Thinking Fast And Slow Research Paper
Karina Iris B. Yuvallos
Fast and Slow Thinking
And the Children Who Know Introduction Does the pace at which we think affect the product of our cognitive sessions? If so, what visible differences do we see in the academic performance of those who are aware of thinking fast and slow? A classic theory in the field of cognitive psychology with regards to thinking is that people tend to rely on two different paces, or modes, of thought. As the former suggests, over the past few decades, studies have shown that one’s thinking pace—simply put, thinking fast or slow—matters, and tend to produce different degrees of cognitive evaluation.
An important aspect of this paper is to take into more specific consideration the origins of the word ‘student’. …show more content…
Many of the concepts mentioned in this paper are found in his book and are a result of his research.
Thinking Fast and Slow
According to psychologists, there is a difference between thinking swiftly and thinking slowly. In the late 1990s, scholars in the field of psychology, Keith Stanovich and Richard West, proposed the idea that we think via two modes, and regarded the two as “System 1 and System 2.” Although the difference stems mainly from the pacing at which one processes things cognitively, the found tendencies and effects of choosing (or not choosing) to think in one of the two modes are profound and of large gravity. Furthermore, both systems hold their own characteristics and tendencies.
System 1 & 2 Suppose you are on your way home from your workplace after a long and tiring day. Your feet are noticeably heavy until you finally make it past the green convenience store, the one adjacent to your favorite (or perhaps at this point, most hated) bakery. You then make an involuntary left at the next stoplight, and in a burst of relaxation and familiarity, you open the door to your …show more content…
It is the system that activates that first time you (almost) made your way home via memory (and you are not so good with directions). System 2 is also what activates when you are tasked to solve a difficult math problem, a tricky crossword puzzle, or anything whose answers are not clear from the beginning. When you are thinking slowly, you are using System 2 (Kahneman, 2011).
A Lazy Brain In light of these two thinking processes, what issues can we raise with regards to the academe? Everything, perhaps. Our cognitive evaluations, or the products of our mental energy, are directly related to the processes we maintain. What is important to note is that, according to research, the brain defaults on the use of System 1. Thus, our brains are inherently lazy.
What comes to mind in light of this concept are the obstacles of mental sets, prejudice, our tendency to more easily compute averages as opposed to summations, and our ready inclination to simplify. For the most part unless our brain is provoked to think argumentatively and critically, it will remain in automatic mode--a steady flight managed by auto-pilot in the absence of
Fast and Slow Thinking
And the Children Who Know Introduction Does the pace at which we think affect the product of our cognitive sessions? If so, what visible differences do we see in the academic performance of those who are aware of thinking fast and slow? A classic theory in the field of cognitive psychology with regards to thinking is that people tend to rely on two different paces, or modes, of thought. As the former suggests, over the past few decades, studies have shown that one’s thinking pace—simply put, thinking fast or slow—matters, and tend to produce different degrees of cognitive evaluation.
An important aspect of this paper is to take into more specific consideration the origins of the word ‘student’. …show more content…
Many of the concepts mentioned in this paper are found in his book and are a result of his research.
Thinking Fast and Slow
According to psychologists, there is a difference between thinking swiftly and thinking slowly. In the late 1990s, scholars in the field of psychology, Keith Stanovich and Richard West, proposed the idea that we think via two modes, and regarded the two as “System 1 and System 2.” Although the difference stems mainly from the pacing at which one processes things cognitively, the found tendencies and effects of choosing (or not choosing) to think in one of the two modes are profound and of large gravity. Furthermore, both systems hold their own characteristics and tendencies.
System 1 & 2 Suppose you are on your way home from your workplace after a long and tiring day. Your feet are noticeably heavy until you finally make it past the green convenience store, the one adjacent to your favorite (or perhaps at this point, most hated) bakery. You then make an involuntary left at the next stoplight, and in a burst of relaxation and familiarity, you open the door to your …show more content…
It is the system that activates that first time you (almost) made your way home via memory (and you are not so good with directions). System 2 is also what activates when you are tasked to solve a difficult math problem, a tricky crossword puzzle, or anything whose answers are not clear from the beginning. When you are thinking slowly, you are using System 2 (Kahneman, 2011).
A Lazy Brain In light of these two thinking processes, what issues can we raise with regards to the academe? Everything, perhaps. Our cognitive evaluations, or the products of our mental energy, are directly related to the processes we maintain. What is important to note is that, according to research, the brain defaults on the use of System 1. Thus, our brains are inherently lazy.
What comes to mind in light of this concept are the obstacles of mental sets, prejudice, our tendency to more easily compute averages as opposed to summations, and our ready inclination to simplify. For the most part unless our brain is provoked to think argumentatively and critically, it will remain in automatic mode--a steady flight managed by auto-pilot in the absence of