Inducing Cognitive Reflection and its Impact on Contradictory Beliefs

Currently, there is extensive research within psychology about two distinct processing models where one is fast, automatic, and relatively effortless and the other is slow, systematic, and effortful. One mechanism of effortful processing is cognitive reflection which is one’s ability to reflect on their intuition. While there is research on explicit instructions of certain cognitive mechanisms and implicit induction of cognitive reflection, there is a lack of research on the explicit induction of cognitive reflection specifically. In this study, two techniques were investigated to see if cognitive reflection could be explicitly induced. Participants either read a prompt before beginning the CRT, received feedback about the incorrect and correct answers following each CRT question, or simply took the CRT without any induction techniques. Additionally, a yea-yeaing score was collected to measure how often a person agrees with a statement and its opposite (i.e., endorses contradictory beliefs). The results revealed that a prompt prior to CRT completion is an effective explicit induction technique that significantly increases numerical CRT scores. Contradictory belief holding was not impacted by explicit induction of cognitive reflection. Implications and future directions for this research are explored

Inducing cognitive reflection and its impact on contradictory beliefs.

Currently, there is extensive research within psychology about two distinct processing models where one is fast, automatic, and relatively effortless and the other is slow, systematic, and effortful. One mechanism of effortful processing is cognitive reflection which is one’s ability to reflect on their intuition. While there is research on explicit instructions of certain cognitive mechanisms and implicit induction of cognitive reflection, there is a lack of research on the explicit induction of cognitive reflection specifically. In this study, two techniques were investigated to see if cognitive reflection could be explicitly induced. Participants either read a prompt before beginning the CRT, received feedback about the incorrect and correct answers following each CRT question, or simply took the CRT without any induction techniques. Additionally, a yea-yeaing score was collected to measure how often a person agrees with a statement and its opposite (i.e., endorses contradictory beliefs). The results revealed that a prompt prior to CRT completion is an effective explicit induction technique that significantly increases numerical CRT scores. Contradictory belief holding was not impacted by explicit induction of cognitive reflection. Implications and future directions for this research are explored

The Variable Learning Effects of Two Types of Intervention on L2 Communication Skills Using Interactive Tasks.

This study evaluated the benefits of a task-based procedure used to develop L2 communicative effectiveness in spoken English among a group of advanced proficiency learners. Using two interactive information-exchange map tasks, one diagram task, and two intervening discussion sessions, the study attempted to investigate the actual communicative outcomes of interaction prompted by the tasks and by the interventions. Subjects in three conditions first performed a map task designed with four referential problems which had to be solved to successfully complete the task. Immediately following the map task, the subjects in the first condition participated in a discussion session in which the nature of the referential problems was the focus. Subjects in the second condition took part in an intervening discussion whose focus was the linguistic features of the language used to perform the task. The third condition contained no intervention and served as the experimental control group. After the intervention events, subjects performed another map task designed with referential problems similar to those in the first map. Following the second map task, the subjects were given a diagram task to perform. The diagram was analogous to the map tasks and contained the same types of referential problems. A fourth condition provided baseline data for the diagram task by having subjects perform only that task, without benefit of practice on either of the map tasks. It was found that, when the intervening discussion focused on linguistic aspects of task performance, speakers tended to adopt a noticeably more speaker-centered perspective in a subsequent communicative task. When referential aspects of the task were discussed, subsequent communicative performance was characterized by a more listener-oriented perspective. The findings suggested that L2 communicative effectiveness in an information-exchange task is enhanced when the speaker is led to take the listener\u27s needs into account rather than focusing primarily on the form of the speaker\u27s message

A study of legislation for veterans in the United States from the Colonial period to the beginning of World War II

Thesis (M.S.)--Boston University, 1946. This item was digitized by the Internet Archive

Building in Good Jobs: Linking Workforce Development with Real Estate-Led Economic Development

Municipal governments in the U.S. are increasingly devoting public resources to the redevelopment of abandoned, contaminated or underutilized land. Private sector appetite for new development opportunities and public sector creativity have combined to create building booms in a number of central cities that only a few decades ago were in seemingly irreversible decline. In the midst of this government-supported revitalization, however, both working poverty and chronic unemployment in central cities remain disturbingly high. Without explicit efforts to link property redevelopment with efforts to put un- or underemployed people to work at family-supporting wages, the negative impacts of growth (displacement, housing cost appreciation) often affect the historically disadvantaged far more profoundly than its positive impacts do

Overcoming Youth Marginalization: Conference Report and Policy Recommendations

On March 24, 2014, the Columbia Global Policy Initiative hosted over forty academics, youth activists, policy-makers, practitioners, and civil society representatives at Columbia University in New York City for an in-depth discussion on the marginalization and inequality facing youth worldwide. The conference brought together the diverse experiences and research findings of individuals around the world on youth issues, which often do not have a policy space in which to interact. The issues included human rights and justice; political participation and decision-making; gender and health inequalities; and employment, education, and migration opportunities. Conference participants examined the topics in the context of youth development, empowerment, and equality within society. The event was co-sponsored by the Office of the UN Secretary-General’s Envoy on Youth. The event was followed by a high-level policy dialogue at the UN on March 25, 2014 with member-states, agencies, civil society, and youth representatives