Risk-Taking Behavior: A Cognitive Approach

1996 ◽  
Vol 78 (2) ◽  
pp. 489-490 ◽  
Author(s):  
Maxie P. Kohler
Keyword(s):  
Gender Differences ◽  
Critical Thinking ◽  
Risk Taking ◽  
Sensation Seeking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cognitive Approach ◽  
Risk Taking Behavior ◽  
Sensation Seeking Scale

In examining the associations of critical thinking skills and risk-taking behavior, scores on the Sensation Seeking Scale, Form V, Rotter's I-E Scale, and the Cornell Critical Thinking Scale confirm earlier research on sensation seeking in pointing to gender differences that predict more risk-taking behavior by men ( n = 52) than women ( n = 48).

scholarly journals The Effect of Applying Argument Driven Inquiry Models to the Critical Thinking Skills of Students Based on Gender Differences

2019 ◽  
Vol 8 (1) ◽  
pp. 35
Author(s):  
Laya Nazila ◽  
Undang Rosidin ◽  
I Wayan Distrik ◽  
Kartini Herlina ◽  
Neni Hasnunidah
Keyword(s):  
Gender Differences ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals Relationships between Head Impacts, Competitive Aggression, and Risk-taking Behavior in Collegiate Ice Hockey Players

2019 ◽  
Vol 34 (5) ◽  
pp. 780-780
Author(s):  
M S DiFabio ◽  
T A Buckley
Keyword(s):  
Risk Taking ◽  
Sensation Seeking ◽  
Linear Acceleration ◽  
Head Impact ◽  
Ice Hockey ◽  
Impact Loads ◽  
Head Impacts ◽  
Hockey Players ◽  
Risk Taking Behavior ◽  
Sensation Seeking Scale

Abstract Purpose To examine relationships between head impact kinematics sustained over a season and competitive aggression and self-reported risk-taking behavior in collegiate club ice-hockey athletes. Methods Twenty male ice-hockey players (19.9±1.2 y.o, 1.8±0.06 m, 78.5±5.7 kg) completed the Competitive Anger and Aggression Scale (CAAS, Range:0-84) and the Brief Sensation Seeking Scale (BSSS, Range:8-40) during the preseason as measures of competitive aggression and risk-taking behavior with higher/lower reflecting higher/lower aggression and risk taking. Penalty minutes (PM) and games played (GP) were taken from official game records. Head impact kinematics (number of impacts, linear mean, peak, cumulative acceleration) were recorded by tri-axial accelerometers worn during games/practices. Spearman correlation was performed to examine relationships between variables. Results The mean number of impacts was 76.6±54.9 (range: 6–171); mean and cumulative acceleration were 36.3±4.2g (range:27.8–42.2g) and 2829.4±2024.9g (range:198.4–6527.2g), respectively. Neither CAAS (mean: 48.7±10.9, range: 24–64) nor BSSS scores (mean: 25.3±4.4, range:15–32) were significantly related to impact kinematics. GP was significantly correlated with number of impacts (r=.63, p=.003) and cumulative linear acceleration (r=.61, p=.004). PM was significantly correlated with number of impacts (r=.52, p=.20) and cumulative linear acceleration (r=.55, p=.13). Conclusion There were no relationships between the head impact kinematics and self-reported aggressiveness or risk taking behavior, but more PM was strongly related to higher head impact loads. Considering PM may be useful in aiding to identify athletes who may sustain higher head impact loads, however, self-reports of behavior may not be.

Inspiring geoscience — Earth Science Week 2018

2018 ◽  
Vol 37 (9) ◽  
pp. 700-701
Author(s):  
Geoff Camphire
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Risk Taking ◽  
Earth Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Geoscience Education ◽  
The Arts ◽  
Powerful Means ◽  
Creative Problem

Exploration always involves creative problem-solving, risk-taking, and critical-thinking skills. This is true in the arts as well as science. And that is why Earth Science Week 2018 is exploring the theme “Earth as Inspiration,” targeting artistic expression as a powerful means of promoting geoscience education and understanding.

scholarly journals la filosofía con niños como experiencia transformadora. una propuesta en organizaciones sin ánimo de lucro

2019 ◽  
Vol 15 ◽  
pp. 1-28
Author(s):  
José Barrientos-rastrojo
Keyword(s):  
Critical Thinking ◽  
Cognitive Dissonance ◽  
Life Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cognitive Approach ◽  
Non Profit ◽  
The University ◽  
Children's Identity ◽  
Work Done

The benefits of implementing the methodology of Philosophy for/with Children are clear. Nevertheless, an excessive emphasis on critical thinking skills weakness its application in groups at risk of social exclusion. These groups require a profound transformation and not just a better way of thinking. This is due to the cognitive dissonance provoked when one only works with discourse: session participants can learn to give good answers without becoming able to apply them outside of philosophical settings. One way to address this limitation is to design an experiential reason, something described, in part, by Mathew Lipman (2003, pp. 261-270). If life experience determines children’s identity construction (Romano, 2012; Nishida, 1995; Zambrano, 1995), it is crucial to investigate its meaning and how it is articulated. Therefore, an Experiential Philosophy with Children, the topic of this paper, does not focus exclusively on the discursive work rooted in critical thinking. Rather, it is based on three pillars: (1) the creation of experiential exercises, (2) the promotion of provisions that encourage the transformative capacity of these exercises, and (3) the design of experiential scenarios and metaphors that promote the attainment of transformative truths. This article describes the limitations of the cognitive approach of philosophical work with children, summarizes the bases of experientiality, and adds a brief appendix on the work done at the University of Seville in non-profit associations like the Maparra Project of Caritas.

Assessing Problem-Solving Thought

1999 ◽  
Vol 4 (5) ◽  
pp. 305-311
Author(s):  
Annette Ricks Leitze ◽  
Sue Tinsley Mau
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Communication Skills ◽  
Risk Taking ◽  
Mathematics Curriculum ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Data Organization ◽  
Evaluation Standards ◽  
Recent Reform

Recent reform efforts that are based on the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for an increase in problem solving as part of the mathematics curriculum for students at all levels. Teachers can use problemsolving activities for multiple purposes, such as developing critical-thinking skills, data-organization skills, communication skills, and a risk-taking attitude, as well as making connections among mathematical topics. Regardless of the curriculum goal, teachers face many challenges in finding suitable activities and then assessing the work that students do on these activities. Neither task is easy.

scholarly journals EFFECTIVENESS OF GUIDED DISCOVERY BASED THERMOCHEMISTRY MODULE TO TRAIN CRITICAL THINKING SKILLS BASED ON GENDER DIFFERENCES

2020 ◽  
Vol 5 (1) ◽  
pp. 118-130
Author(s):  
Andini Desikasari Nuraisyah ◽  
Sulistyo Saputro ◽  
Endang Susilowati
Keyword(s):  
Gender Differences ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Discovery

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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