Fuzzy Trace theory functions and serves as a better model for explicating reasoning and decision making. There are five parts of “processing in reasoning and decision making: (a) stored knowledge and values; (b) mental representations of problems or situations; (c) retrieval of knowledge and values; (d) implementation of knowledge and values; and (e) developmental and individual differences in monitoring and inhibiting interference” (Reyna & Brainerd, Dual Processes in Decision Making and Developmental Neuroscience: A Fuzzy-Trace Model, 2011). Stored knowledge implies what has been stored in long-term memory through education and experience. Mental representations incorporate the ways in which people perceive problems to be faced, and these representations consist of verbatim- and gist-based representations.
The two types of mental representations of content differ in the functionality and qualities of these representations. Verbatim representations relate to the specificities of information directly. Simply put, verbatim representations in the memory function similarly to when someone is to quote a person, verbatim, that is, to include what was said, exactly as the person said it. In comparison, gist representations in memory correlate to a higher level of processing said mental representations, meaning that the gist of content is extracted from the representation to derive a conceptual meaning void of exacting specificities found in verbatim based processing. These memories are more vague and qualitative and interpretive based on emotion, education, culture, experience, worldview, and numeracy (Reyna talk). Gist representations function beyond linguistics in music, pictures, graphs, numbers, and events (Chick & Reyna, 2012).
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The process of making a decision previously held two paths, rational and irrational, with rational having the mind at work to think about what were the choices and irrational with no really engagement. Anything beyond that process of thought was not taken until the topic of System 1 and System 2 along with effects of “Relativity” were expressed in Thinking Fast and Slow, by Kahnemna and Predictably Irrational by Ariely, respectfully. Along with the other readings, the process of our decision making were no longer solely based on two very simplified and underdeveloped ideas, but as series of network and systems of decisions the minds functions through.
Similarly, going along with the prior rebuttal of the importance of differentiating juvenile’s characteristics and actions of that of an adult, science is compiling more evidence of its vitality. Many adults can look back and reminisce about an action he or she did when younger and say, “Wow I cannot believe I did that.” Science has proven the reason behind that is because an adolescent’s brain has not yet fully matured. Tsui states “Studies conclusively established that the brain of an adolescent is not fully developed, particularly in the area of the prefrontal cortex, which is critical to higher order cognitive functioning and impulse control” (645). The facts of scientific research need to be taken into consideration when distinguishing
Dual-process models provide an attempt to describe how a phenomenon of two different mental processes, conscious and unconscious play a role in everyday decision making. The field of psychology has seen the development of numerous amounts of dual-process models over the
Mcleod (2007) defines memory as the structures and procedures included in the storage and later retrieval of information. Evidence hints that the predominant coding technique in short term memory (STM) is acoustic coding. The principle encoding system in long term memory (LTM) seems to be semantic coding (by meaning). However, information in LTM can also be coded both visually and sound-related (Mcleod, 2007).
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Adolescence is a time when many teenagers are struggling to determine where they fit in the world. No longer a child, but not yet an adult, issues surrounding the decisions and rights of adolescents prove to be a difficult subject to tackle. Adolescents are gradually awarded various privileges such as the right to drive, smoke, and drink, meaning there is no clear defining moment when an adolescent is fully considered an adult. Because of this, research on adolescent brain development should be heavily considered when resolving issues surrounding the well being of adolescents.
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In this theory, decisions are based on thoughts, which are believed as correct in any circumstance. (Kamm, 2006) The decisions process with this method can be timely to reach because things are cut and dry. Certain ethical codes that are universal and not to be broken.
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9, 69-74.
In the human mind there are many things that go into decision-making every single day. The strong impetus that drive one’s decision in a situation: certainty and doubt. These feelings that people often have are connected very closely. It would be extremely beneficial for each and every person to be certain in all situations. Both certainty and doubt can be, and have been, the deciding factor in reaching a goal or failing in reaching it. Doubt in oneself oftentimes leads to lack of certainty, and a lack of certainty brings about doubt, and this relationship is key to success or failure in all walks of life. Both certainty and doubt are extremely forceful elements that often alter decision-making and play a huge role in people’s lives and history,
Casey, B. J., Jones, R. M., & Hare, T. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124, 111–126. Eaton Reyna, V.F. and Rivers, S.E. (2008).