68 research outputs found
Dispositional optimism as a correlate of decision-making styles in adolescence
Despite the numerous psychological areas in which optimism has been
studied, including career planning, only a small amount of research has been done to
investigate the relationship between optimism and decision-making styles. Consequently,
we have investigated the role of dispositional optimism as a correlate of different
decision-making styles, in particular, positive for effective styles and negative for
ineffective ones (doubtfulness, procrastination, and delegation). Data were gathered
through questionnaires administered to 803 Italian adolescents in their last 2 years of
high schools with different fields of study, each at the beginning stages of planning
for their professional future. A paper questionnaire was completed containing measures
of dispositional optimism and career-related decision styles, during a vocational
guidance intervention conducted at school. Data were analyzed using stepwise multiple
regression. Results supported the proposed model by showing optimism to be a strong
correlate of decision-making styles, thereby offering important intervention guidelines
aimed at modifying unrealistically negative expectations regarding their future and
helping students learn adaptive decision-making skills
Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children's intuitive reasoning
This is an author-created version of this article. The original source of publication is Psychon Bull Rev. 2006 Dec;13(6):935-53
The final publication is available at www.springerlink.com
Published version: http://dx.doi.org/10.3758/BF0321390
Thinking styles and doctors' knowledge and behaviours relating to acute coronary syndromes guidelines
Background
How humans think and make decisions is important in understanding behaviour. Hence an understanding of cognitive processes among physicians may inform our understanding of behaviour in relation to evidence implementation strategies. A personality theory, Cognitive-Experiential Self Theory (CEST) proposes a relationship between different ways of thinking and behaviour, and articulates pathways for behaviour change. However prior to the empirical testing of interventions based on CEST, it is first necessary to demonstrate its suitability among a sample of healthcare workers.
Objectives
To investigate the relationship between thinking styles and the knowledge and clinical practices of doctors directly involved in the management of acute coronary syndromes.
Methods
Self-reported doctors' thinking styles (N = 74) were correlated with results from a survey investigating knowledge, attitudes, and clinical practice, and evaluated against recently published acute coronary syndrome clinical guidelines.
Results
Guideline-discordant practice was associated with an experiential style of thinking. Conversely, guideline-concordant practice was associated with a higher preference for a rational style of reasoning.
Conclusion
Findings support that while guidelines might be necessary to communicate evidence, other strategies may be necessary to target discordant behaviours. Further research designed to examine the relationships found in the current study is required
Towards a resolution of some outstanding issues in transitive research: an empirical test on middle childhood
Transitive Inference (deduce B > D from B > C and C > D) can help us to understand other areas of sociocognitive development. Across three experiments, learning, memory, and the validity of two transitive paradigms were investigated. In Experiment 1 (N = 121), 7-year-olds completed a three-term nontraining task or a five-term task requiring extensive-training. Performance was superior on the three-term task. Experiment 2 presented 5â10-year-olds with a new five-term task, increasing learning opportunities without lengthening training (N = 71). Inferences improved, suggesting children can learn five-term series rapidly. Regarding memory, the minor (CD) premise was the best predictor of BD-inferential performance in both task-types. However, tasks exhibited different profiles according to associations between the major (BC) premise and BD inference, correlations between the premises, and the role of age. Experiment 3 (N = 227) helped rule out the possible objection that the above findings simply stemmed from three-term tasks with real objects being easier to solve than computer-tasks. It also confirmed that, unlike for five-term task (Experiments 1 & 2), inferences on three-term tasks improve with age, whether the age range is wide (Experiment 3) or narrow (Experiment 2). I conclude that the tasks indexed different routes within a dual-process conception of transitive reasoning: The five-term tasks indexes Type 1 (associative) processing, and the three-term task indexes Type 2 (analytic) processing. As well as demonstrating that both tasks are perfectly valid, these findings open up opportunities to use transitive tasks for educability, to investigate the role of transitivity in other domains of reasoning, and potentially to benefit the lived experiences of persons with developmental issues
The effect of emotion on interpretation and logic in a conditional reasoning task
The effect of emotional content on logical reasoning is explored in three experiments. The participants completed a conditional reasoning task (If p, then q) with emotional and neutral contents. In Experiment 1, existing emotional and neutral words were used. The emotional value of initially neutral words was experimentally manipulated in Experiments 1B and 2, using classical conditioning. In all experiments, participants were less likely to provide normatively correct answers when reasoning about emotional stimuli, compared with neutral stimuli. This was true for both negative (Experiments 1B & 2) and positive contents (Experiment 2). The participants' interpretations of the conditional statements were also measured (perceived sufficiency, necessity, causality, and plausibility). The results showed the expected relationship between interpretation and reasoning. However, emotion did not affect interpretation. Emotional and neutral conditional statements were interpreted similarly. The results are discussed in light of current models of emotion and reasoning. Copyright 2006 Psychonomic Society, Inc
AutomaticâHeuristic and ExecutiveâAnalytic Processing during Reasoning: Chronometric and Dual-Task Considerations
When (and When Not) to Make Exceptions: Links among Age, Precedent Setting Decisions, and Argument Evaluation
Developmental and Individual Differences in Conditional Reasoning: Effects of Logic Instructions and Alternative Antecedents
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