Gender Differences and Other Findings on the Cognitive Reflection Test

2018 ◽  
Vol 63 (3) ◽  
pp. 56-67
Author(s):  
Laura-Augustina Avram
Keyword(s):  
Gender Differences ◽  
Cognitive Ability ◽  
Correct Response ◽  
Correct Answer ◽  
Cognitive Abilities ◽  
State University ◽  
Cognitive Reflection Test ◽  
Cognitive Reflection ◽  
Mathematical Abilities ◽  
Reflective Reasoning

Abstract Intelligence is the traditional element of interest when measuring the human cognitive abilities. However, intelligence is complex and researchers are constantly finding new angles of looking at it. One such angle is reflective reasoning. Sometimes individuals choose to override the intuitive answer and by engaging in further reflection they reach the correct answer. The cognitive reflection test (CRT) measures a person’s ability to suppress their incorrect intuitive answer in favor of reflection that should then lead to the correct response. The test contains three short mathematically based problems, which measure, among others, cognitive ability, mathematical abilities and cognitive reflection. Using a sample of 195 students from a state university, one of the largest universities in Romania, we explore the extent to which a variety of phenomena and trends identified by previous findings on CRT show similar results on our sample.

scholarly journals Patience, Cognitive Abilities, and Cognitive Effort: Survey and Experimental Evidence From a Developing Country

2021 ◽  
pp. 000276422199674
Author(s):  
Stefania Bortolotti ◽  
Thomas Dohmen ◽  
Hartmut Lehmann ◽  
Frauke Meyer ◽  
Norberto Pignatti ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Adult Population ◽  
Cognitive Effort ◽  
Cognitive Reflection Test ◽  
Math Ability ◽  
Cognitive Reflection ◽  
Trade Offs ◽  
Ability Measure ◽  
The Relationship

This study sheds light on the relationship between cognition and patience by documenting that the correlation between cognitive abilities and delay discounting is weaker for the same group of individuals if choices are incentivized. This study conjectures that higher cognitive effort, which induces higher involvement of the cognitive system, moderates the relationship between patience and cognition. For 107 participants drawn from the adult population in Tbilisi, this study examines the relationship between various measures of cognitive ability and that of patience. Specifically, we consider the relationship between the Cognitive Reflection Test, a numeracy test, self-reported math ability measure, enumerators’ assessments, and incentivized and hypothetical trade-offs between smaller-sooner and larger-later payments.

scholarly journals The cognitive ability and working memory framework: Interpreting cognitive reflection test results in the domain of the cognitive experiential theory

2020 ◽  
Author(s):  
Ayşegül Engin
Keyword(s):  
Working Memory ◽  
Cognitive Ability ◽  
Decision Maker ◽  
Cognitive Abilities ◽  
Dual Process ◽  
Measurement Tool ◽  
Full Potential ◽  
Cognitive Reflection Test ◽  
Cognitive Reflection ◽  
Using Data

AbstractThe cognitive reflection test (hereafter, CRT) is a widely used tool in studies that deal with human decision-making and problem-solving. However, the interpretation of the results of the test remains an open discussion in extant literature. Despite the high predictive power, the characteristics of a decision-maker measured by the CRT remain unclear. This article suggests a novel and inclusive framework that relates the CRT to the cognitive experiential theory (hereafter, CET), which is a well-established dual-process theory. The framework explains the observed phenomena (e.g., individual decision-maker differences) using data from five laboratory experiments. The framework is inclusive because it provides possible explanations for the results in the published literature. The overall results support the argument that the CRT measures the efficiency of the resources of an individual’s working memory. In contrast, the rationality experientiality inventory (hereafter, REI) (a measurement tool of the cognitive experiential theory) captures an individual’s cognitive ability. The efficient use of the working memory leads to the full potential of decision-makers’ cognitive abilities in analytical tasks, thereby indicating that cognitive ability and working memory form a viable framework for studies in the disciplines behavioral operational research (hereafter, OR) and decision sciences.

scholarly journals Cognitive Reflection and Decision Making

2005 ◽  
Vol 19 (4) ◽  
pp. 25-42 ◽  
Author(s):  
Shane Frederick
Keyword(s):  
Decision Making ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Time Preference ◽  
Final Section ◽  
Expected Utility Theory ◽  
Theoretical Explanation ◽  
Cognitive Reflection Test ◽  
Cognitive Reflection ◽  
First Response

This paper introduces a three-item “Cognitive Reflection Test” (CRT) as a simple measure of one type of cognitive ability—the ability or disposition to reflect on a question and resist reporting the first response that comes to mind. The author will show that CRT scores are predictive of the types of choices that feature prominently in tests of decision-making theories, like expected utility theory and prospect theory. Indeed, the relation is sometimes so strong that the preferences themselves effectively function as expressions of cognitive ability—an empirical fact begging for a theoretical explanation. The author examines the relation between CRT scores and two important decision-making characteristics: time preference and risk preference. The CRT scores are then compared with other measures of cognitive ability or cognitive “style.” The CRT scores exhibit considerable difference between men and women and the article explores how this relates to sex differences in time and risk preferences. The final section addresses the interpretation of correlations between cognitive abilities and decision-making characteristics.

scholarly journals The Intuition of Punishment: A Study of Fairness Preferences and Cognitive Ability

Games ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 21 ◽  
Author(s):  
Markus Seier
Keyword(s):  
Cognitive Ability ◽  
Ultimatum Game ◽  
Social Dilemma ◽  
Dictator Game ◽  
Third Party ◽  
Test Results ◽  
Cognitive Reflection Test ◽  
Cognitive Reflection ◽  
Other Regarding

Can differences in cognitive reflection explain other-regarding behavior? To test this, I use the three-item Cognitive Reflection Task to classify individuals as intuitive or reflective and correlate this measure with choices in three games that each subject participates in. The main sample consists of 236 individuals who completed the dictator game, ultimatum game and a third-party punishment task. Subjects afterwards completed the three-item Cognitive Reflection Test. Results showed that intuitive individuals acted more prosocially in all social dilemma tasks. These individuals were more likely to serve as a norm enforcer and third-party punish a selfish act in the dictator game. Reflective individuals were found more likely to act consistently in a self-interested manner across the three games.

scholarly journals Numerosity Comparison, Estimation and Proportion Estimation Abilities May Predict Numeracy and Cognitive Reflection in Adults

2021 ◽  
Vol 15 ◽  
Author(s):  
Midori Tokita ◽  
Sumire Hirota
Keyword(s):  
Cognitive Abilities ◽  
Number System ◽  
Cognitive Mechanisms ◽  
Cognitive Reflection Test ◽  
Comparison Task ◽  
Cognitive Reflection ◽  
Japanese Adults ◽  
Proportion Estimation ◽  
Numerosity Estimation ◽  
Numerosity Perception

This study explores whether and how different tasks associated with approximate number system (ANS) ability are related to numeracy and cognitive reflection in adults. We conducted an online experiment using a sample of 300 Japanese adults aged 20–39. Participants were given three ANS tasks (numerosity comparison, numerosity estimation, and proportion estimation) as well as Rasch-based numeracy scale and cognitive reflection test, and we tested the correlation among the measures of these tasks. We explored the hypothesis that the typical measures used to gauge ANS ability, numerosity comparison and numerosity estimation may mediate different cognitive mechanisms in adults. We also introduced a task measuring proportion estimation, added because such estimation requires numerosity perception and the ability to map symbolic numerals. Our findings suggest that there is a weak, but significant correlation among the three ANS-related tasks. Moreover, there is a significant relationship between each of these measures and the numeracy and CRT score, suggesting that the ANS-related ability may be associated with higher cognitive abilities such as numeracy and cognitive reflection. In addition, we found that performances on the numerosity and proportion estimation are more clearly related to CRT score than the numerosity comparison task.

ANALYSIS OF PRE-SERVICE TEACHERS' COGNITIVE PROFILES

2019 ◽  
Vol 2 ◽  
pp. 629
Author(s):  
Zlatica Jursová Zacharová ◽  
Miroslava Lemešová ◽  
Lenka Sokolová
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Implicit Theories ◽  
Higher Order Thinking ◽  
Intelligence Test ◽  
Cognitive Profiles ◽  
Cognitive Reflection Test ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Cognitive Reflection

In recent years there has been increased attention to the problem of teachers' competences. The need for developing critical thinking in schools turns the focus also on the teachers' cognitive skills including not only intelligence but also cognitive reflection and implicit theories of intelligence. This study aimed to analyse pre-service teachers' (N = 344) cognitive profiles covering data from cognitive reflection test (CRT), implicit theories of intelligence test and Mannheim intelligence test (MIT, measuring verbal, numerical and spatial abilities). Significant correlations were found between cognitive reflection and other cognitive abilities. However, the implicit theories of intelligence seemed to be independent of cognitive abilities. Significant differences between senior and junior pre-service teachers were found in cognitive reflection and two MIT items. Based on the presented results, we discuss the assessment of pre-service teachers’ competences and the development of critical and higher order thinking in pre-gradual teacher education. 

scholarly journals The Reflective Mind: Examining Individual Differences in Susceptibility to Base Rate Neglect with fMRI

2018 ◽  
Vol 30 (7) ◽  
pp. 1011-1022 ◽  
Author(s):  
Oshin Vartanian ◽  
Erin L. Beatty ◽  
Ingrid Smith ◽  
Kristen Blackler ◽  
Quan Lam ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities ◽  
Reflective Thinking ◽  
Neural Correlates ◽  
Posterior Cingulate Cortex ◽  
Thinking Styles ◽  
Cognitive Reflection Test ◽  
Cognitive Reflection ◽  
Base Rate Neglect ◽  
Behavioral Dissociation

Performance on heuristics and bias tasks has been shown to be susceptible to bias. In turn, susceptibility to bias varies as a function of individual differences in cognitive abilities (e.g., intelligence) and thinking styles (e.g., propensity for reflection). Using a classic task (i.e., lawyer–engineer problem), we conducted two experiments to examine the differential contributions of cognitive abilities versus thinking styles to performance. The results of Experiment 1 demonstrated that the Cognitive Reflection Test (CRT)—a well-established measure of reflective thinking—predicted performance on conflict problems (where base rates and intuition point in opposite directions), whereas STM predicted performance on nonconflict problems. Experiment 2 conducted in the fMRI scanner replicated this behavioral dissociation and enabled us to probe their neural correlates. As predicted, conflict problems were associated with greater activation in the ACC—a key region for conflict detection—even in cases when participants responded stereotypically. In participants with higher CRT scores, conflict problems were associated with greater activation in the posterior cingulate cortex (PCC), and activation in PCC covaried in relation to CRT scores during conflict problems. Also, CRT scores predicted activation in PCC in conflict problems (over and above nonconflict problems). Our results suggest that individual differences in reflective thinking as measured by CRT are related to brain activation in PCC—a region involved in regulating attention between external and internal foci. We discuss the implications of our findings in terms of PCC's possible involvement in switching from intuitive to analytic mode of thought.

Sign in / Sign up

Export Citation Format

Share Document