Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
8,057
result(s) for
"thought processes"
Sort by:
Understanding and Promoting Thinking About Knowledge: Origins, Issues, and Future Directions of Research on Epistemic Cognition
Epistemic cognition is the thinking that people do about what and how they know. Education has long been concerned with promoting reflection on knowledge and processes of knowing, but research into epistemic cognition began really in the past half century, with a tremendous expansion in the past 20 years. This review summarizes the broad range of psychological and education research that comprises the study of epistemic cognition, and it identifies various fault lines that currently prevent coherent synthesis of theoretical modeb and empirical findings. The fault lines include differences in how scholars conceptualize knowledge and cognition, and the contextual nature of epistemic cognition, with consequent differences in accounts of individual development, as well as in research methods. In the coming century, research that can integrate findings among individual, situative, and cultural accounts of cognition may enable the advancement of coherent modeh of epistemic cognition and its devebpment and support improved educational efforts aimed at such development.
Journal Article
A postfoundational ubuntu accepts the unwelcomed (by way of ‘process’ transversality)
This examination of ubuntu is engaged in a conversation with the speculative philosophy of organism (‘process’) to acquire an extended tool by which to engage within its ontology the widest possible range of human interaction. The engagement by ubuntu’s relational doctrine of the speculative philosophical cosmology of A.N. Whitehead placed portions of the latter’s constructs at the service of ubuntu’s transversal capacity to examine and apply the deepest understanding of its own etymology. It has been a challenge to understand occasions of injustice and suffering which have manifested within the same African culture which has given to the world the language and concept of ubuntu. It has been commonplace to isolate the utopian relational ontology implicit in the aphorism from occasions of the worst of human nature. It was the premise of this study that an understanding of an ubuntu which excludes dystopian occasions has done a disservice to the breadth, depth and height of what is to be fully human – including occasions of suffering and anti-social behaviours.
Journal Article
Submentalizing: I Am Not Really Reading Your Mind
The nativist view of mentalizing—the view that humans have an inherent capacity to think about the mental states of others—has been recently reinvigorated by reports that adults and infants automatically represent mental states—that they engage in implicit mentalizing. In this article, I take a close look at the strongest evidence of implicit mentalizing in adults, which suggests that people automatically represent what others see, intend, and believe. I argue that although these experiments have been ingeniously designed and carefully implemented, they do not provide evidence of implicit mentalizing because their results could be due instead to submentalizing—domain-general cognitive mechanisms that simulate the effects of mentalizing in social contexts. These include the processes that mediate involuntary attentional orienting, spatial coding of response locations, object-centered spatial coding of stimulus locations, retroactive interference, and distraction. If my analysis is correct, it suggests that the same domain-general processes can provide a fast and efficient alternative to mentalizing in everyday life, allowing people to navigate a wide range of social situations without thinking about mental states. Thus, submentalizing could be both a substrate and a substitute for mentalizing.
Journal Article
A Theory of Unconscious Thought
We present a theory about human thought named the unconscious-thought theory (UTT). The theory is applicable to decision making, impression formation, attitude formation and change, problem solving, and creativity. It distinguishes between two modes of thought: unconscious and conscious. Unconscious thought and conscious thought have different characteristics, and these different characteristics make each mode preferable under different circumstances. For instance, contrary to popular belief, decisions about simple issues can be better tackled by conscious thought, whereas decisions about complex matters can be better approached with unconscious thought. The relations between the theory and decision strategies, and between the theory and intuition, are discussed. We end by discussing caveats and future directions.
Journal Article
Intuitive thinking: Perspectives on intuitive thinking processes in mathematical problem solving through a literature review
The ability to solve mathematical problems has been an interesting research topic for several decades. Intuition is considered a part of higher-level thinking that can help improve mathematical problem-solving abilities. Although many studies have been conducted on mathematical problem-solving, research on intuition as a bridge in mathematical problem-solving is still limited. This research aims to provide a comprehensive overview of intuitive thinking in mathematics learning at the elementary, middle, high school, and college levels through the following questions: What is the role of intuitive thinking in solving mathematical problems? What is the process of intuitive thinking in solving mathematical problems? What steps are taken to improve mathematical problem-solving through intuitive thinking? What are the implications of intuitive thinking for mathematical learning? Additionally, this research reviews the literature related to intuition in mathematical problem-solving. The protocol used in this SLR is PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes). The results show that intuitive thinking can help improve mathematical problem-solving for topics such as number, geometry, algebra, functions, and calculus. The process of intuitive thinking is produced by 1students having high levels of confidence, 2justification not always being the same as an intuitive response, and 3students rejecting intuitive answers. This research can provide insights and input for educators, researchers, and education policymakers in developing better mathematics education. Future research can further explore intuition in mathematical problem-solving and develop effective learning models to improve mathematical problem-solving abilities through intuitive thinking.
Journal Article
The Downstream Consequences of Problem-Solving Mindsets: How Playing with LEGO Influences Creativity
Business leaders, governments, and scholars are increasingly recognizing the importance of creativity. Recent trends in technology and education, however, suggest that many people are facing fewer opportunities to engage in creative thought as they increasingly solve well-defined (vs. ill-defined) problems. Using three studies that involve real problem-solving activities (e.g., putting together a LEGO kit), the authors examine the mindset created by addressing such well-defined problems. The studies demonstrate the negative downstream impact of such a mindset on both creative task performance and tendency to choose to engage in creative tasks. The research has theoretical implications for the creativity and mindset literature streams as well as substantive insights for managers and public policy makers.
Journal Article
Epistemic Thinking in Action: Evaluating and Integrating Online Sources
This study examines epistemic thinking in action in order to shed light on the relation between students' personal epistemologies and their online learning practices. The study is based on observations of the learning behaviors of 6th-grade students (n = 38) during two online inquiry tasks. Data were collected through think-aloud protocols and retrospective epistemic interviews. The study examines how absolutist and evaluativist epistemic perspectives come into play in two key online inquiry strategies-evaluation of website trustworthiness and critical integration of multiple online sources. The study explores students' epistemic thinking on the cognitive and metacognitive levels and examines epistemic metacognitive knowledge about both persons and strategies. The findings demonstrate that epistemic thinking plays an important role in online inquiry learning. Participants' epistemic metacognitive knowledge regarding online learning strategies correlated with their epistemic cognition. Evaluativists significantly outperformed absolutists in the integration strategy but no significant differences were found in the evaluation strategy. Furthermore, there was evidence for considerable variability in students' epistemic thinking. The complex role of students' epistemic thinking in online learning is analyzed and discussed.
Journal Article
Cognitive foundations of the formation of communicative competencies in the theory of dialogue
The study of cognitive mechanisms involved in the process of developing communicative competencies, particularly from the perspective of dialogue theory, is relevant and necessary to improve communicative activity and its effectiveness. The purpose of this research is to study the cognitive-communicative interaction in the process of dialogical communication and the cognitive conditionality of the development of communicative competencies. The methods of frame, cognitive and communicative analysis, and the analytical-synthetic method were used in the study. The main frame structures of dialogic speech were considered: using one frame and similar ways of verbalization, using one frame and different ways of verbal expression, and using two frames with different thematic or semantic content. The study examined cognitive-communicative interaction in dialogic communication and the cognitive basis for developing communicative competencies. Among the important conclusions is the discovery of three primary dialogical unity frame structures. It has been found that cognitive functions affect successful communication. The study demonstrated how cognitive-communicative interaction fosters the development of communicative competencies. It was also determined that dialogue structure relates to response shifts represented as interrelated frames. The study concludes that future research should focus on studying cognitions in communicative contexts and improving foreign language communication.
Journal Article