Good judgments do not require complex cognition

Marewski, Julian N.; Gaissmaier, Wolfgang; Gigerenzer, Gerd

doi:10.1007/s10339-009-0337-0

Cited by 171 publications

(114 citation statements)

References 129 publications

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“…This repertoire forms an "adaptive toolbox" of heuristics, each of which exploits how basic cognitive capacities, such as memory, represent regularities in the structure of our environment. In doing so, heuristics can yield accurate judgments by operating on little information-say, a sense of recognition (for a recent overview, see Marewski, Gaissmaier, & Gigerenzer, 2010).…”

Section: Strategy Selection By Default?mentioning

confidence: 99%

From recognition to decisions: Extending and testing recognition-based models for multialternative inference

Marewski

Gaissmaier

Schooler

et al. 2010

Psychonomic Bulletin & Review

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Section: Strategy Selection By Default?mentioning

confidence: 99%

From recognition to decisions: Extending and testing recognition-based models for multialternative inference

Marewski

Gaissmaier

Schooler

et al. 2010

Psychonomic Bulletin & Review

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“…By extension this may lead to the assumption that high experientiality will be negatively associated with diagnostic reasoning and would then be related to lower diagnostic classification accuracy. On the other hand, it has been suggested that good judgments do not always require complex cognition and that heuristic processing can sometimes outperform complex cognitive processing (Gigerenzer and Gaissmaier 2011;Marewski et al 2010). Rapid heuristic, experiential thinking would then, again maybe counter-intuitively, lead to higher diagnostic accuracy.…”

mentioning

confidence: 99%

Associations between psychologists’ thinking styles and accuracy on a diagnostic classification task

et al. 2012

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The present study investigated whether individual differences between psychologists in thinking styles are associated with accuracy in diagnostic classification. We asked novice and experienced clinicians to classify two clinical cases of clients with two co-occurring psychological disorders. No significant difference in diagnostic accuracy was found between the two groups, but when combining the data from novices and experienced psychologists accuracy was found to be negatively associated with certain decision making strategies and with a higher self-assessed ability and preference for a rational thinking style. Our results underscore the idea that it might be fruitful to look for explanations of differences in the accuracy of diagnostic judgments in individual differences between psychologists (such as in thinking styles or decision making strategies used), rather than in experience level. Keywords Diagnostic classification · Thinking style · Decision makingClinical psychologists make multiple decisions and judgments in the process of helping people with psychological disorders (Garb 2005). Of these, diagnosing or diagnostic classification of a client's problems is a very important judgment since it will influence the clinical hypotheses and explanations generated, the formulations of prognoses and eventually the treatment recommendations made (Vermande et al. 1996).It has been suggested that consulting the diagnostic and statistical manual of mental disorders (DSM-IV-TR; American Psychiatric Association 2000), which provides explicit and specific criteria for the diagnosis of the different disorders, is related to greater reliability, fewer biases and less under-and over-diagnosing than when classification is done without using such checklists (see Garb 1998). Yet diagnostic classification is not always done by comparing the client's symptoms to DSM-criteria. For instance, it has been found that experienced psychologists compare clients to prototypes (Garb 1996), that the construction of causal relations between symptoms may influence diagnostic classification (Kim and Ahn 2002) and that diagnosing disorders may involve the use of intuition (Srivastava and Grube 2009).In previous research concerning the accuracy of psychologists' judgments and decisions, a comparison has often been made between novices and experienced psychologists. In many such studies no significant differences in accuracy are found between these groups (e.g., see Garb 1998). A recent meta-analysis by Spengler et al. (2009) suggests that there is a small but reliable effect (d = 0.15) in favour of experienced clinicians. As the authors point out, this implies that very large samples are needed to have enough power to find significant results, which may be especially difficult with this group. Regardless of this, given this small effect size the authors raise the question whether experience is the best predictor of judgment accuracy. They call for more research into individual differences between psychologists, aside from their exper...

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“…The traditional process requires systematic series of drawings and sketches that follow through with the lecturers' supervision and consent. This process is in contrast with current situation whereby ideas are rather seen to be captured through heuristic thinking [10], divergent thinking or influences from other sources of design on the internet when students sit behind their computers in their quest for solutions in design. The situation has generated some controversy pedagogically, especially with ideation in the digital domain.…”

Section: Problem Statementmentioning

confidence: 86%

Exploring Information and Communication Theory in Graphic Design Education with Activity Theory

Appiah¹,

Edward²,

Johannes³

2013

IJCA

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In the context of a university in a developing country, large class size and inadequate studio space have become the bane of graphic design educators. Students go through the process of ideation with limited lecturer-student interaction. The problem has been compounded by the introduction of information and communication technology (ICT), which should be used as an advantage rather than a menace, since educators are not clear with the right pedagogy for ideation. This paper discusses the application of activity theory as a lens, in analysing the process of ideation as a way of looking at distortions in the current pedagogy. It concludes with the conviction that ICT has radically changed students learning practice. Educators need to find a way of tackling this, especially when large classes seem to be emerging.

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Good judgments do not require complex cognition

Cited by 171 publications

References 129 publications

From recognition to decisions: Extending and testing recognition-based models for multialternative inference

From recognition to decisions: Extending and testing recognition-based models for multialternative inference

Associations between psychologists’ thinking styles and accuracy on a diagnostic classification task

Exploring Information and Communication Theory in Graphic Design Education with Activity Theory

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