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A three-component conception of intuition: Immediacy, sensing relationships, and reason
Abstract
Based on a comprehensive review of the published literature, a model of intuition is presented with the following three components: immediacy, the sensing of relationships, and reason. These interactive components contribute specific aspects of intuition: the components of immediacy and relationships contribute insight; the components of relationships and reason contribute metaphorical and analogical thinking; and, the components of immediacy and reason contribute an action-oriented type of reasoning that is antithetical to metacognition. Implications of the model for psychological and educational research are presented.
... There are three components of intuition, which occur suddenly, relate to sensing a relationship and reasoning (Baylor, 1997). An intuition occurs suddenly without being planned. ...
... Intuition is constructed based on certain components. The intuition model is described in three components namely immediacy (immediate), relationship sensing, and reasoning in which these interactive components contribute certain aspects of intuition: components of proximity and relationship contribute insight; the relationship and reason components contribute to metaphorical and analogical thinking; and, proximity and reason components contribute to the type of action-oriented reasoning as opposed to metacognition (Baylor, 1997). ...
... Intuition involves a certain type of reasoning (Baylor, 1997). If we look at the intuition aspect (Baylor, 1997) it will be found that intuition involves reasoning as one of its constituent components. ...
This study aims to find out more about intuition and its role in shaping students' mathematical reasoning abilities. In the discussion of the philosophy of mathematics intuition plays an important role. Intuition has been discussed by philosophers of mathematics for centuries. It is said that intuition is a provisional guess. In relation to mathematical reasoning ability, it is an indispensable ability for students because mathematical reasoning skills greatly contribute to the development of a set of 21st century skills. The method in this research is a library study approach. Researchers collect various references and sources, both international and national journals, books, and other articles related to the theme to be discussed. From the results of the discussion obtained intuition and mathematical reasoning ability are two things that complement each other in solving a mathematical problem. Intuition, which is a candidate for evidence, is then formally proven by mathematical reasoning with mathematical reasoning indicators. Intuitive processes direct the analytical process while quickly serving as a bridge in performing analytical reasoning. So if a person's intuition is good then his mathematical reasoning ability is also good. The potential of mathematical intuition in developing mathematical reasoning abilities is based on the theory that one component of intuition is reasoning
... Based on a review of the published literature, Baylor (1997) conceptualized a model of intuition. The stated definition is "Intuition acts in the immediate future, senses relationships, and functions through reasoning without conscious intent" (p.187). ...
... Although there are similarities, Baylor (1997) differentiated intuition from insight: ...
... Jung suggested that intuitive perceptions arise unconsciously (De Laszlo, 1959). Recent literature also supports the idea that intuition occurs subconsciously (Baylor, 1997;Eisengart & Faiver, 1996;Iseneman, 1997;Lank & Lank, 1995;Michaud, 1998;Miller, 1995;Shapiro & Spence, 1997;Shirley & Langan-Fox, 1996). ...
This research study sought to understand parents? use of intuition in their parenting and how its use affects their sense of competence as a parent. Systems Theory and Phenomenology provided the foundation for this study. Metaphors were created for each participant to enhance the understanding of intuition. In-depth interviews were used to gather the data. Results indicated that parents use their intuition to help them make decisions in their parenting. The most common time for the parents to use their intuition involved the safety and well-being of their child(ren). Overall, the parents of this study agreed that intuition does help them in their parenting. Intuition as a process is discussed. As one acquires more experience and history, and becomes more adept at picking up subtle clues, one is able to build upon that foundation, which may lead to a spontaneous knowing. Intuition is also discussed as an internal safety system of the parent. Subsystems from this study included past experiences and/or history, subtle clues found in the environment, and emotional and mental thoughts. Subsystems from the literature included the physical level of intuition, and spiritual beliefs and thoughts. Suggestions for further research are made, including the idea for a study to create a concrete operationalized definition of intuition. A cross-cultural study might yield more information on how other cultures utilize their intuition. Suggestions for practice include the teaching of intuition at all levels of education.
... Due to the lack of strain that comes with searching for a solution, incubation may also broaden the number of associations made between elements (Claxton, 1998). Baylor identifies a critical research direction for evaluating how the incubation process impacts how one intuitively reorganizes ideas (Baylor, 1997). This is a key motivation for this paper. ...
... The study showed that there are two distinct modes of thinking associated with time. In this study, immediacy is reflected through timing, and intuition occurs immediately with no planning (Baylor, 1997), but there is a possibility that the participant is using their analytical skills in the short time allotted to come up with the solution, rather than their intuition. The assumption that intuitive thinking was induced is common in studies of intuition. ...
This study examines the correlation between quality and feasibility of generated design solutions with mood and rational vs. intuitive thinking. It was hypothesized that positive moods lead to better intuitive thinking, which will result in higher design quality and feasibility. The participants, who were junior and senior level undergraduate students with a design background, were given the 32-point Brunel Mood Scale (BRUMS) before solving nine 7-min design tasks in a manner that cultivated either analytical or intuitive thinking. Cronbach’s alpha was used to confirm the reliability and consistency of the self-reported mood data. Spearman’s correlation was used to illustrate the mood–performance relationship, revealing that high design solution quality is significantly positively correlated with vigor and energetic mood in the Creative Intuition (CI) condition, and downhearted mood in the Problem Solving Intuition condition, while significantly negatively correlated with depression, worn-out and bad-tempered moods in the CI condition. High design solution feasibility was positively correlated with an exhausted mood in the Rational Thinking condition, and negatively correlated with composed and relaxed moods in the CI condition. These findings help further the understanding of how mood impacts design outcomes in intuitive and analytical problem solving, which may have implications design practice.
... Não raro, apesar de ainda emergente, é divulgada a ideia de que a atuação dos processos mentais de alto nível caracteriza-se pela formatação em rede do neocórtex, o qual integra e coordena as funções mais básicas do cérebro (Goldberg, 2001(Goldberg, /2002. Nisso, as funções executivas passam a ser tratadas como um continuum que se inicia no alto rendimento, passa pela zona normal e finda em uma determinada patologia (e.g., Baylor, 1997;Julien, O'Connor & Aardema, 2007;O'Reilly & cols., 2001;Seldon, 2007). Ao tentar seguir essa mesma corrente e construir uma linha da criatividade, percebe-se, contudo, que as suas características são demasiadamente amplas para se relacionarem de maneira retilínea (ver Tabela 1). ...
... O grau de divergência -eixo absoluto -representa a distância entre dois dados, os quais podem estar concatenados (configuração) e aglomerados (tipo de ligação), simultaneamente. Enquanto o primeiro vetor desse mesmo eixo refere-se à capacidade de organizar, ao sequenciar, as informações, caracterizando o pensamento lógico (McInerny, 2004(McInerny, /2006, o segundo, e oposto, designa o pensamento intuitivo, o qual processa a quantidade total dos estímulos aferentes em um núcleo, sentenciando uma tendência (Baylor, 1997). Apesar da natureza oposta, o que torna tentadora a crença de que lógica e intuição se inibem, reforça-se a ideia de que a somatória desses vetores, sim, geram um terceiro valor -desvio padrão -que figura somente em um eixo Z. ...
By means of a critical-analytical essay, this paper reviews the understanding of creativity, and proposes a model supported by cognitive sciences latest contributions. Starting from the parallel distribution processing logic, the General Model of Creativity organizes both vectors of fluency and divergence degree, offering an unified conceptual basis for creativity's studies, as well as some precise directions for methodological definitions in neurological research. The analysis of creativity's vectors, their limitations, and temporal repercussions, appropriates itself of many terms in order to underline that the state of creation consists on a specific equilibrium instead of divergent thinking.
... Não raro, apesar de ainda emergente, é divulgada a ideia de que a atuação dos processos mentais de alto nível caracteriza-se pela formatação em rede do neocórtex, o qual integra e coordena as funções mais básicas do cérebro (Goldberg, 2001(Goldberg, /2002. Nisso, as funções executivas passam a ser tratadas como um continuum que se inicia no alto rendimento, passa pela zona normal e finda em uma determinada patologia (e.g., Baylor, 1997;Julien, O'Connor & Aardema, 2007;O'Reilly & cols., 2001;Seldon, 2007). Ao tentar seguir essa mesma corrente e construir uma linha da criatividade, percebe-se, contudo, que as suas características são demasiadamente amplas para se relacionarem de maneira retilínea (ver Tabela 1). ...
... O grau de divergência -eixo absoluto -representa a distância entre dois dados, os quais podem estar concatenados (configuração) e aglomerados (tipo de ligação), simultaneamente. Enquanto o primeiro vetor desse mesmo eixo refere-se à capacidade de organizar, ao sequenciar, as informações, caracterizando o pensamento lógico (McInerny, 2004(McInerny, /2006, o segundo, e oposto, designa o pensamento intuitivo, o qual processa a quantidade total dos estímulos aferentes em um núcleo, sentenciando uma tendência (Baylor, 1997). Apesar da natureza oposta, o que torna tentadora a crença de que lógica e intuição se inibem, reforça-se a ideia de que a somatória desses vetores, sim, geram um terceiro valor -desvio padrão -que figura somente em um eixo Z. ...
Através de um ensaio crítico-analítico, este artigo revisa o entendimento da criatividade, propondo um modelo que se sustenta nas mais recentes contribuições das ciências cognitivas. Partindo da lógica do processamento de distribuição paralela, o Modelo Geral da Criatividade organiza os vetores da fluência e do grau de divergência, oferecendo uma base conceitual comum para os diversos estudos da criatividade, assim como, indicações mais precisas para a definição de métricas e métodos na pesquisa neurológica. A análise dos vetores da criatividade, seus limites e sua dilatação temporal, se apropria de diversos termos para culminar na assertiva de que o estado de criação consiste de um determinado equilíbrio e não da mera dispersão.
... Theorists put large effort in their definitions of terms like intuition and intuitive interaction (i.e. Mohs et al., 2006; Baylor, 1997 Baylor, , 2001). One result of these numerous approaches is that one can find many concurrend definitions of inution and intuitive use in recent literature. ...
... In literature at least two approaches focus on the role of prior knowledge for intuitive behaviour, the continuum of prior knowledge ( Mohs et al., 2006; Naumann et al., 2007) and im-/mature intuition (Baylor, 1997). Hurtienne and Israel (2007) assume that intuitive interactive behaviour is based on pre-existing knowledge that may stem from different sources. ...
Intuitive interaction utilizes stored experiential knowledge (Blackler et al., 2007a). Several theorists focus on the impact of prior knowledge on intuitive interaction (e.g. Hurtienne & Israel, 2007; Baylor, 2001). However, most empirical investigations look at experiential knowledge that was gained through past experience of some product features under investigation (e.g. Blackler et al., 2010). Hence these experiments do not assure that subjects in the non-experiential group cannot build upon some prior knowledge that was not manipulated in the experiment. In the present empirical investigation this paradigm was extended. Now three groups were tested on a simple multi-touch interface: adult participants with and without prior experience and children as absolutely naive users. Results show that children are generally slower in performance compared to adults. Hence, in line with other research (e.g. Blackler et al., 2010) it can be concluded that prior experience alters intuitive behaviour. In contrast to these studies we claim that there might be different types of prior knowledge, maybe even different types of intuition (see also Baylor, 2001).
... One salient characteristic of intuition relevant to its development is its antithetical relationship to metacognitive thought processes. Baylor (1997) describes intuitive thinking as proceeding automatically, immediately interpreting the present relationship. She suggests that controlled thought processes such as metacognition may be detrimental for thinking intuitively because they disallow one to think freely. ...
... This proposal directly ties into the three-component model of intuition described by Baylor (1997), as shown in Figure 1, which describes intuition as the integration of immediacy, reason, and sensing relationships. Both immature and mature intuition share the mediators of immediacy and reason as illustrated in Figure 1 In considering the left half of the curve in Figure 2, evidence supports the move from an immature intuitional understanding to a more analytical and less intuitional understanding (note that I will refer to the intermediate area of the curve as representing analytical/non-intuitional understanding). ...
Based on a review of the literature, this paper proposes a non-linear U-shaped model of intuition development influenced by an individual's level of expertise within a given subject area. Two qualitatively different types of intuition are described: immature intuition and mature intuition, each differentiated by the level of expertise of the individual in a specific subject area. Immature intuition is most available when an individual is a novice in a given knowledge domain, where his/her analytical knowledge of the subject does not interfere with the ability to make novel insights. Mature intuition is more rare and is most available when an individual is more of an expert in the subject area with well-developed relevant knowledge structures. Issues regarding the viability of this preliminary model are discussed.
... Also, through these iterative processes, attempts to implement a proposed action plan could subsequently reveal an unforeseen (underlying) problem that may potentially compromise decision outcomes. One of the criticisms of the R/M model, however, is the notion that regulated thought processes, such as metacognition, can easily threaten intuitive thinking since they hinder one from thinking freely (Baylor, 1997). ...
Whilst it is often claimed that experienced crisis responders are likely to adopt the intuitive and analytical thinking styles when solving complex problems in time-pressured crisis situations, scholarly efforts to explicate the nature of interactions between the intuitive and analytical modes remain sparse. To bridge this gap, we review four duality-based cognitive models and draw evidence from the Hudson River case study to better understand the patterns of the interplay between the intuitive and analytical information processing modes in time-pressured crisis situations. We found support for the dual-process theory, and note that although intuition is frequently deployed as the default cognitive mode in crisis situations, experienced crisis responders can exploit some features of the analytical mode to validate their intuitive tendencies when required. Based on evidence from the Hud-son River case study, a range of intuitive-analytic tension points that largely explain the nature of interactions within the duality framework are identified. The paper concludes by discussing the implications of the dual-process information modes for crisis decision-making.
... Siguiendo a Baylor (1997), algo similar ocurre con el concepto de la intuición, que permite explorar las diferentes opciones y posibilidades ( ...
... Eine gute Annäherung scheint uns darin zu liegen, unter Intuition das Vermögen zu verstehen, Sinnes-und Sinnzusammenhänge, Ereignisse und Sachverhalte unmittelbar und damit ohne Beteiligung bewusst analytischer Prozesse (Ableitungen, Schlüsse, Begründungen) zu begreifen, oftmals von intensiven körperlichen und/oder gefühlsbetonten Erlebnissen begleitet. Intuition wird so als eine in sich stimmige, nondiskursive Eingebung erfahren, die Einsichten in Form von Evidenzerlebnissen vermittelt (siehe ähnlich die Metastudie [8]). Intuition und Emotion sind also, um diese häufig gestellte Frage anläßlich der obigen Begriffsbestimmung aufzugreifen, miteinander verbunden, aber differenziert zu betrachten: Sie besitzen einerseits eine moderierende Rolle [125], während andererseits der Gebrauch von Intuition von emotionalen Zuständen bzw. ...
Decisions follow rational patterns to a limited extent only. However, conventional business studies in particular find it difficult to formulate and examine a decision-making process oriented to real situations in a way that is adequate to the problem. The paper therefore pursues the goal of conceiving the decision-making process from a comprehensive aspect. Along with the reference influences supported by cognitions, this includes an in-depth examination and appreciation of the significance of emotion and intuition. After outlining the problem, in a first step we will describe the importance and influencing relationships of the emotional for decision-making processes. In a second step we examine the relevance and characteristics of intuition for decision making. After this, selected insights of neuroscientific research will be correlated with this. In conclusion, further research demand will be shown.
... the topic from a diverse range of theoretical perspectives. 1 This work has, for example, included investigating the situations under which people report making intuitive judgments (e.g .. Agor, 1986Agor, , 1989Charles, 2004;Chinen, Spielvogel, & Farrell, 1985;Davis-Floyd & Davis, 1997;Miller, 1995, Rew, 1988, the mechanisms that may underlay such experiences (e.g., Bastick, 1982;Baylor, 1997;Cosier & Aplin, 1982;Ferguson, 1999;Giannini, Daood, Giannini, Boniface, & Rhodes, 1978;Gilovich, Griffin, & Kahneman, 2002;Kahneman, Slovic, & Tversk:y, 1982;Rehrn & Gadenne, 1990;Sutherland, 1992;Wisiniewski, 1998) and the types of individual differences that may correlate with alleged intuitive abilities (Epstein, 1990;Epstein, Pacini, Denes-Raj, & Meier eta!., 1996;Fallik, & Eliot, 1985;June, 1923 2 ;Lester, Thinschrnidt, & Trautman, 1987;McCrae, 1994;Taggart, Valenzi, Zalka, & Lowe, 1997;Woolhouse, 1996;Woolhouse & Bayne, 2000). ...
Two studies examine the beliefs, experiences and claims of individuals believing themselves to be highly intuitive. Study 1 provides a quantifiable profile of self-perceived high intuitiveness in which previous claims relating to one's intuitive capabilities (cf. Rogers & Wiseman, 2005-06) are verified. Study 2 then investigates whether intuitives are better at predicting potential friendships (blind dates outcomes) or whether they are more prone to optimistic, overconfidence, awareness and/or generalised response biases than controls. The impact of having stronger intuitions was also examined. In support of their claims, intuitives were better at predicting blind dates outcomes and were just as prone to optimistic, overconfidence, a lack of performance awareness and generalised response biases as were controls. Interestingly strength of intuitions was unrelated to predictive accuracy. Possible explanations and methodological issues are discussed.
... In einer Metastudie untersuchte Baylor (1997) ...
... Kahneman defines intuitive thinking as "perception-like, rapid, [and] effortless" (Myers, 2002, p. 1). Baylor (1997) describes intuition as an aggregation of three components: reason, immediacy, and relationships. In other words, intuition occurs immediately, unlike rationality that is a slower process. ...
... Where novices tend to focus on surface features of a problem, experts tend to better organize and represent the information and use more metacognitive skills. Although a metacognitive state may hinder intuitive ability (Baylor, 1997), it is beneficial for other reasoning processes. ...
Abstract While there has been a significant amount,of research on technical issues regarding the development,of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research , (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer,environments,given the relative independence,and autonomy,of the agent from other system components. This paper presents four dimensions,of control that should be considered in designing agent-based learning environments, with the MIMIC (Multiple Intelligent Mentors Instructing Collaboratively)system,as an example. The first dimension,of control involves instantiating the instructional purpose of the environment,on a constructivist (high learner control) to instructivist(high program/agent control) continuum. The second dimension entails managing feedback, and several issues need to be considered: type, timing, amount, explicitness, and learner control of agent feedback. Third, agent vs learner control is further defined through the desired relationship of the learner to agent(s) (e.g., agent as learning companion, agent as mentor, multiple pedagogical agents, agent as personal assistant, or agent as resource). Fourth, to be instructionally effective, the agent(s) must assert enough,control so that the learner develops confidence in the agent(s) in terms of
... the topic from a diverse range of theoretical perspectives. 1 This work has, for example, included investigating the situations under which people report making intuitive judgments (e.g .. Agor, 1986Agor, , 1989Charles, 2004;Chinen, Spielvogel, & Farrell, 1985;Davis-Floyd & Davis, 1997;Miller, 1995, Rew, 1988, the mechanisms that may underlay such experiences (e.g., Bastick, 1982;Baylor, 1997;Cosier & Aplin, 1982;Ferguson, 1999;Giannini, Daood, Giannini, Boniface, & Rhodes, 1978;Gilovich, Griffin, & Kahneman, 2002;Kahneman, Slovic, & Tversk:y, 1982;Rehrn & Gadenne, 1990;Sutherland, 1992;Wisiniewski, 1998) and the types of individual differences that may correlate with alleged intuitive abilities (Epstein, 1990;Epstein, Pacini, Denes-Raj, & Meier eta!., 1996;Fallik, & Eliot, 1985;June, 1923 2 ;Lester, Thinschrnidt, & Trautman, 1987;McCrae, 1994;Taggart, Valenzi, Zalka, & Lowe, 1997;Woolhouse, 1996;Woolhouse & Bayne, 2000). ...
This article presents the results of an exploratory and qualitative examination of the beliefs, experiences and alleged abilities of 50 individuals claiming to be highly intuitive. Participants offered three distinct mechanisms to explain how their intuition works—psychological, psychic, and spiritual. They reported relying on intuition mainly to judge the personality of strangers and predict the outcome of future events. Most could not recall instances of their intuitive judgments failing, and believed it was always wise to act on an intuition. Almost all reported believing that the onset of intuition was uncontrollable, but could be enhanced by becoming more receptive to one's “gut feelings.” These results are discussed in terms of developing a more detailed and ecologically valid understanding of intuition.
... Some authors have attempted to overcome this diversity by proposing several other characteristics that intuitive phenomena have in common. Baylor (1997) identified immediacy, the sense of a relationship, and reason as shared elements in intuition. Bastick (1982) mentioned qualities such as a sense of correctness, immediacy, association with affect, global view, gestalt nature, preverbal character, fallibility, and influence of experience. ...
Intuition may be considered a common factor in psychotherapy, character-izing both psychotherapist and client functioning. After reviewing existing models for intuition, the author proposes a 5-phase model to explain intu-ition on the basis of the cognitive functions of pattern discovery and recog-nition. It is argued that intuition should not be viewed as a single phenom-enon; rather, the phenomena labeled as intuition can be understood as belonging to different phases of a single process. These phases consist of early knowledge representations that demonstrate the creative role that in-tuition may play in the construction of knowledge. The author illustrates this model by presenting examples from the practice of psychotherapy. Finally, the author discusses the possibilities of promoting intuitive insight, the fallibility of intuition, and the role intuition may play in integrative decision making. Experience persuades me that many people must follow the same circle from intuition through intellectual analysis to restored spontaneity (Yehudi Menuhin, 1997). The psychotherapist who considers his methods and decisions exclu-sively the result of conscious reasoning is most likely mistaken. No thera-pist can reasonably deny following hunches, experiencing sudden insights, choosing directions without really knowing why, or having uncanny feel-ings that turn out to be of great importance for therapy. All these phe-nomena are occurrences of intuitive modes of functioning. As Laughlin (1997) put it, "Comparatively little knowledge is derived initially from Hans Welling, Nú cleo de Aconselhamento Psicoló gico, Instituto Superior Té cnico, Lisbon, Portugal. I thank Paula Coimbra and Max Welling for the important discussions we had about the subject, Isabel Gonçalves and Antó nio Branco Vasco for their corrections of draft versions, and Art Bohart for encouraging me to publish this article.
... The definition we will adopt is " knowing without being able to explain how we know " [9, 10]. Baylor [11] describes intuitive thinking as a cognitive activity proceeding automatically , interpreting immediately the situation it is facing. Stanovich and West [12] labeled the cognitive processes of intuition and reasoning as System 1 and System 2. The operations of System 1 are fast, automatic, effortless, associative, and difficult to control or modify . ...
This study reports the results of one experiment and a replication, aimed at investigating heart rate changes related to a
purely intuitive task. In each experiment, 12 subjects were required to guess which of four pictures presented in sequence
for about 10 s was the target. Each subject performed 20 trials. In each trial, the target was automatically selected using
a pseudorandom algorithm. The heart rate was recorded during the picture presentation. In the first experiment, a statistically
significant heart rate increment associated with targets with respect to nontargets was observed. The replication experiment
with 12 new subjects confirmed the data obtained in the main experiment. These findings support the hypothesis that heart
rate is related not only to conscious but also to unconscious cognitive activity such as that involved in intuitive tasks,
giving convergent evidence for the models describing human intuitive cognitive activity as a double, partially independent
information processing system.
... Einstein, Poincar! e, and many others have described discovery as a sudden intuitive leap (e.g., Baylor, 1997; Einstein, 1956; Holton, 1979; Koestler, 1964; Simonton, in press; Vandervert, 1996 ). Intuition is sudden, and often astonishing and unexplainable . ...
A theory of how connections between working memory and cognitive functions of the cerebellum lead to mathematical discovery is presented. It is proposed that (a) patterns of repetitious working memory processing are learned in the cerebellum, and (b) when these cerebellar patterns are subsequently fed back to control processing in working memory, they are learned in visuospatial imagery and language as the concepts and axioms that underlie mathematical discovery. Paralleling Einstein's description of “thinking,” a working memory/cerebellar model of mathematical intuition is presented. It is concluded that the collaboration of the cerebellum and working memory constructs the only fundamental patterns (mathematics) of the joint framework that binds our cognitive consciousness with the socially verifiable operational specification of an external world.
... Que dramas acompanharam essas mudanças? Dessa vez, o escopo da tarefa estava centrado na originalidade das respostas, uma vez que a intuição (rede dispersa, ou difusa) costuma permutar elementos rapidamente, gerando uma grande quantidade de informações atípicas com base em análise combinatória (Baylor, 1997). ...
... Que dramas acompanharam essas mudanças? Dessa vez, o escopo da tarefa estava centrado na originalidade das respostas, uma vez que a intuição (rede dispersa, ou difusa) costuma permutar elementos rapidamente, gerando uma grande quantidade de informações atípicas com base em análise combinatória (Baylor, 1997). A terceira tarefa, por sua vez, focalizou o padrão de pensamento extrovertido ao interrogar: Como disfarçar a entrada tardia em uma sala de aula? ...
Despite the splendid success man has achieved in our present culture, human mind is still abstruse for researchers in all its aspects and potentialities, renewed and varied energies which inconsiderately grow. what the researchers have been doing for along time is to discover those capabilities and potentialities so as to make them grow and develope Discovering the human mind mysteries and clues can bring about a tremendous change in human life . All this involves concepts of super capabilities which represent part of the human mind activity, but this doesn’t mean that there are no more Parts and other capabilities which are far more complicated.
Many educators agree that one of the main problems that can appear is the concentration of the educational system on the clear formulation of knowledge which includes memorizing digital formulas and equations as well as recalling their feedback. So there should be away to work out educational methods which avail students with chances of learning which cut short time, effort and money, Training on intuitional thinking entails the ability of educators to think intuitionally. This requires preparing and training teachers to manipulate this kind of thinking.
Progress of nations is measured by the kind of care rendered to its talented and distinct citizens to cope with the best development. Scientific support and sponsorship are conducive to developing the abilities and energies as well as investing them in the individual and societal development. Hence, the educators seriously think of sponsoring such segments by preparing special programmes to discover their abilities and by training these individuals and putting them on the right track.
Accordingly, the significance of the present study lies in considering extra sensory perception ( ESP ) abilities and their relations with the intuitional thinking of the distinguished students , This plays arole in developing the modern and traditional man who depends on these abilities in constructing his society .
The present study aims at :
1. Revealing the degree of ESP abilities of the distinguished students.
2. Revealing the degree of intuitional thinking of the distinguished students.
3. Tracing any statistical relations between ESP abilities and intuitional thinking of the distinguished students.
4. Discovering the amount of every capability contribution to the ESP abilities to the intuitional thinking.
Schools of the distinguished , male and femal students represent the research community from which the specimen has been selected and which amounts to (420) students of the 5th and 6th high school grade .
To achieve the goals of the present study, the researcher has used Torrance test (verbal test) (figure A) for the creative thinking with all its branches tests. The test has been applied to students selected randomly to measure their abilities in responding to the activities which the battery of the test has included.
The researcher has verified the validity of the face test and extracted the reliability by using Pearson correlation coefficient (split – method) and extracting the scorer's reliability.
The researcher has made a scale of three extra sensory perception abilities which has been checked for its validity and reliability by the double variation analysis (without interaction) and by using Hoyt equation for each of the perception abilities.
The researcher has also made an intuitional thinking scale by specifying 18 constituents with two items for each. Therefore she has specified (36) items, and scale face validity has been verified to calculate the reliability, the researcher has adopted the split method by using Pearson correlation coefticent and extracting internal consistency relation by the Alpha Cronpach equation.
1. The specimen possess ESP abilities (precognition, telepathy and clairvoyance).
2. The specimen have a high degree of intuitional thinking.
3. There is a statistical relation between ESP abilities and intuitional thinking.
4. All the extra sensory perception abilities participate in the intuitional thinking, clairvoyance come in the first place, followed by telepathy and finally precognition.
In the light of the above results, the researcher has come up with certain conclusions, recommendations and suggestions.
In industry and academia, designers and engineers use prototyping at various stages in the design process to evaluate progress, archive process, assess viability, and communicate mental models to a team. Cognitive processes not only play a huge role during the design process, but also have causal relationships with various prototyping strategies. However, these causal relationships are not well understood in the design field. This paper presents a review of design-field literature related to cognitive processes, prototyping strategies, and modeling processes to identify literature consensus, consolidate experimental results, and expose gaps in the literature. After analysis of the literature, Fixation, Team Cognition, Iterative Prototyping, and Rapid Prototyping are the most well researched areas, especially when compared to their effects on cognitive processes. Sunk Cost, Requirement Relaxation, and Expertise are areas that could be better understood. The relationships between relevant cognitive processes, prototyping strategies, and modeling processes are consolidated into a data visualization that invites researchers and novices alike to explore the field of design in a fresh way that could spark new research endeavors or provoke interest in the field. This literature review and analysis reveals trends in design research through a novel approach with an emphasis on cognition, as well as provides a consolidated cannon of work that gives a sense of what has already been done on these topics and what is still left to explore.
Wir leben in einer Welt, die aktuell und akut gekennzeichnet ist von immer mehr komplexeren, lokalen und zunehmend globalen Problemlagen und Herausforderungen für den Einzelnen und Kollektive. Unverantwortliche und unethische Denk- und Verhaltensweisen, moralisch problematische Gruppendynamiken sowie dominierende Systemimperative, wie eindimensionale Leistungsorientierungen, bedrohen die Grundlagen und die Lebendigkeit wirtschaftlicher und sozio-kultureller Zusammenhänge.
Wir leben in einer Welt, die aktuell und akut gekennzeichnet ist von immer mehr komplexeren, lokalen und zunehmend globalen Problemlagen und Herausforderungen für den Einzelnen und Kollektive. Unverantwortliche und unethische Denk- und Verhaltensweisen, moralisch problematische Gruppendynamiken sowie dominierende Systemimperative, wie eindimensionale Leistungsorientierungen, bedrohen die Grundlagen und die Lebendigkeit wirtschaftlicher und sozio-kultureller Zusammenhänge.
A theory of how connections between working memory (Science 255 (1992) 556; in: G. Bower (Ed.), The Psychology of Learning and Motivation, Vol. 8, Academic Press, New York, p. 47) and cognitive functions of the cerebellum (Trends Neurosci 16(11) (1993) 448; Curr. Opinion Neurobiol. 9 (1999) 718; Behav. Neurosci. 100 (1986) 443, Behav. Neurosci.. 103 (1989) 998) lead to mathematical discovery is presented. It is proposed that (a) patterns of repetitious working memory processing are formed in the cerebellum, and (b) when these cerebellar patterns are subsequently fed back to control processing in working memory, they. may become cognized in visuospatial imagery and language as the concepts and axioms that underlie mathematical discovery. It is concluded that a neurophysiological explanation of the cognitive origins of mathematics (L. English (Ed.), Mathematical Reasoning: Analogies, Metaphors, and images, Lawrence Erlbaum, Mahwah, NJ, p. 21, where Mathematics comes from: How the embodied mind brings mathematics into being, Basic Books, New York) can be based upon how conceptual constructions arise from the collaborative interactions of working memory and the cognitive functions of the cerebellum.
The author offers a review of literature on intuition and related concepts, including gut-feelings, insight, creativity, implicit learning, tacit knowledge and expertise. Commonly mentioned characteristics as well as different definitions of intuition are discussed and a working definition of intuition is provided. The author also discusses issues bearing on future theoretical interpretations of intuition and implications for research.
Decision-making within police work is a global concern. Our research attempts to contribute to the literature regarding how police officers make decisions. We examined the interactive effects of decision-making style and anger control on decision-making using a sample of 120 police officers. Police officers were presented with a realistic decision-making scenario, and asked to choose their intended action. Results suggest that analytical and intuitive processes have an interactive effect on decision-making. Results are discussed regarding the implications on officer decision-making training.
Two studies were conducted to show connections between giftedness and intuition. The first study was exploratory. A sample of 194 gifted adolescent students (N=194) included fifty-five students identified as gifted by their teachers and fifty-six percent who were female. Using the Polish version of the Myers Briggs Type Indicator, the students were screened for their preferred cognitive style, i.e., either an intuitive or rational cognitive style. By comparing gifted intuitionists and gifted rationalists, interesting differences were observed. Rationalists were significantly more conformist and less oriented towards a creative, heuristic style of behaviour than intuitionists. The second study tested the theoretical model proposing intuition both as a style and an ability. The sample used in this study consisted of 561 students whose intelligence level, creative ability and intuition was assessed, respectively, using the Raven Progressive Matrices, the Urban & Jellen Test of Creative Thinking - Drawing Production (TCT-DP), and an experimental intuition test based on the work of Westcott (1968). Results with respect to human functioning showed independence between the ability level, i.e., intelligence and creative thinking, and cognitive style preferences, i.e., towards intuition or rationality. However, preference for rational style of cognition was correlated significantly with school grades indicating higher achievement levels in school for rationalists than intuitionists. The results are discussed in the light of school functioning of gifted intuitionists and rationalists.
The author aims to advance the theoretical understanding of practice wisdom by presenting three propositions in relation to its nature and process. A model of practice wisdom is constructed that seeks to address some issues of critical, accountable and knowledge-based practice, while retaining its flexible, creative and intuitive use of practice knowledge.
Findings: It is argued that a critical, accountable and knowledge-based practice wisdom requires distinctive knowledge production processes, the ability to make reasoning explicit, and credible and valuable knowledge. Models of experienced practice development are needed if social work educators are to effectively facilitate the growth of practice wisdom. Such models will need to set out a framework of how such factors as disposition towards knowledge, professional education, practice experience and practice contexts influence whether practitioners engage in wise practice.
Applications: The article makes a contribution to the debate about the nature of social work practice and how entrants to social work can become effective practitioners. Practitioners, researchers and social work educators can use the presented framework to review their thinking about the nature of social work practice and the place practice wisdom has in contemporary social work.
The relationship between intuition and creativity is examined. After defining intuition from a phenomenological point of view and in terms of the cognitive and conative processes at work, an empirical study of intuition and creativity is presented. Creativity was measured through a test of divergent thinking as well as two creative production tasks. The tendency to act or treat information using an intuitive mode was assessed by: a) the Rational-Experiential Inventory [1]; b) scenario-based questionnaire; and c) two objective tests that measured some of the processes hypothesized to be central to intuition. The results from 76 student participants show that the scenario-based intuition questionnaire was significantly related to the REI intuition scale and to measures of creativity. The other measures of intuition showed little to no relation to creativity. Perspectives for future research are discussed.
Purpose
This paper seeks to provide a conceptual framework to understand the complex technological innovation process from a cognitive perspective.
Design/methodology/approach
A cross‐disciplinary literature survey from multiple academic disciplines such as business management, philosophy, and psychology coupled with professional experience was employed to conceive the framework.
Findings
The framework can be a starting‐point for researchers to initiate research in the design of technological innovation systems, change management and organizational restructuring.
Research limitations/implications
The main limitation of this paper is that the framework has been qualitatively validated in two publicly held R&D intensive organizations in India.
Practical implications
Senior managers from industry can initiate competence building using the managerial concepts employed in the framework. By leveraging the intellectual capital of the organization, intellectual property, including new products and processes, can be developed, which in turn improves business performance.
Originality/value
This paper introduced a framework to describe the innovation process. Two new constructs are introduced to account for the complexity and the uncertainty in the innovation process.
Most new ventures fail, but a few prosper and attain rapid growth. Many factors contribute to such outcomes, but we propose that among these are mechanisms identified by cognitive science research on the origins of expert performance. Literature on this topic indicates that across many fields (e.g., medicine, science, sports, music), outstanding performance derives largely from participation in intense, prolonged, and highly focused efforts to improve current performance—a process known as deliberate practice. By comparison, mere experience in a field and individual talent play smaller roles in generating expert performance. Additional evidence indicates that participation in deliberate practice does not simply expand domain-specific knowledge and skills; it also generates actual enhancements to basic cognitive resources (e.g., memory, perception, metacognition). We suggest that to the extent entrepreneurs acquire enhanced cognitive resources through current or past deliberate practice, their capacity to perform tasks related to new venture success (e.g., accurate identification and evaluation of business opportunities) is enhanced and, hence, the performance of their new ventures, too, is augmented. Specific ways in which entrepreneurs can gain enhanced cognitive resources are described, and implications for entrepreneurship theory and practice are considered. Copyright © 2010 Strategic Management Society.
The American community college system is in the midst of a leadership crisis. Community college presidents are retiring at an alarming rate. Further exacerbating the leadership crisis is the lack of qualified candidates to replace the retiring presidents. Senior administrators at community colleges who are the natural choice to replace the retirees are also retiring or choosing not to pursue a presidency. The overarching purpose driving this research was to identify the challenges encountered by new community college presidents, seek to comprehend the information gathering method utilized by new presidents to identify challenges, and finally, to present the strategies the participants employed to address the identified challenges. The information garnered from the identifying, strategizing, and addressing of challenges will provide meaningful insight for future new community college presidents, thus easing the difficult transition period the large number of new community college presidents will be facing in the near future. The findings from the study demonstrated that new community college presidents seek information in both formal and informal manners. They prioritize challenges utilizing data driven decision making and intuition based decision making. Finally, the strategies they chose to employ when addressing challenges were extremely diverse in nature. However, a common theme among the diverse strategies is all presidents studied gravitate towards a collaborative problem solving approach. Further, each president exhibited a high level of self awareness relative to their leadership style.
This study reports the results of one experiment and a replication, aimed at investigating heart rate changes related to a pure intuition task. In each experiment, twelve subjects were required to guess which of the four pictures presented in sequence for about 10 seconds, was the target. Each subject performed 20 trials. In each trial the target was automatically selected using a pseudo-random algorithm. Heart rate was recorded (see Method section for details) during the pictures presentation. In the first experiment, a statistical significant increment of heart rate associated to targets with respect non targets was observed. The replication experiment with new twelve subjects confirmed the data obtained in the main experiment. These findings support the hypothesis that heart rate is related not only to overt but also to covert cognitive activity such as that involved in intuition tasks, giving convergent evidence to the models describing our intuitive cognitive activity as a double, partial independent information processing system.
The metaphor of children and lay adults as intuitive scientists has gained wide acceptance. Although useful in one sense, pertaining to scientific understanding, in another, pertaining to the process of scientific thinking, the metaphor may be fundamentally misleading. Research is reviewed indicating that processes of scientific thinking differ significantly in children, lay adults, and scientists. Hence, it is the instruments of scientific thinking, not just the products, that undergo "strong restructuring" (Carey, 1986). A framework for conceptualizing development of scientific thinking processes is proposed, centering on progressive differentiation and coordination of theory and evidence. This development is metacognitive, as well as strategic. It requires thinking about theories, rather than merely with them, and thinking about evidence, rather than merely being influenced by it, and, hence, reflects the attainment of control over the interaction of theories and evidence in one's own thinking.
Two experiments were conducted with a hybrid procedure that involved a battery of indirect criterion tests designed to study the activation and metacognition of inaccessible stored information. In each experiment, subjects first attempted to recall some rare target words in response to a series of definitions meant to cue retrieval from long-term semantic memory. For the words that could not be recalled initially, the subjects rated their feelings of knowing. They then performed a lexical-decision task in which the target words and other control words were presented. Reaction times were measured as a function of the feeling-of-knowing ratings and the length of the interval between the initial exposure to the definitions and the subsequent lexical decisions. Faster decisions occurred for the target words than for the controls, especially when strong feelings of knowing had been expressed about the targets. Similar facilitation was obtained in a subsequent old-new recognition task. It appears that unsuccessful attempts to retrieve inaccessible stored information prime the later recognition of the information through a process of spreading activation. Such activation may sensitize people to future occurrences of stimulus inputs needed for insightful solutions of semantically rich problems.
People’s metacognitions, both before and during problem solving, may be of importance in motivating and guiding problem-solving
behavior. These metacognitions could also be diagnostic for distinguishing among different classes of problems, each perhaps
controlled by different cognitive processes. In the present experiments, intuitions on classic insight problems were compared
with those on noninsight and algebra problems. The findings were as follows: (1) subjective feeling of knowing predicted performance
on algebra problems but not on insight problems; (2) subjects’ expectations of performance greatly exceeded their actual performance,
especially on insight problems; (3) normative predictions provided a better estimate of individual performance than did subjects’
own predictions, especially on the insight problems; and, most importantly, (4) the patterns-of-warmth ratings, which reflect
subjects’ feelings of approaching solution, differed for insight and noninsight problems. Algebra problems and noninsight
problems showed a more incremental pattern over the course of solving than did insight problems. In general, then, the data
indicated that noninsight problems were open to accurate predictions of performance, whereas insight problems were opaque
to such predictions. Also, the phenomenology of insight-problem solution was characterized by a sudden, unforeseen flash of
illumination. We propose that the difference in phenomenology accompanying insight and noninsight problem solving, as empirically
demonstrated here, be used to define insight.
With a broadened definition of giftedness including creativity, there has been increasing attention to the role of intuition and creative imagery in programming for the gifted. Procedures that help develop the intuitive function are described and the relationship between creativity and imagery are noted. Classroom strategies for developing creativity and intuition are discussed.
Wisdom is such an elusive psychological construct that few people have considered it a viable field, though many are fascinated by the topic. Well-known psychologist Robert J. Sternberg of Yale University, perceiving the growth of interest in wisdom as a field, saw a need to document the progress that has been made in the field since the early '80s and to point the way for future theory and research. The resulting comprehensive and authoritative book, Wisdom: Its Nature, Origins and Development, is a well-rounded collection of psychological views on wisdom. It introduces this concept of wisdom, considers philosophical issues and developmental approaches, and covers as well folk conceptions of the topic. In the final section, Professor Sternberg provides an integration of the fascinating and comprehensive material.
“Creative” is a word with many uses. Sometimes it is used to describe the potential of persons to produce creative works whether or not they have produced any work as yet. Sometimes it is used to describe everyday behaviors as, for example, when a nursery school curriculum is said to encourage creative activities, such as drawing or storytelling. In this chapter, I will restrict the meaning of the term in two ways. First, I will be concerned solely with creative productivity, that is, with creativity expressed in the actual production of creative works and not with the unexpressed potential for producing such works. Second, I will be concerned only with creative acts at the highest level, that is, with the best and most valued works of artists, scientists, and scholars.
I Introduction.- II Intuition and Intelligence.- III Probability Learning.- IV Probability Learning in Children.- V The Intuition of Relative Frequency.- VI Estimating Odds and The Concept of Probability.- VII Combinatorial Analysis.- VIII Summary and Conclusions.- Index of Names.
In order to account for the various ways in which problems are solved, it has been shown to be necessary to postulate at least three psychological processes. The first of these is termed "variability"; it includes Krechevsky's hypothesis behavior and accounts for trial-and-error learning. The second, called "equivalence reactions," involves the process commonly called "transfer of training," and makes possible what has been called "concept formation," where some limited aspect of a situation comes to evoke the response. The third is named "spontaneous integration," or reasoning, and is shown to differ basically from learning in its neurological and psychological basis. This third type of problem solving is probably dependent on the integrating effect of certain forces outside the integrated experiences themselves. These are called "directions," and they may be of two sorts, either habitual, like hypotheses, determining tendencies, etc., or "new" and unaffected by past associations. The latter kind can survive brain operations and can reintegrate memory traces, whereas the former kind cannot. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
asserts the importance of special insight processes in problem solving / tracing ideas from early Gestalt work to contemporary research, Dominowski cites evidence of various forms of fixation and sudden insight and makes some general proposals about how insight problem solving can be improved (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the relationship between intuitive and numerical proportional reasoning, using a temperature mixture task (C. F. Moore et al; see record
1992-01005-001). In the intuitive task the temperatures and quantities were described verbally, whereas in the numerical task numbers were used, and Ss were instructed to try to use mathematics. Half of the 224 5th graders, 8th graders, and college students were given the intuitive version first, and half were given the numerical version first. Performing the intuitive version of the temperature task first improved performance in the numerical task. This was evident in age-group differences in component scores as a function of task order, and in the differences in the distribution of Ss across fuzzy-set prototypes as a function of task order. The fuzzy-set analysis provides evidence that even incomplete intuitive understanding can be used to regulate responses in the numerical task. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Analogical reasoning in children has been measured in 2 ways, either using the classical a:b::c:d item analogy task found on IQ tests, or by asking children to solve target problems after learning about analogous problems and their solutions. Theories based on the 2 kinds of measure are discussed and the evidence for them is assessed. It is concluded that structural views of analogical development, which have traditionally suggested that analogical reasoning is late developing, are wrong. Knowledge-based accounts of what develops are more appealing but cannot completely explain failures on analogical tasks. An account of analogical development that allows early analogical competence but that also postulates the later development of metalogical skills may provide the best account of the data.
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Cognitive-experiential self-theory integrates the cognitive and the psychodynamic unconscious by assuming the existence of two parallel, interacting modes of information processing: a rational system and an emotionally driven experiential system. Support for the theory is provided by the convergence of a wide variety of theoretical positions on two similar processing modes; by real-life phenomena--such as conflicts between the heart and the head; the appeal of concrete, imagistic, and narrative representations; superstitious thinking; and the ubiquity of religion throughout recorded history--and by laboratory research, including the prediction of new phenomena in heuristic reasoning.
Case studies of creative thinking: Reproduction versus restructuring in the real world
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