Spanish. This finding suggests that learning the interplay between allophonic distributions and their conditioning factors is possible with experience and that knowledge of this relationship plays a role in the acquisition of L2 allophones.

scholarly journals Systems 1 and 2 thinking processes and cognitive reflection testing in medical students

2016 ◽  
Vol 7 (2) ◽  
pp. e97-103 ◽  
Author(s):  
Shu Wen Tay ◽  
Paul Macdara Ryan ◽  
C Anthony Ryan
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Cognitive Reflection Test ◽  
Analytic Thinking ◽  
Intuitive Thinking ◽  
Cognitive Reflection ◽  
System 2 ◽  
Thinking Processes ◽  
Analytical System ◽  
System 1

Background: Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs.Methods: The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied.Results: Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01). As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Conclusions: Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

scholarly journals Decision-Making of Communication Robots Through Robot Ethics

2021 ◽  
Vol 25 (4) ◽  
pp. 467-477
Author(s):  
Tomomi Hashimoto ◽  
Xingyu Tao ◽  
Takuma Suzuki ◽  
Takafumi Kurose ◽  
Yoshio Nishikawa ◽  
...  
Keyword(s):  
Decision Making ◽  
Unsolved Problem ◽  
Critical Level ◽  
Status Quo ◽  
Status Quo Bias ◽  
Robot Ethics ◽  
The Status ◽  
Recent Developments ◽  
System 2 ◽  
System 1

With the recent developments in robotics, the ability of robots to recognize their environment has significantly improved. However, the manner in which robots behave depending on a particular situation remains an unsolved problem. In this study, we propose a decision-making method for robots based on robot ethics. Specifically, we applied the two-level theory of utilitarianism, comprising SYSTEM 1 (intuitive level) for quick decisions and SYSTEM 2 (critical level) for slow but careful decisions. SYSTEM 1 represented a set of heuristically determined responses and SYSTEM 2 represented a rule-based discriminator. The decision-making method was as follows. First, SYSTEM 1 selected the response to the input. Next, SYSTEM 2 selected the rule that the robot’s behavior should follow depending on the amount of happiness and unhappiness of the human, robot, situation, and society. We assumed three choices for SYSTEM 2. We assigned “non-cooperation” to asocial comments, “cooperation” to when the amount of happiness was considered to be high beyond the status quo bias, and “withholding” to all other cases. In the case of choosing between cooperation or non-cooperation, we modified the behavior selected in SYSTEM 1. An impression evaluation experiment was conducted, and the effectiveness of the proposed method was demonstrated.

Translatorial dual-processing–evidence from interlingual trainee subtitling

Babel ◽  
2016 ◽  
Vol 62 (3) ◽  
pp. 495-515 ◽  
Author(s):  
Mikołaj Deckert
Keyword(s):  
Decision Making ◽  
Cognitive Linguistics ◽  
The Other ◽  
Dual Processing ◽  
Translation Quality ◽  
System 2 ◽  
The One ◽  
Stage 1 ◽  
Cross Language ◽  
System 1

Drawing on cognitive linguistics and psychology, this paper attempts to model the subtitler’s decision-making as involving two types of operations. They are referred to as System 1 and System 2, the former being fast, automatic and requiring little effort, and the latter being slower, controlled and effortful. To test the dual-processing hypothesis, I analyse trainee subtitlers’ renditions with a focus on the construction “you + to like + me” which exemplifies a cross-language asymmetry and a potential (disguised) translation challenge. Remarkably, the English construction is employed equally-conventionally to represent the concept of being favourably disposed to somebody in a non-physical/sexual manner, on the one hand, and being attracted to somebody, on the other. In Polish, however, the “prototypes” will typically be represented as distinct expressions. The present findings suggest that because differentiating between the prototypes and coding them linguistically is not challenging to the participants, it is the automation of their judgment that leads them to settle for flawed target variants (Stage 1). Additional evidence is obtained (Stage 2) as participants are induced to go from System 1 to System 2 thinking–a cross-stage comparison indicates that the fast-to-slow switch reorients the trainees’ subtitling choices and ultimately improves translation quality.

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