Thought and thinking

The purpose of this quantitative research study was to compare Chinese and
American students’ inclined level of critical thinking using the California Critical
Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of
Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and
Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine
whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.

Bering and colleagues (2004, 2005) reported that the expectation that conscious
mental states cease with the onset of death (discontinuity reasoning) emerges
developmentally, and discontinuity reasoning for some states (emotions, desire,
epistemic) remains lower than for others (psychobiological, perceptual). Cormier (2005)
reported very similar findings for the context of sleep and proposed a modular
explanation of these effects (“intentional persistence”) and suggested that intentional
persistence represents an evolved adaptation designed to maintain vigilance and
behavioral preparedness while in the presence of animals of ambiguous agency status
(e.g., death, sleep, hibernation, feigned death). The current study extended this line of
research to realistic animal characters. Although results revealed patterns of discontinuity
reasoning and intentional persistence that were consistent with those of previous studies,
the prediction that intentional persistence would be more pronounced for predators was not fulfilled. A newly proposed evolutionary product, “Cooptation,” was introduced to
further explain the results.

The present study investigated how students in a college
algebra class select potentially useful solutions for
solving algebra word problems. Several variables, including
similarity, complexity, and inclusiveness were assessed to
determine how they influence subjects' selections. Results
indicated that neither complexity nor inclusiveness had a
significant impact on students' selections and that students
select solutions primarily on the basis of similarity.
Students' inability to select potentially useful solutions
was revealed by their failure to select the more inclusive
solution, even though their performance greatly improved
through the use of these solutions. The influence of
similarity on the selection of solutions and inclusiveness
on the effective use of solutions occurred when the
effective solutions had the same story context (Experiment
1) and when the effective solutions had a different story
context (Experiment 2).

This was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at a major Southeastern university participated in this study (Age ranged from 18 to 39 years (M = 20.70 years of age)). Perceived usefulness of the chemistry material, mathematical ability, GPA, and SGPA uniquely predicted conceptual stoichiometry problem solving ability.

Bering and Bjorklund (2004) reported that (1) the knowledge that conscious mental states cease with the onset of death (discontinuity reasoning, "DR") emerges developmentally; and (2) DR for some states (emotions, desire, epistemic) is more difficult than others (psychobiological, perceptual). In the current study, preschool/kindergarteners, 2nd/3 rd graders, 5th/6th graders and adults viewed a puppet story in which an anthropomorphized juvenile mouse character was explicitly enriched with a variety of mental states prior to falling asleep; the results were highly similar to those of Bering and Bjorklund. Statistical comparison of these data with those of Bering and Bjorklund demonstrates that DR for emotions, desires and epistemic contents is equally difficult for both death and sleep, and suggests the influence of both simulation and implicit theoretical factors. An evolved adaptation designed to maintain vigilance in the presence of immobile agents, but that also likely underlies intuitive dualism (intentional persistence) is proposed.

The purpose of this study was to investigate whether differences in thinking styles exist between senior level library administrators working in public and technical service areas in libraries with an institutional membership in the Association of Research Libraries (ARL). To facilitate this investigation, the Inquiry Mode Questionnaire (InQ) and a demographic data form were distributed in a nation-wide survey. The study achieved an 80.3% (106) return rate, with a total of 97 surveys used for data analysis. The literature review is organized in three segments: definitional dilemma, theoretical framework, and review of previous research. The definitional dilemma addressed issues concerning four similar, but not interchangeable, terms of cognitive styles, learning styles, personality styles, and thinking styles. Data analyses included five analyses of variance (ANOVAs) to determine relationships, differences, and interactions based upon the subject's administrative role (public or technical), gender (female or male), and thinking style preference (synthesist, idealist, pragmatist, analyst, or realist). The dependent variable associated with this study was thinking style preference (synthesist, idealist, pragmatist, analyst, and realist). The two independent variables associated with this study were administrative role (public or technical service) and gender (female or male). As part of the ANOVA process, the interaction between gender and administrative role was analyzed. Data analysis also included descriptive information analysis, a cross tabulation computation, and a dyad comparison. None of the 15 null hypotheses could be rejected based upon the ANOVA statistical computation using a.05 alpha level. However, the cross-tabulation and dyad analysis did reveal noteworthy findings, such as female library administrators were more likely to be idealist thinkers; male library administrators were more likely to be pragmatist and idealist thinkers; technical service administrators were more likely to be analyst, idealist, and pragmatist thinkers; and public service administrators were more likely to be idealist thinkers. Five findings were summarized in this study. They are: (a) the sample had a preference towards the flat thinking style; (b) a relationship between gender and thinking style exist; (c) a relationship between area of administrative responsibility and thinking style exist; (d) a difference in preferred thinking styles among administrative peers in the same institution was uncovered; and (e) the demographic analysis supported previous studies urging aggressive recruitment and diversity efforts for the library profession. Seven conclusions were highlighted in the study. They are: (a) the potential for developing the flat thinking style among the librarians participating in the study, (b) the influence of gender upon thinking style preference, (c) the influence of organizational differentiation upon thinking style preference, (d) the lack of previous research connecting thinking style research with librarianship, (e) the effects of team-based management implementation upon thinking style preference, (f) the influence of a non-diversified organization upon thinking style preference, and (g) an explanation for generalizations and stereotypes among library administrative peers. Recommendations for future study and enhancement of library management were included. Suggestions for improving library administration included incorporating thinking style research to help facilitate: (a) understanding among co-workers, (b) improving organizational communication, (c) providing opportunities for personal growth, and (d) providing opportunities for organizational growth.

This study was undertaken in an effort to discover whether or not there is a relationship between sinistrality, or lefthandedness, and right cerebral hemisphere cognitive functions, specifically, divergent thinking. Subjects for the study consisted of a random sample of male and female college students taken from both two-year and four-year institutions. The sample included both sinistral and dextral subjects and it was limited to non-art majors who were tested in non-art courses. The null hypothesis being tested was that no relationship exists between the independent variable, handedness, and the dependent variable, divergent thinking. Using an Analysis of Variance, the null hypothesis was tested. Scores of sinistrals and dextrals were compared which were obtained from tests employing the Minnesota Test of Creative Thinking (Torrance's Picture Construction Task) and the Falletta Test of Divergent Thinking. In all cases, no significant difference was found at a .05 level of confidence. As a result of the findings, several possible conclusions may be considered: (1) There is no relationship between the variables of sinistrality and divergent thinking; (2) The sample size was too small to be a substantial representation of the population; (3) The instruments used were not sensitive enough to measure the degree of divergent thinking of each subject tested; (4) A combination of these three factors may have contributed to the findings. A follow-up study altering one or more of the above mentioned variables may result in a different set of findings.

Pseudoscience is a collection of nonfiction essays analyzing the origins and methodologies or various pseudoscientific practices against the backdrop of events from the narrator's life that mirror those practices in some way. Pseudoscience is unverifiable. Pseudoscience is unverifiable.

Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s

The rise in popularity of the female sleuth television programs makes it important to explore representations of gender and knowledge. This investigation analyzes interpretations of intuition in the television sleuth genre and relevant paratexts, examines gendered public and private spheres and raises broader questions about gendered knowledge in the series Medium, Crossing Jordan, Law and Order: Criminal Intent, Veronica Mars, Monk, The Profiler and True Calling. Rooted in feminist cultural studies, historical and sociological analysis, television and film theory and work on the detective genre, this investigation establishes common frames, or filters, through which the television sleuth genre represents intuition and the gendered experience of knowledge. Women with intuition are depicted as unstable, dangerous and mentally ill. Though framed similarly, intuitive men have more freedom. This study expands on academic research on television representations of gender and knowledge. Societal implications include further understanding of meaning-making in regard to gendered knowing.