Academic literature on the topic 'Intuitive thinking'
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Journal articles on the topic "Intuitive thinking"
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Witteman, Cilia, John van den Bercken, Laurence Claes, and Antonio Godoy. "Assessing Rational and Intuitive Thinking Styles." European Journal of Psychological Assessment 25, no. 1 (January 2009): 39–47. http://dx.doi.org/10.1027/1015-5759.25.1.39.
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Theories of dual cognition assume two distinguishable information processing styles: rational and intuitive. We discuss how the concepts of rationality and intuition are used in these theories, and the relations of these two thinking styles to personality characteristics. With the Rational-Experiential Inventory (REI; Pacini & Epstein, 1999 ), a questionnaire that assesses personal preferences for thinking either rationally or intuitively, we found clear evidence for the independence of the two thinking styles in a large Dutch sample (N = 774). We also found Conscientiousness to be a significant predictor of a preference for rational thinking and an inverse predictor of intuitive thinking. We also administered the REI and a Big Five inventory to a Spanish sample (N = 141), and present these results next to those of the Dutch sample. We further established the validity of the REI’s distinction between rationality and intuition by administering another measure, the Preference for Intuition or Deliberation (PID; Betsch, 2004 , 2008 ), to a subset of the Dutch sample (n = 405). We briefly describe two small studies in which a preference for rationality or intuition, measured by the REI, was found to be related to task behavior. In the general discussion we consider all results together, and compare them to Pacini and Epstein’s results. We conclude that a dual-process distinction between rationality and intuition is valid cross-culturally and that a proclivity toward either is reliably measured by the REI, not only in the USA but in Europe as well.
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Sa’o, Sofia. "INTUISI SEBAGAI SALAH SATU SOLUSI MERAIH PRESTASI BELAJAR MATEMATIKA." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (August 20, 2020): 28–33. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page28-33.
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Mathematical problems are often solved without using conventional methods but using intuition thinking. Intuitive thinking is a cognitive process that leads to ideas as strategies for making decisions that produce spontaneous answers in solving problems. Spontaneous answers are written and spoken expressions that help a person solve math problems without using analytical thinking. This study aims to describe the various forms of intuition that arise when students solve math problems. The research method used is descriptive qualitative method to describe students' intuitive thinking processes through test instruments and interviews. The results showed that the form of intuitive thinking that emerged was (1) affirmatory intuition, namely direct cognition to understand the problem and (2) perceptual and global components, because students made perceptions of the answer solutions to be generated, then resolved until they got the results. In addition, it was also found that intuitive thinking that is raised as a strategy in making decisions is based on feelings, intrinsics and interventions to produce answers to solving the problems faced
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Mukhin, A. V., G. E. Ganina, Yu A. Ostrovskiy, and A. P. ,. Yakovleva. "The role and place of intuitive thinking in engineering creativity." Glavnyj mekhanik (Chief Mechanic), no. 5 (May 14, 2021): 56–65. http://dx.doi.org/10.33920/pro-2-2105-06.
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The article discusses the issue of using intuitive thinking in engineering creativity, which is rarely found in publications. Recognizing the mystery of the phenomenon of intuition, the authors draw attention to the fact that from a practical point of view, society quite willingly and frequently uses this phenomenon in engineering activities as the main element of creativity. Given the increasing role of intuitive thinking in engineering creativity, the authors suggest the reader discussing the feasibility of formulating a special journal section in the form of a «round table». The attempts of Western philosophers to divide people into «creative» and «recreative» to a certain extent are similar to a kind of racism — it should be clearly and definitely considered that by nature all people are the same in terms of the ability to think intuitively. At the same time, it should be taken into account that in practice, differences in upbringing, place in the social environment and other conditions lead to the fact that not all people realize the ability to make intuitive decisions in life; this must be taken into account when plans are made to attract people to participate in creative activities based on intuitive thinking. In a visual form, this is evident when the results of automation in the process of labor transformation are evaluated. The article purposefully discusses the rarely encountered topic of using intuitive thinking in practical activities. The readers have the opportunity to discuss their prospective participation in the «round table» dedicated to the development of engineering creativity.
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Mata, André, and Tiago Almeida. "Using metacognitive cues to infer others’ thinking." Judgment and Decision Making 9, no. 4 (July 2014): 349–59. http://dx.doi.org/10.1017/s1930297500006215.
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AbstractThree studies tested whether people use cues about the way other people think—for example, whether others respond fast vs. slow—to infer what responses other people might give to reasoning problems. People who solve reasoning problems using deliberative thinking have better insight than intuitive problem-solvers into the responses that other people might give to the same problems. Presumably because deliberative responders think of intuitive responses before they think of deliberative responses, they are aware that others might respond intuitively, particularly in circumstances that hinder deliberative thinking (e.g., fast responding). Intuitive responders, on the other hand, are less aware of alternative responses to theirs, so they infer that other people respond as they do, regardless of the way others respond.
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Bakhmetyev, Arthur, and Alexander Nesterov. "Ontognoseological limites of intuition in the structure of cognitive and creative activity." SHS Web of Conferences 72 (2019): 01015. http://dx.doi.org/10.1051/shsconf/20197201015.
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The article analyzes ontological and epistemological limits of intuitive cognition in the structure of cognitive and creative activity. To conduct a philosophical analysis of the concept of intuition, dialectic, descriptive and comparative methods are used. This analysis is necessary to identify ontological and epistemological aspects of intuitive cognition. The study of ontognoseological limits of intuitive knowledge is of particular interest for understanding the specifics of the invention problem, as well as the essence of the thinking process as such. Intuition, having ontognoseological limits, allows you to create and design inventions. Intuition is a basic attribute of the creative process. The key concepts used in the article are P.K. Engelmeyer, N. Hartmann, Ayn Rand, and I.D. Levin. The basic definition of intuition formulated by Engelmeyer points to the fundamental attribute of intuitive cognition - the creation of a new one through work with experience. Thus, intuition acts as a transitional link between feeling, reason and mind. In the concept of Engelmeyer, the structure of the creating process an invention is declared. The attributive structure of intuitive cognition, built on the basis of the Hartmann and Levin concepts (intuition of contemplation, intuition of an idea, self-conscious intuition, intuition of assumption), constructs a scheme of functioning of intuition as such. In the concepts of Hartmann and Ayn Rand, intuitive cognition appears as a rational form of grasping the existing. Hartmann, Ayn Rand, and Levin, singling out the properties of rational cognition in intuition, denote the ontognoseological boundaries of intuitive cognition. Basic parameters and attributive structure of intuitive knowledge were derived. Understanding the specifics of intuitive knowledge allows creating a holistic view of the process of thinking in general.
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Banjarnahor, H., and Hasratuddin. "Analysis of Thinking Ability Intuition of Mathematical Education Study Program Students Based on Realistic Mathematical Approaches." World Journal of Educational Research 6, no. 3 (July 12, 2019): p407. http://dx.doi.org/10.22158/wjer.v6n3p407.
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Intuitive is a process of thinking based on intuition that is a purification of conclusions that are strongly reasoned through feeling and indispensable in learning mathematics. The research objectives were: describe the ability of mathematical intuition thinking (Kb-iM) and the effectiveness of the application of realistic mathematical approaches from students of Mathematics Education Study Program FMIPA Medan State University. The sample of the study was 36 students in the 2015 class who were / had attended the Kapita Selekta Mathematics School course. The research instrument was in the form of 8 items of objective test of mathematical intuitive thinking ability. This test was developed based on the formulation of indicators that are built from supporting theories. The results of data analysis show that: (1) for the pre-test Kb-iM the range = 0.88; smallest score 2.38; biggest score of 3.25; average = 2.86 and standard deviation = 0.24. The same thing with the Kb-iM post-test obtained a range of values = 1.30; smallest score 2.60; biggest score 3.9; average = 3.24 and standard deviation = 0.31. Average values mean that the level of initial achievement of students’ mathematical intuitive thinking skills was only 71.5% and after realistic mathematics learning it had reached 81.0% or an increase of 10%. This fact gave the meaning that realistic mathematical learning approaches play a positive role to improve students’ mathematical intuitive thinking skills. At the end of the study it turned out that the level of mathematical intuitive thinking ability of students was at least at the moderate level.
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Tretyak, Tatyana, Igor Dregval, and Olena Severynovska. "Psycho-Emotional and Functional State in the Process of Intuitive Thinking." International Letters of Natural Sciences 55 (June 2016): 17–24. http://dx.doi.org/10.18052/www.scipress.com/ilns.55.17.
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The article is devoted to studying the mechanisms of regulating physiological maintenance of mental processes and the possibility of Kirlian photography for assessing psycho-emotional state with intuitive thinking. While doing the tasks connected with the intuition, the students with the low level of intuitive thinking demonstrated the increase in the degree of filling blood hemoglobin with oxygen (saturation) and the increase in heart systole rate (HSR). The change of the indices of the heart rhythm variability – the mode decrease with the simultaneous increase in the mode amplitude and the vegetative indices – indicates the activation of both sympathetic and central mechanisms of mental processes regulation. The tension index of the regulatory systems (RS) allows us to judge about the mental process activity. The students were in the state of the compensated distress. All indices of the heart rhythm variability of the students with the medium intuition level indicate the central mechanisms of regulating the intuitive thinking processes. The increase in saturation, increased RS on the background of HSR decrease in the students of this group reveals a special functional state connected with the doubled control over the processes. The area of the Kirlian luminescence crown around the right hand forth finger is increased in all students with intuitive thinking. The energetic luminescence degree of the corresponding finger reveals the level of development of this kind of thinking: the higher the level of intuitive thinking, the more the luminescence area. Due to its high sensitivity, the Kirlian method can be applied for revealing the student’s individuality that is not identified by the psychological tests.
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Tretyak, Tatyana, Igor Dregval, and Olena V. Severynovska. "Psycho-Emotional and Functional State in the Process of Intuitive Thinking." International Letters of Natural Sciences 55 (June 3, 2016): 17–24. http://dx.doi.org/10.56431/p-51kr44.
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The article is devoted to studying the mechanisms of regulating physiological maintenance of mental processes and the possibility of Kirlian photography for assessing psycho-emotional state with intuitive thinking. While doing the tasks connected with the intuition, the students with the low level of intuitive thinking demonstrated the increase in the degree of filling blood hemoglobin with oxygen (saturation) and the increase in heart systole rate (HSR). The change of the indices of the heart rhythm variability – the mode decrease with the simultaneous increase in the mode amplitude and the vegetative indices – indicates the activation of both sympathetic and central mechanisms of mental processes regulation. The tension index of the regulatory systems (RS) allows us to judge about the mental process activity. The students were in the state of the compensated distress. All indices of the heart rhythm variability of the students with the medium intuition level indicate the central mechanisms of regulating the intuitive thinking processes. The increase in saturation, increased RS on the background of HSR decrease in the students of this group reveals a special functional state connected with the doubled control over the processes. The area of the Kirlian luminescence crown around the right hand forth finger is increased in all students with intuitive thinking. The energetic luminescence degree of the corresponding finger reveals the level of development of this kind of thinking: the higher the level of intuitive thinking, the more the luminescence area. Due to its high sensitivity, the Kirlian method can be applied for revealing the student’s individuality that is not identified by the psychological tests.
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Ulpah, Maria. "Characteristics of Students’ Intuitive Thinking in Solving Mathematical Problems." International Conference of Moslem Society 3 (April 12, 2019): 48–57. http://dx.doi.org/10.24090/icms.2019.2327.
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Intuition is one of important thing in the process of solving mathematical problems. It works as cognitive mediation. In this understanding, intuition can be made as a bridge to students' understanding so that it can be accessed in linking imagined objects with the desired alternative solutions. In other words, students can determine what strategies or steps should be taken to get a problem solution, especially contextual problems that have completion steps that cannot be accessed directly. Intuitive thinking often occurs in mathematical problem solving. This was also seen in the mathematical students of IAIN Purwokerto. Based on the teaching experience so far, it was found that many students gave spontaneous answers without analyzing first. So, the researcher studied how characteristics of students’ intuitive thinking are. This research used qualitative with descriptive-exploratory type of research and used test to identify the characteristics of students’ intuitive thinking in solving mathematical problems. Results showed that students’ characteristics consisted of extrapolative, implicitly, persistently, coercively, and the power of synthesis.
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Calabretta, Giulia, Gerda Gemser, and Nachoem M. Wijnberg. "The Interplay between Intuition and Rationality in Strategic Decision Making: A Paradox Perspective." Organization Studies 38, no. 3-4 (July 29, 2016): 365–401. http://dx.doi.org/10.1177/0170840616655483.
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Both intuition and rationality can play important roles in strategic decision making. However, a framework that specifically accounts for the interplay between intuition and rationality is still missing. This study addresses this gap by using a paradox lens and conceptualizes the intuition–rationality duality as a paradoxical tension. We draw on seven case studies of innovation projects to empirically derive a three-step process for managing this intuition–rationality tension through paradoxical thinking. Our empirical data suggest that management of the tension starts with preparing the ground for paradoxical thinking by creating managerial acceptance for the contradictory elements of rational and intuitive approaches to decision making. The process then continues by developing decision-making outcomes through the integration of intuitive and rational practices. Finally, the outcomes of paradoxical thinking are embedded into the organizational context. For each step of the model, we indicate a set of practices that, by leveraging intuitive or rational characteristics of decision making, practitioners can use to deal with this cognitive tension in the different steps of our model.
Dissertations / Theses on the topic "Intuitive thinking"
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Pinegar, Shannon K. "Analytical Thinking Mind-sets Undermine Intuitive Processing." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1306197305.
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Шевців, М. Б., and M. B. Shevtsiv. "Інтуїтивна культура юриста: філософсько-правове дослідження: дисертація." Thesis, ЛьвДУВС, 2012. http://dspace.lvduvs.edu.ua/handle/1234567890/382.
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Шевців М.Б. Інтуїтивна культура юриста: філософсько-правове дослідження: дисертація на здобуття наукового ступеня кандидата юридичних наук за спеціальністю 12.00.12 – філософія права / Шевців Михайло Богданович. – Львів: Львівський державний університет внутрішніх справ, 2012. - 196 с.У дисертації досліджено філософсько-правові аспекти інтуїтивної культури юриста. Обґрунтовано джерела інтуїтивної культури, умови, на яких філософсько-правова методологія сприяє пізнанню інтуїтивної культури юриста. Дисертацію присвячено дослідженню формування та розвитку інтуїтивної культури юриста. Зокрема здійснюється аналіз природно-правового зумовлення інтуїції. При цьому інтуїтивна культура юриста характеризується з позицій природного та позитивного права. Вказується, що однією із найхарактерніших особливостей мислення юриста є його неусвідомлювані компоненти, серед яких, безумовно, інтуїція. Тобто інтуїтивне мислення можна охарактеризувати відсутністю виражених етапів, швидкістю протікання, мінімальністю усвідомлення. У роботі зазначається, що допустимим у формуванні інтуїтивної культури юриста є використання безпосереднього знання, тобто такого, яке здобувається не через чуттєві сприйняття і не за допомогою роздумів, а є прямим переживанням дійсності, що розвивається в людини. Інтуїція виступає і як абстрактна категорія (феномен), яку неможливо матеріалізувати, і як інтелектуальна діяльність у підсвідомій зоні головного мозку людини – діяльність свідомої, дієздатної людини, що базується на розумі; у природно-правовому просторі – тобто у просторі рівності усіх людей та гармонії людини з природою, при встановленні швидкого, і, ймовірно, правильного рішення у конкретній життєвій ситуації – ймовірність правильного рішення здебільшого не впливає на швидкість його прийняття, і навпаки, залежить лише від правильності застосування інтуїтивного мислення. Досліджено фактори формування інтуїтивної культури юриста, основними з яких є: гени індивідуума; родинне виховання; сімейний мікроклімат; навколишнє оточення; школа та дошкільні навчальні заклади; навчальні заклади вищих рівнів акредитації; професійна діяльність; самоосвіта, інтелект та ін. Сформульовані концептуальні засади, які поділяються на позитивістсько-правові та природно-правові: до перших відносяться інтелектуальність, доповнюваність, системність, свобода, простота, наочність, гуманізм, спостережливість, справедливість, відповідальність; до других метафізичність, ірраціональність, онтологічність, синергетичність, підсвідомість, креативність, адекватне моделювання ситуації, конваріантна аналогія. Функціональні особливості інтуїтивної культури юриста поліляються на основні (комунікативні та пізнавальні) та додаткові (новоутворювальні, індивідуального підходу, оцінювальні та регулятивні). Зазначено декілька положень щодо філософсько-правової проекції інтуїтивної культури юриста, зокрема констатується, що юристи в повсякденній діяльності зустрічаються із швидкозмінними ситуаціями, тому поряд з рішеннями, базованими на загальноприйнятих нормах поведінки, їм доводиться приймати нестандартні рішення – спонтанні, неочікувані, подекуди, підсвідомі. На основі одержаних теоретичних висновків інтуїтивної культури юриста доводиться, що інтуїція виступає однією з форм теоретичного осмислення моралі. Інтуїтивне знання не ірраціональне, а надраціональне в тому що, як правило, завершує гносеологічний процес, виникаючи на вершині творчої думки. Виділяється декілька способів самовираження юриста за допомогою інтуїції, а саме: 1) в процесі розслідування інтуїція перевіряється практикою і лише у разі свого підтвердження розглядається як достовірне знання; 2) визначаючи інтуїцію як процес безпосереднього отримання знань за допомогою цілісного усвідомлення проблемної ситуації без дискурсивного його виведення і доведення, передбачуваними в якості передумов стають тривалі творчі пошуки та багатий соціальний досвід людини; 3) інтуїція є здатністю осягати істину шляхом прямого її спостереження; 4) у безпосередньому рівні пізнання інтуїція об’єднує чуттєве та раціональне; 5) інтуїція формується у результаті тривалого попереднього досвіду діяльності в певній галузі, зокрема минулих міркувань, обговорень, логічних дій. Акцентується увага на змісті професійної підготовки юриста, виробленні умінь прийняття ним інтуїтивного рішення у практичній діяльності. The research deals with the philosophical and legal aspects of lawyer’s intuitive culture. The sources of intuitive culture, terms on which the philosophical and legal methodology contributes to the notion of lawyer’s intuitive culture are substantiated. The thesis is devoted to researching and developing of lawyer’s intuitive culture. The analysis of natural and legal cause of intuition is carried out, the determinants of development of the lawyer’s intuitive culture, its principles and functions are defined. In spite of this the lawyer’s intuitive culture is characterized from the positions of natural and positive law. On the basis of the received theoretical conclusions of the lawyer’s intuitive culture the meaning of imperative of morality and methods of lawyer’s self-expression are mentioned. Special attention is paid to the contents of the lawyer’s professional training and to the formation of skills which lie in his intuitive decision making in practice.
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Roh, Kyeong Hah. "College students' intuitive understanding of the concept of limit and their level of reverse thinking." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124365986.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xiv, 260 p.; also includes graphics (some col.). Includes bibliographical references (p. 210-217). Available online via OhioLINK's ETD Center
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Kutschera, Ida. "Cognitive style and decision making : implications of intuitive and analytical information processing for decision quality /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061952.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136-142). Also available for download via the World Wide Web; free to University of Oregon users.
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Watts, Vivienne J. "Child protection in schools: Advancing teachers from intuitive to rational thinking in child protection decision making." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36562/1/36562_Digitised%20Thesis.pdf.
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The number of notifications of child abuse is increasing rapidly so that, if the present trend continues, Australian child protection services will receive over half a million notifications of suspected child abuse in the year 2007, ten years hence. This trend has implications for teachers who contact children on a daily basis. Teachers have a duty of care for the children who are compelled to attend school, yet teachers currently have a poor record of reporting. The current preparation of Australian teachers for. participation in child protection is inconsistent with mandatory reporting requirements and inadequate for teachers' child protection role.
It was assumed that the aim of child protection training should be to improve teachers' child protection decision making, consequently, the purpose of the present study was to illuminate and analyse preservice teachers' child protection decision making at the point of entry to their preservice course. In so doing, the study focused specifically on the nature of participants' knowledge, beliefs, perceptions and experiences likely to influence their child protection decisions.
The literature was reviewed for the purpose of identifying existing child protection programs and factors known to inhibit or enhance teachers' decisions to report suspected abuse. Since the purpose of the study was to understand and illuminate participants' subjective knowledge, beliefs, perceptions, and experiences, and the likely influence of these factors on child protection decision making, an interpretive orientation was used. Data collection methods included the administration of questionaries, presentation of a videotaped child protection scenario as a stimulus to discussion, transcription and analysis of small group discussions, and a reflective activity.
Findings indicated that preservice teachers' intuitive decision making was dependent primarily on their interpersonal perceptions of the stakeholders, their personal beliefs, and their past experiences which interacted with each other. Knowledge played only a minimal role. The findings of the study contribute to the child protection literature by linking the role of beliefs, perceptions, knowledge and experiences with teachers' decision making in relation to child protection.
Robinson's (1993) Problem-Based Methodology was used to develop a child protection curriculum framework for use by teacher educators in preservice teacher education from the findings of the study. The findings illuminated how preservice teachers make child protection decisions at the point of entry to their preservice course.
The study is significant in that it found that knowledge played a limited role in child protection decision making, suggesting that programs which aim to improve teachers' knowledge of definitions, signs and reporting procedures can be expected to be ineffective. On the other hand, programs which also consider the role of teachers' beliefs, experiences and perceptions are more likely to be effective.
The findings imply that preservice child protection programs should include not only the skills necessary for child protection decision making, but also a metacognitive understanding of the decision making process in order to advance preservice teachers from intuitive to more rational bases of child protection decision making.
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Howarth, Stephanie. "Believe it or not : examining the case for intuitive logic and effortful beliefs." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3322.
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The overall objective of this thesis was to test the Default Interventionist (DI) account of belief-bias in human reasoning using the novel methodology introduced by Handley, Newstead & Trippas (2011). DI accounts focus on how our prior beliefs are the intuitive output that bias our reasoning process (Evans, 2006), whilst judgments based on logical validity require effortful processing. However, recent research has suggested that reasoning on the basis of beliefs may not be as fast and automatic as previous accounts claim. In order to investigate whether belief based judgments are resource demanding we instructed participants to reason on the basis of both the validity and believability of a conclusion whilst simultaneously engaging in a secondary task (Experiment 1 - 5). We used both a within and between subjects design (Experiment 5) examining both simple and complex arguments (Experiment 4 – 9). We also analysed the effect of incorporating additional instructional conditions (Experiment 7 – 9) and tested the relationships between various individual differences (ID) measures under belief and logic instruction (Experiment 4, 5, 7, 8, & 9). In line with Handley et al.’s findings we found that belief based judgments were more prone to error and that the logical structure of a problem interfered with judging the believability of its conclusion, contrary to the DI account of reasoning. However, logical outputs sometimes took longer to complete and were more affected by random number generation (RNG) (Experiment 5). To reconcile these findings we examined the role of Working Memory (WM) and Inhibition in Experiments 7 – 9 and found, contrary to Experiment 5, belief judgments were more demanding of executive resources and correlated with ID measures of WM and inhibition. Given that belief based judgments resulted in more errors and were more impacted on by the validity of an argument the behavioural data does not fit with the DI account of reasoning. Consequently, we propose that there are two routes to a logical solution and present an alternative Parallel Competitive model to explain the data. We conjecture that when instructed to reason on the basis of belief an automatic logical output completes and provides the reasoner with an intuitive logical cue which requires inhibiting in order for the belief based response to be generated. This creates a Type 1/Type 2 conflict, explaining the impact of logic on belief based judgments. When explicitly instructed to reason logically, it takes deliberate Type 2 processing to arrive at the logical solution. The engagement in Type 2 processing in order to produce an explicit logical output is impacted on by demanding secondary tasks (RNG) and any task that interferes with the integration of premise information (Experiments 8 and 9) leading to increased latencies. However the relatively simple nature of the problems means that accuracy is less affected. We conclude that the type of instructions provided along with the complexity of the problem and the inhibitory demands of the task all play key roles in determining the difficulty and time course of logical and belief based responses.
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Boyd, Roger F. "Modes of thought in secondary school art." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36645/1/36645_Digitised%20Thesis.pdf.
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There is an emphasis in current school education on the teaching of thinking skills, yet there has been little research into the modes of thought that are appropriate for
secondary school Art students. A range of qualitative methods were used in this study of eminent professional artists and secondary school Art students. Interviews and observation were used to examine the ways artists and students think in going about the art process of finding ideas, conceptualising or developing those ideas and resolving those ideas in the production of artworks. Eight modes of thought, each with numerous micro-skills, were derived from the data. The modes of thought proposed are Creative Thinking, Intuitive Thinking, Life Theme, Metaphorising, Visual Thinking,
Conceptualisation, Critical Thinking and Reflective Thinking.
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Sellbjer, Stefan. "Real konstruktivism : Ett försök till syntes av två dominerande perspektiv på undervisning och lärande." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-540.
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The starting-point of the thesis was that teachers to a large extent teach on the basis of intuitive theories. This creates a tendency that a number of frequent conceptions, pedagogical and didactic theories, experiences of one's own school days etc. become parts of a more fragmentary structure of ideas, rather than a coherent theory of teaching. With the aim of creating a deeper understanding of questions related to teaching and learning, two dominating perspectives were described initial. By putting the intuitive ideas in relation to basic paradigmatic assumptions a picture was given of what the teacher has to know in order to thoroughly understand a certain perspective. In addition, examples of pedagogical theories were presented that can be referred to the perspective in question, which teachers can adopt to qualify their understanding. A critical discussion of the paradigmatic assumptions paved the way for a third perspective, where thoughts occurring in the other two were partly combined. Here a theoretical basis was also presented to explain why the use of mental tools of thinking, especially such that are linked to knowledge theory may lead the teacher to a more reflective way of dealing with questions of teaching and learning. The third perspective was illustrated, first with four examples of how teaching can be performed, and then also in the form of in-service training for teachers. In the empirical section and in the final conclusion the perspectives were illustrated, discussed and examined critically. On the basis of questionnaires answered by upper secondary school teachers, interviews and observations, assumed examples of intuitive theories were presented. The empirical material was also analysed from the same starting-points as the formulation of the perspectives. Ten teachers' systems of intuitive theories about teaching and learning could thus be constructed. Five of these were presented and a comparison with the perspectives was made. Some analyses, however, turned out to agree best with a further perspective, which had not been focused on in the thesis. It was also found that teachers' practice can be enriched by being confronted with scientific knowledge. The value of such knowledge was illustrated through the evaluation of an inservice programme for teachers.
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Persson, Marcus, and Ida Sjöholm. "Tro på konspirationsteoriers samband med tankestilar, epistemologiskt oberättigad tro, maktlöshet och utbildningsnivå." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43853.
Full textAbstract:
Syftet med studien var att undersöka ifall intuitivt tänkande, analytiskt tänkande, tro påparanormala fenomen, tro på pseudovetenskap, förkastande av forskning kring klimat,förkastande av forskning kring vaccin, utbildningsnivå, maktlöshet samt tro på enkla lösningarpredicerar tro på konspirationsteorier. Insamlingen av data skedde genom ett icke slumpmässigtbekvämlighetsurval samt frivillighetsurval. Studien var av kvantitativ tvärsnittsdesign med 244deltagare, varav 112 män, 131 kvinnor samt 1 annan/vill ej uppge, i åldrarna 18–80 år (M=37.1,SD=14.5). Resultatet från analysen visade att modellen var signifikant samt att tro påparanormala fenomen (β=.36, p<.001), förkastande av forskning kring vaccin (β=.32, p<.001)och maktlöshet (β=.11, p<.05) var signifikanta prediktorer för tro på konspirationsteorier.Däremot var inte intuitivt tänkande, analytiskt tänkande, tro på pseudovetenskap, förkastandeav forskning kring klimat, tro på enkla lösningar eller utbildningsnivå signifikanta prediktoreri modellen. Resultatet kan ligga till grund för att vidare undersöka tro på konspirationsteorierssamband med andra faktorer än aktuell studies prediktorer i framtida forskning.The purpose of the study was to examine if intuitive thinking, analytic thinking, paranormalbeliefs, pseudoscientific beliefs, rejection of science regarding climate, rejection of scienceregarding vaccine, education, powerlessness and belief in simple solutions predicts belief inconspiracy theories. The data was collected through a non-randomised convenience andvolunteer sampling. The study used a quantitative cross-sectional design with 244 participants,of whom 112 were men, 131 women and 1 other/wish not to say, aged 18–80 (M=37.1,SD=14.5). The result from the analysis showed that the model was significant and that belief inconspiracy theories was significantly predicted by paranormal beliefs, (β=.36, p<.001),rejection of science regarding vaccine (β=.32, p<.001) and powerlessness (β=.11, p<.05).However, the result showed that intuitive thinking, analytic thinking, pseudoscientific beliefs,rejection of science regarding climate, belief in simple solutions and education were notsignificant predictors of belief in conspiracy theories in the model. The result can be used as abasis for future research to further examine belief in conspiracy theories relationship to factorsother than the current study's predictors.
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Bago, Bence. "Testing the corrective assumption of dual process theory in reasoning Fast logic?: Examining the time course assumption of dual process theory The smart system 1: Evidence for the intuitive nature of correct responding in the bat-and-ball problem Advancing the specification of dual process models of higher cognition: a critical test of the hybrid dual process model Fast and Slow Thinking: Electrophysilogical Evidence for early conflict sensitivity The intuitive greater good: Testing the corrective dual process model of moral cognition The rise and fall of conflicting intuitions during reasoning." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB022.
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Dans le champ du raisonnement, les théories du double processus sont largement reconnues comme expliquant différents phénomènes, tels que les biais décisionnels et le raisonnement moral ou coopératif. Ces théories conçoivent le mode de pensée de l'homme comme une interaction entre un système rapide, automatique et intuitif (Système 1) et un système plus lent et contrôlé (Système 2). Le point de vue dominant sur les double processus et le modèle default-interventionist qui suppose l'existence d'une interaction sérielle entre ces systèmes. Ainsi, quand quelqu'un est affronté à un problème de raisonnement, la réponse de Système 1 se forme initialement. Puis, le Système 2 peut être impliqué dans le processus. Les théories du double processus dominantes postulent que les biais de raisonnement sont le résultat d'une réponse intuitive erronée du Système 1. Selon ces théories le Système 1 est capable de générer des réponses basées sur les indices « heuristiques », tels que les stéréotypes - mais il ne peut pas rendre compte des principes logico-mathématiques. Malgré la grande reconnaissante qu'elle a reçu, cette théorie contient une présomption jamais testée, notamment la présomption « corrective ». Celle-ci postule que dans les situations où les indices heuristiques sont en conflit avec les principes logico-mathématiques, le Système 2 devient obligatoirement impliqué afin de corriger la réponse erronée de Système 1 et ainsi arrive à une réponse utilisant les principes logiques. Il semble donc crucial de tester cette présomption, qui est la question centrale de cette thèse. Dans l’Étude 1, j'ai utilisé des versions modifiées du paradigme de deux réponses afin de tester la présomption corrective utilisant deux problèmes classiques du raisonnement (problèmes de taux de base et de raisonnement syllogistique). Dans ce paradigme, les participants résolvent la même tâche deux fois. D'abord, ils doivent donner une réponse très rapidement. Après, ils font face à la même tâche sans contrainte temporelle. Afin de vérifier que la première réponse est intuitive, on a employé quatre méthodes : des instructions, une charge concomitante, un temps limite de réponse, ainsi que la charge concomitante et le temps limite simultanément. La théorie du double processus prédit que les réponses logiquement correctes n'apparaissent que dans l'étape finale. A contrario, j'ai trouvé que la plupart des participants ayant donné la bonne réponse à l'étape finale l'avaient déjà donnée lors de la phase initiale. Cet effet était présent dans toutes les procédures expérimentales et dans les 2 problèmes de raisonnement. Dans l’Étude 2, j'ai testé la même présomption avec un problème de raisonnement plus difficile, le problème de la « batte-et-balle ». J'ai conduit 7 expériences avec le paradigme de deux réponses et j'ai trouvé que les personnes ayant donné la réponse correcte à la fin l'ont déjà générée lors de la réponse initiale - donc, il semblerait que les participants l'ont fait intuitivement. Ces résultats m'ont amené à réviser le cadre default-interventionist et à proposer une théorie du double processus hybride qui suppose que le Système 1 génère deux différentes réponses intuitives dont une basée sur les principes logico-mathématiques. Ces réponses possèdent une force équivoque au début - celle qui gagnera plus en force sera donnée comme la réponse initiale. J'ai testé les prédictions dérivées de ce modèle via l’Étude 3. Grâce l’Étude 4, j'ai mis au point le modèle hybride en testant les changements de force des réponses intuitives au cours du temps. Au cours de l’Étude 5, j'ai commencé à tester la possibilité de généraliser ce modèle hybride et j'ai étudié si les patterns de réponse étaient similaires lorsque les participants répondent à des dilemmes moraux. Dans l’Étude 6, j'ai utilisé l'EEG afin de retrouver les corrélats neuronaux du traitement logique précoce au cours du raisonnementDual-process theories of reasoning have become widely recognized as an explanation for various phenomena, such as thinking biases, moral or cooperative reasoning. Dual-process theory conceives human thinking as the interaction of a fast, more automatic, intuitive system (System 1) and a slower, controlled, more deliberative one (System 2). Arguably, the most dominant view on dual processes is the default-interventionist model. This posits a serial interaction between the two systems. When someone is faced with a reasoning problem, initially a System 1 intuitive response is formed. Then, afterwards, System 2 might get engaged in the process. Prominent dual-process theorists argue that reasoning bias occurs as a result of erroneous System 1 intuition. System 1 is thought to be able to generate responses based on "heuristic" cues, such as stereotypes - and cannot account for logico-mathematical principles. Despite its huge recognition, this theory comes with an untested assumption: the corrective (time-course) assumption. This posits that in cases when heuristic cues are in conflict with logico-mathematical principles, System 2 needs to engage in order to correct initially formed System 1 intuitions, and form a judgement based on logical principles. Testing this assumption is inevitably important and the central question of this thesis. In Study 1, I used four modified versions of the two-response paradigm to test the corrective assumption with two different classical reasoning problems (base rate problems, syllogistic reasoning). In this paradigm, people are presented with the same problem twice. First, they are asked to give an initial, very quick response. After, they are presented with the same problem again and asked to give a final response without any constraints. To make sure that the initial response is really intuitive, we applied four different procedures: instructions, concurrent load, response deadline and load plus deadline. Dual process theory predicts that logically correct responses appear only at the final response stage. Surprisingly, I found that the majority of people who gave the logically correct response in the final response stage already gave it form the beginning. This effect was found to be consistent among all experimental procedures and both reasoning problems. In Study 2, I tried to test the same assumption, with a different -harder- reasoning problem, the bat-and-ball problem. Interestingly, I ran 7 experiments with the two-response paradigm and consistently found that correct reasoners are often able to generate the correct response from the beginning, so-to-say, intuitively. These results forced me to revise the default-interventionist framework and propose the hybrid dual process model. This model now argues that System 1 generates two kinds of intuitive responses one of which is based on mathematico-logical principles. These responses are generated with unequal strength - the one which gains the more strength will be given as the initial response. In Study 3, I directly tested predictions derived from this model. In Study 4, I further developed the hybrid model by testing the changes in the strength of intuitive responses over time. In Study 5, I started to test the hybrid model's domain generality, and test if I find similar patterns of responses when people are faced with moral dilemmas. In Study 6, I used EEG to search for the neural correlates of early logical processing in reasoning. Overall, this thesis found evidence that forces us to revise the traditional dual process view on human reasoning
Books on the topic "Intuitive thinking"
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Intuitive biostatistics: A nonmathematical guide to statistical thinking. 2nd ed. Oxford: Oxford University Press, 2010.
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Steiner, Rudolf. Intuitive thinking as a spiritual path: Philosophy of freedom. Hudson, NY: Anthroposophic Press, 1995.
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Thomas, Gilovich, Griffin Dale W, and Kahneman Daniel, eds. Heuristics and biases: The psychology of intuitive judgment. Cambridge: Cambridge University Press, 2002.
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Thomas, Gilovich, Griffin Dale W, and Kahneman Daniel 1934-, eds. Heuristics and biases: The psychology of intuitive judgement. Cambridge, U.K: Cambridge University Press, 2002.
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Omstedt, Anders. Connecting Analytical Thinking and Intuition. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27534-5.
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Gendler, Tamar. Intuition, imagination, and philosophical methodology. Oxford: Oxford University Press, 2010.
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Intuition, imagination, and philosophical methodology. Oxford: Oxford University Press, 2010.
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Inner adventures: Thought, intuition, and beyond. Wheaton, Ill., U.S.A: Theosophical Pub. House, 1988.
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Phantasie und Intuition in Philosophie und Wissenschaften: Historische und systematische Perspektiven. Würzburg: Königshausen & Neumann, 2011.
Find full textBook chapters on the topic "Intuitive thinking"
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Reilhac, Patrice, Nick Millett, and Katharina Hottelart. "Thinking Intuitive Driving Automation." In Road Vehicle Automation 2, 61–70. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19078-5_6.
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Shaw, Colin, and Ryan Hamilton. "Moving Your Customer Experience to the Next Level Requires New Thinking." In The Intuitive Customer, 1–16. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53430-9_1.
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Ejersbo, Lisser Rye, and Uri Leron. "Revisiting the Medical Diagnosis Problem: Reconciling Intuitive and Analytical Thinking." In Advances in Mathematics Education, 215–37. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7155-0_12.
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Li, Tengye, Jianxin Cheng, Tao Xiong, Wenjia Ding, Zhang Zhang, and Xinyu Yang. "Applying Intuitive Thinking in Smart Home Design Based on Semantic Association." In Advances in Intelligent Systems and Computing, 228–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94944-4_26.
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Goldfarb, Lisa. "“Thinking-Intuitive Types”: Poetic Affinities in W. H. Auden and Paul Valéry." In Auden at Work, 191–215. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-45293-1_11.
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Xiong, Tao, Jianxin Cheng, Tengye Li, Wenjia Ding, and Zhang Zhang. "Analysis of Intuitive Thinking in Five-Sense Design: An Example of Auditory Design." In Advances in Intelligent Systems and Computing, 220–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94944-4_25.
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Oliver, Kathryn. "How Policy Appetites Shape, and Are Shaped by Evidence Production and Use." In Integrating Science and Politics for Public Health, 77–101. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98985-9_5.
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AbstractDespite long-standing critiques, the rationalist model—which describes a simple, linear process by which evidence should inform policy decision-making—remains dominant in the minds of many researchers and policymakers. Why is this the case, and does it matter? I argue that in addition to its intuitive, simple appeal, the rationalist model has been bolstered by repeated appeals from the public health research community for policymakers to rely (often solely) on the ‘best’ evidence. The insistence on an evidence hierarchy creates the idea that some forms of evidence are of more value than others, and that research design can be used as a way to quickly identify ‘best’ evidence. I argue this enables misuse of evidence and reduces the scope for effective dialogue between those who make and those who use evidence. A more useful approach would be to explore how knowledge and policy interact at a more systemic level, to help us understand who is involved in evidence production, valuing, codification, and use. Conceptualising the political economy of knowledge in this way offers a new way to begin thinking about how to creatively shape a more helpful environment for both policy and evidence.
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Lowe, Chun-yip. "The Problem of the Two-World Interpretation and Postmetaphysical Thinking." In Kant on Intuition, 238–49. 1 [edition]. | New York : Taylor & Francis, 2018. | Series: Routledge studies in eighteenth-century philosophy ; 18: Routledge, 2018. http://dx.doi.org/10.4324/9780429491771-18.
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Omstedt, Anders. "Introduction." In Connecting Analytical Thinking and Intuition, 1–4. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27534-5_1.
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Omstedt, Anders. "Playback and Meaning." In Connecting Analytical Thinking and Intuition, 37–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27534-5_10.
Full textConference papers on the topic "Intuitive thinking"
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Kreitler, Shulamith, and Carmit Benbenisty. "THE COGNITIVE ORIENTATION OF INTUITIVE THINKING." In International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact042.pdf.
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Kreitler, Shulamith, and Carmit Benbenisty. "THE COGNITIVE ORIENTATION OF INTUITIVE THINKING." In International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact042.
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Lu, Hui-Ping, and Hui-Jiun Hu. "INTUITIVE THINKING AND METHODOLOGICAL CREATION IN DESIGN." In 2nd International Conference on Information, Communication and Engineering. International Institute of Knowledge Innovation and Invention, Private; Limited (IIKII PTE LTD), 2019. http://dx.doi.org/10.35745/icice2018v2.041.
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Khalifa, Waleed. "Intuitive thinking while dealing with abstract data types." In the 17th ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2325296.2325408.
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Moore, Dylan, Jonathan Sauder, and Yan Jin. "A Dual-Process Analysis of Design Idea Generation." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34657.
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A traditional engineering education primarily teaches students to use analytical methods when solving problems, which are effective in most real-world situations. However, heavily analytical approaches often hinder creative output and therefore more intuitive methods have the potential to increase novelty in design. Dual-process theory is an established model in psychology and human decision making that separates fast, intuitive Type 1 processes from slow, analytical Type 2 processes, but to this point has not been applied to engineering design methodology. A exploratory dual-process pilot study of a design experiment using retrospective protocol analysis exposed the difference in novelty of ideas produced by intuitive and analytical thinking. The preliminary results suggest that Type 1 intuitive thinking is correlated with a higher average idea novelty up to a threshold. An equal balance of Type 1 and Type 2 thinking maximized novelty potential. Understanding this relationship and the importance of intuitive thinking in the design process is important to improving the effectiveness of conceptual design thinking and has implications in design education and modeling cognitive design processes.
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Flores Miranda, Margarita Beatriz. "Proposal for a systemic process: Managing the creative abilities of students pursuing the architectural studio at mexican universities." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3644.
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“Education´s goal is the ability to master life with self-creative forces, in order to achieve something good and beautiful.” Götze, C. (1898). Das kind als Künstler Projects at Mexican schools of architecture often focus on conventional issues of dimension and function; in a country with the largest number of students in the architectural discipline there is an existing disinterest in the appropriation of knowledge, exploration of complexity, and expression of ideas. Such a disinterest calls for the evolution of architectural education. This research proposes it is possible to manage the creative forces of individuals. A working model composed of distinct components will be generated to stimulate areas related to artistic development. In preparation, essential components of the model have been extracted by analysis from the Bauhaus Preliminary Course developed by Johannes Itten, considering its influence on sequential tutors as well as its moment of historic implementation (1918-1923). The objective is to transform Itten´s pedagogy by means of a systemic design process focusing on the development of creative skills. The first methodological approach has been extracted from three of Itten’s thematic fields, each structured by a set of common elements: principle, objective, common material, exercises, and phases (Fig. 1). The sets are related according to their role in the development of talent as a means to discern and reveal artistic character: - BEING UNDER CONSTRUCTION: A physical-soul-spiritual unity that incorporates artistic education through exercises for awakening the body and intellectual harmonization (Fig. 1a). - BALANCED COMPOSITION: Refinement of the senses through intuitive analysis of artistic structures and a critical drawing of reality (Fig. 1b). - CONTRAST: The art of objectivity through the study of opposites: feeling-thinking, intuition-intellect, expression-construction (Fig. 1c). A responsible party, acting as structural element, directs the capacities stimulated within the group and materialized by cohesive exercises, guiding students to define an authentic trajectory: - FAMILIARIZATION: Understanding the bases. - EXPERIMENTATION: Articulation of new configurations. - APPROPRIATION: Creation from the unknown. - OPERATION: Execution in real-time. - REDIRECTION: Return to the origin to adjust and resume. By asserting the student is the center of his or her unique working model the implementation of this method in architectural studios allows for the assignment of any creative exercise and is suitable for all levels of investigation.DOI: http://dx.doi.org/10.4995/IFDP.2016.3644
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Danahy, John. "Engaging Intuitive Visual Thinking in Urban Design Modelling: A Real-Time Hypothesis." In ACADIA 1988: Computing In Design Education. ACADIA, 1988. http://dx.doi.org/10.52842/conf.acadia.1988.087.
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Kurniawati, Lia, Mardiana Zulfa, and Ramdani Miftah. "The Effect of Puzzle-based Learning Approach on Students’ Mathematical Intuitive Thinking Ability." In Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01 October 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.30-9-2019.2291177.
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Japerte, Natalija. "MUSIC LESSONS AS A METHOD FOR THE DEVELOPMENT OF INTUITIVE SCIENTIFIC THINKING IN CHILDREN." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0593.
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Wang, Tong. "Research on Creative Thinking Mode based on Category Theory." In 11th International Conference on Signal & Image Processing (SIP 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.121706.
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The research on the brain mechanism of creativity mainly has two aspects, one is the creative thinking process, and the other is the brain structure and functional connection characteristics of highly creative people. The hundreds of millions of nerve cells in the brain connect and interact with each other. The human brain has a high degree of complexity at the biological level, especially the rational thinking ability of the human brain. Starting from the connection of molecules, cells, neural networks and the neural function structure of the brain, it may be fundamentally impossible to study the rational thinking mode of human beings. Human's rational thinking mode has a high degree of freedom and transcendence, and such problems cannot be expected to be studied by elaborating the realization of the nervous system. The rational thinking of the brain is mainly based on the structured thinking mode, and the structured thinking mode shows the great scientific power. This paper studies the theoretical model of innovative thinking based on category theory, and analyzes the creation process of two scientific theories which are landmarks in the history of science, and provides an intuitive, clear interpretation model and rigorous mathematical argument for the creative thinking. The structured thinking way have great revelation and help to create new scientific theories.