The miracles of intuitive judgment have long been celebrated, and they are no doubt there and worth celebrating, but our commitment to science requires us to unmask those miracles and bring them under examination. Our first task is to apply our knowledge to the development of cognitive skill in our species so that we can improve our political skill and thus reduce the yearly millions of deaths due to lack of that skill. Replacing reliance on “intuition” by turning to “quasirationality” can be our first step in that direction. This article indicates and explains how that step can be taken and describes some applications of the basic concepts that make it possible.
"The distinction between cognitive processes that are unconscious with constantly active functioning capacity and those that are conscious with limited functioning capacity refers to dual processing accounts of the human mind (Evans 2008; Stanovich 1999), such as implicit and explicit (Reber 1976), automatic and controlled (Schneider and Shiffrin 1977), experiential and rational (Epstein 1994), intuitive and analytic (Hammond 2010), holistic and analytic (Nisbett et al. 2001), heuristic and analytic (Evans 2006), heuristic and systematic (Chen et al. 1999), associative and rule based (Smith and DeCoster 2000), adaptive unconscious and conscious (Wilson 2003), and impulsive and reflective (Strack and Deutsch 2004). In general, relevant evidence indicates that cognitive unconscious processes can lead to the unconscious acquisition of knowledge and freely influence conscious learning processes and outcomes, but later on, this influence can be amenable to a conscious intervention (Evans 2008). "
[Show abstract][Hide abstract] ABSTRACT: This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.
[Show abstract][Hide abstract] ABSTRACT: Since the recent rejuvenation of intuition research within the management literature, significant work has been done on conceptualizing intuition. Whilst remarkable progress has been achieved in many areas of intuition, the role of intuition in creativity remains comparatively under-researched. Through an extensive review of intuition literature, we believe that a reason for this could be that intuition in the management literature is generally conceptualized as judgement. In this article we aim to extend our understanding of intuition in creativity by distinguishing between intuitive judgment and intuitive insight. Strengthening our case, this article builds on two previous research projects. The first focuses on literature-based features of intuition and the second project builds a conceptual model of knowledge types. Further informing the argument is Polanyi’s distinction of focal and subsidiary awareness. These considerations lead us to propose that there are two distinct kinds of intuition – intuitive judgement and intuitive insight.
[Show abstract][Hide abstract] ABSTRACT: This paper explores the psychological construct of intuition and its influence in decision-making behavior. Intuition was defined by Jung (1971) as a primary mode of perception operating subconsciously. As opposed to sensing personality types who prefer concrete details, intuitive personality types prefer to acquire information by imagining possibilities (Myers and Myers 1995). In this paper, an analysis of verbalization data from a translation process study is discussed in order to demonstrate the influence of intuition on decision-making during the translation process and to explore the implications of this influence. Recent studies have found that intuition plays a role in learning and decision-making tasks involving affect (Laborde et al. 2010: 786). Intuition is therefore here viewed as a potentially vital component of translator behavior which could predict individuals’ translating effectiveness.
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