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Cognitive processes reflection
Reflection cognitive processes
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Cognitive reflection and its relevance for personal and managerial decision-making The importance of cognitive reflection on both a personal and managerial level has grown in relevance in recent times linked to new concerns surrounding its direct effect on the way in which decisions are made. This essay aims to offer a clear overview of cognitive reflection, the test itself, how it provides one way of measuring cognitive ability and indicate why a well known and developed understanding of it is vital when considering the decision making process in practice. Further I will look to critically analyze the associated benefits and shortcomings of cognitive reflection, coming to a justified conclusion drawing on relevant theories and research. Frederick (2005) has defined cognitive reflection as the “the ability or disposition to resist reporting the response that first comes to mind” and to provoke interest in the somewhat neglected interest in this topic Frederick introduced the ‘Cognitive Reflection Test’ as a simple measure of one type of cognitive ability that provides knowledge surrounding the types of choices that feature prominently in tests of decision making theories. The test is a simple; three item experiment to measure a person’s mode of reasoning. The questions are designed such that they have an intuitive but wrong answer that comes to mind quickly and a correct answer that is easy to understand when explained. Hence it measures a person’s ability to engage in cognitive reflection. The CRT’s relevance can be portrayed in that it has recently been used to assess the decision-making processes of professional groups such as judges and financial planners (Guthrie et al 2007). There are two systems of thinking linked the... ... middle of paper ... ...ide an effective overview of some of the key considerations within this topic and further created the opportunity for me to input some of my own ideas for future use. I believe for example that what has been shown most significantly is the importance of the ‘environment’ in determining how we think; as with the current fast moving world of work and living, often the demand for quick decision making makes reflection more difficult, with people being more likely to make suboptimal decisions utilizing previous experience and intuition. Further is the crucial idea that reflection heavily depends on the ‘type’ of individual; with some having a more numerical ability that facilitates reflection or some being more ‘open-minded’ in their way of thinking (Baron 1985) that means they are likely to consider a broader spectrum of new possibilities, resulting in good decisions.
The Cognitive Continuum Theory (Hammond 1988) is a descriptive theory that illustrates how judgement situations or tasks relate to cognition. The theory has six broad modes of decision-making based on two continua: cognition and judgement task structure (figure 1). This theory focuses exclusively on judgment and decision-making and ranges from intuition to analysis (Harbison, 2001). Judgment refers to the process of weighting or estimating the possibilities and a decision is defined as the outcome that leads to an action or a conclusion not to act (Cader et al, 2005).
The Reflective Functioning scale (RFS) is the standard measure for assessing individuals’ mentalizing ability (Katznelson, 2014; Taubner et al., 2013). Despite the general challenges in mentalizing assessment, the RFS is able to offer critical information about a person’s mentalizing capacity within a theoretical framework that includes a developmental model, a theory of psychopathology and a hypothesis about the mechanism of change (Bateman & Fonagy, 2012). It is therefore important to examine how the RFS was developed and how it addresses the difficulties in measuring reflective functioning before developing a new measure for mentalizing. This chapter first introduces briefly the history of the development of the RFS together with a summary
I am currently an English 160 student who is hoping to move on to the next course, which is English 161. I understand the requirements for English 161. It require students to explore a topic in some depth and conduct independent research related to that topic. Conducting research allows students to learn what it is like to participate in academic culture, posing questions about important issues and developing an argument in response to what others have said. It expected students to learn the most valuable skill in college, which is critical thinking. Students have to be able to read challenging readings. Although I still have problems with English, I think I’m qualified to move on.
...imensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 58-77.
What is not easily recognized is the fact that the very fabric of life is dependent on the ability to think properly and make good decisions. Improper thinking is costly in the quality of life and monetarily. The result of a critical thinker that has worked to cultivate proper thinking skills includes: the ability to ask vital questions and to identify problems with clarity. A critical thinker also collects relevant information while effectively interpreting it, thinks with an open mind, uses alternative systems of thought, and understands how to communicate while working to formulate a strong solution. In summary, critical thinking is self-disciplined, self-monitored, and self-corrective thinking. Above all else, the standards of excellence are rigorous, and it entails the prospect of overcoming the challenge of sociocentrism and
In order to help me with my reflection I have chosen Gibbs (1988), as the model to help guide my reflective process. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident. Reflective skills help us to think about what could have been done, so that if a similar situation occurs again the experience gained can be used to deal with the situation in a professional manner (Palmer et al 1997).
(this bit in brown doesn’t make sence explain the point u trying to get acorss it dusnt have to be the authors exact words but it needs to make sense). In addition to this Ixer (1996) published an article to criticise: “There is no such thing as reflection” which attempted to stop the unquestioning acceptance of the concept of reflection from academics and professionals. Students are required to demonstrate their ability to reflect in practice yet reflection is ill defined therefore problematic to assess (Ixer, 1996).
Critical thinking is a process of applying various skills to analyze information. Critical thinking uses rationality to distinguish between emotion and fact. This paper will discuss the definition of critical thinking, and the skills it takes to think critically. It will also provide an example of critical thinking applied to my current working environment. Finally this paper will discuss the importance and benefits of critical thinking in the decision-making processes.
I have been faced by various life experiences that have forced me to a corner of applying critical thinking techniques. An outstanding example is in my career tenure of teaching. In my first year of teaching a local college I was faced in a dilemma and had to critically think. I had to make a decision whether to pass a learner who didn’t attend my classes as well as failing to do the necessary assignments and place him in a graduation list. A pair of we...
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work in see what areas I lacked in and where I succeeded. Some of the skills I had shocked me as I didn’t think I had those capabilities in me.
Life is full of decisions. Some decisions are trivial. Should I choose paper or plastic at the grocery store? Which of the 31 flavors of ice cream should I pick? Other decisions are vital. Should I get married to her or should I take this new job? Your decisions may affect many people or only yourself. In this paper I will present a decision-making model. I will describe a decision that I made at work using this model and how critical thinking impacted that decision.
From a practical point-of-view, of the most important human skills is decision-making. Both at a personal level and in context of organizations, decision-making skill strongly affects the quality of life and success. Decision-making is the process by which a person or group recognizes a choice, gathers information, analyzes the data, and determines the best option to choose. The decision-making process employs high levels of critical thinking skills and problem-solving techniques. Decisions are guided by several factors, primarily the significance of the issue, the impact the decision may have, and the person's or group's morals and cultural norms. For less significant decisions that have little impact, people might not invoke the higher thinking skills that theorists expect (Decision-Making 2015). Flipping a coin, hoping for a miraculous sign, following the crowd, or by passing the responsibility to someone else are all means of making decisions. For more important decisions with greater impact, people often employ more advanced thought processes like those demonstrated in decision-making models by social psychologists and behaviorists.
This section of the appendix discuss about the various skills pursued by the author and the personal development that has happened over the duration of the Master in Business Administration course in Dublin Business School and the dissertation period. Furthermore, the author will discuss plans to sustain and extend this learning.
I cannot lie, especially in a paper my Bible teacher will be reading! I have struggled to accomplish this assignment. For weeks, I continually have forgot to read my Bible or do a long just me and God prayer. Not weeks at a time per say, there were many nights however, I would finish my homework, crawl into bed at 12, after my roommate and I had turned off the lights, and remember I had not done my Bible reading that day. This of course was a good time to have a me and God talk, but I would have trouble staying on task. After all, it was late, I was tired, and I had a lot on my mind! None of these are excuses which is why in my reflection I have decided to share the ways I used to get myself in the habit of reading, and prayer, as well as what
There are multiple studies and articles that have supported the fact that there is a clear relationship between self-reflection and morality. Like other studies, Gino and Mogilner have established this link. In their study, the level of moral behaviour was recorded after priming ‘money’ and ‘time’ to trigger self-reflection, or self-interest, within individuals. This was demonstrated in a series of four experiments involving constructing sentences, finding music, questionnaires and counting money/days. Thus, it can be concluded that the given study’s main link is between self-reflection and morality, rather than the independent variables, themselves. It is interesting to note that the three variables are not clearly defined in the study’s paper, raising questions of uncertainty due to the breadth and lack of distinction of ‘time’, as it can be interpreted as minutes, months or years, for example. While the study has clearly shown a link between different variables, there are issues of external validity, internal validity and generalizability, which need to be considered.