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Development of scientific reasoning biases: cognitive versus ego-protective explanations.

Developmental psychology

Klaczynski PA, Narasimham G.
PMID: 9471014
Dev Psychol. 1998 Jan;34(1):175-87. doi: 10.1037/0012-1649.34.1.175.

Two conflicting perspectives have dominated the literature on self-serving reasoning biases. One maintains that individuals have difficulty objectively processing information relevant to their personal theories because they are reluctant to relinquish their cause-effect beliefs relevant to that domain. The...

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Klaczynski PA, Narasimham G. Development of scientific reasoning biases: cognitive versus ego-protective explanations. Dev Psychol. 1998;34(1):175-87doi: 10.1037/0012-1649.34.1.175.
Klaczynski, P. A., & Narasimham, G. (1998). Development of scientific reasoning biases: cognitive versus ego-protective explanations. Developmental psychology, 34(1), 175-87. https://doi.org/10.1037/0012-1649.34.1.175
Klaczynski, P A, and Narasimham, G. "Development of scientific reasoning biases: cognitive versus ego-protective explanations." Developmental psychology vol. 34,1 (1998): 175-87. doi: https://doi.org/10.1037/0012-1649.34.1.175
Klaczynski PA, Narasimham G. Development of scientific reasoning biases: cognitive versus ego-protective explanations. Dev Psychol. 1998 Jan;34(1):175-87. doi: 10.1037/0012-1649.34.1.175. PMID: 9471014.
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Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation.

Trends in cognitive sciences

Rawlings B, Legare CH.
PMID: 33223481
Trends Cogn Sci. 2021 Jan;25(1):81-92. doi: 10.1016/j.tics.2020.10.006. Epub 2020 Nov 19.

The development of tool innovation presents a paradox. How do humans have such diverse and complex technology, ranging from smartphones to aircraft, and yet young children find even simple tool innovation challenges, such as fashioning a hook to retrieve...

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Rawlings B, Legare CH. Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation. Trends Cogn Sci. 2020;25(1):81-92doi: 10.1016/j.tics.2020.10.006.
Rawlings, B., & Legare, C. H. (2021). Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation. Trends in cognitive sciences, 25(1), 81-92. https://doi.org/10.1016/j.tics.2020.10.006
Rawlings, Bruce, and Legare, Cristine H. "Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation." Trends in cognitive sciences vol. 25,1 (2021): 81-92. doi: https://doi.org/10.1016/j.tics.2020.10.006
Rawlings B, Legare CH. Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation. Trends Cogn Sci. 2021 Jan;25(1):81-92. doi: 10.1016/j.tics.2020.10.006. Epub 2020 Nov 19. PMID: 33223481.
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A Proactive Curriculum With Remediation Intervention Tool for Nursing Education Success.

Nursing education perspectives

Wallace LJ.
PMID: 33896926
Nurs Educ Perspect. 2021 Nov-Dec 01;42(6):E89-E90. doi: 10.1097/01.NEP.0000000000000811.

ABSTRACT: Mastering the Content is a proactive curriculum whose At-Risk Student Identification Criteria-Based Remediation Interventions Tool leads to nursing student success. The curriculum integrates active learning strategies and problem-solving activities throughout the nursing program to develop clinical judgment. Remediation...

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Wallace LJ. A Proactive Curriculum With Remediation Intervention Tool for Nursing Education Success. Nurs Educ Perspect. 2021;42(6):E89-E90doi: 10.1097/01.NEP.0000000000000811.
Wallace, L. J. (2021). A Proactive Curriculum With Remediation Intervention Tool for Nursing Education Success. Nursing education perspectives, 42(6), E89-E90. https://doi.org/10.1097/01.NEP.0000000000000811
Wallace, Laura J. "A Proactive Curriculum With Remediation Intervention Tool for Nursing Education Success." Nursing education perspectives vol. 42,6 (2021): E89-E90. doi: https://doi.org/10.1097/01.NEP.0000000000000811
Wallace LJ. A Proactive Curriculum With Remediation Intervention Tool for Nursing Education Success. Nurs Educ Perspect. 2021 Nov-Dec 01;42(6):E89-E90. doi: 10.1097/01.NEP.0000000000000811. PMID: 33896926.
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A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence.

Cognitive science

Nancekivell SE, Sun X, Gelman SA, Shah P.
PMID: 34606131
Cogn Sci. 2021 Oct;45(10):e13047. doi: 10.1111/cogs.13047.

The learning style myth is a commonly held myth that matching instruction to a student's "learning style" will result in improved learning, while providing mismatched instruction will result in suboptimal learning. The present study used a short online reasoning...

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Nancekivell SE, Sun X, Gelman SA, et al. A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cogn Sci. 2021;45(10):e13047doi: 10.1111/cogs.13047.
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cognitive science, 45(10), e13047. https://doi.org/10.1111/cogs.13047
Nancekivell, Shaylene E, et al. "A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence." Cognitive science vol. 45,10 (2021): e13047. doi: https://doi.org/10.1111/cogs.13047
Nancekivell SE, Sun X, Gelman SA, Shah P. A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cogn Sci. 2021 Oct;45(10):e13047. doi: 10.1111/cogs.13047. PMID: 34606131.
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Showing 1525 to 1528 of 1528 entries