Intuition versus analysis: Strategy and experience in complex everyday problem solving

Pretz, Jean E.

doi:10.3758/mc.36.3.554

Cited by 95 publications

(87 citation statements)

References 34 publications

(48 reference statements)

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“…However, because these puzzles can be solved by applying rule-based thinking, experience is likely to improve performance of systematic (but not intuitive) individuals. We therefore hypothesize the following: This hypothesis is in line with a recent study (Pretz, 2008) in which inducing intuitive thinking promoted successful everyday problem solving among novices, whereas inducing systematic thinking promoted successful problem-solving among experts.…”

Section: Study 4: Cognitive Style Experience and Performancesupporting

confidence: 70%

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Not All Great Minds Think Alike: Systematic and Intuitive Cognitive Styles

Sagiv

Amit

Ein-Gar

et al. 2013

Journal of Personality

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Individuals process information and make decisions in different ways. Some plan carefully and analyze information systematically, whereas others follow their instincts and do what "feels right." We aimed to deepen our understanding of the meaning of the intuitive versus systematic cognitive styles. Study 1 (N = 130, 39% female, M(age) = 24) compared cognitive styles of arts, accounting, and mathematics students. Cognitive styles were associated with values (Study 2: N = 154, 123, 78; female = 59%, 49%, 85.9%; M(age) = 22, 23, 27) and traits (Study 3: N = 77, 140, 151; female = 59%, 66%, 46%; M(age) = 22, 25, 23), and they interacted with experience in predicting performance (Study 4: N = 63, 48% female, M(age) = 23; Study 5: N = 44, 39% female, M(age) = 23). All participants were Caucasian Israeli students. The systematic style was most frequent among accountants, and the intuitive style was most frequent among artists, validating the meaning of the styles. Systematic style was positively correlated with Conscientiousness and with security values and negatively correlated with stimulation values. The intuitive style had the opposite pattern and was also positively correlated with Extraversion. Experience improved rule-based performance among systematic individuals but had no effect on intuitive ones. Cognitive style is consistent with other personal attributes (traits and values), with implications for decision making and task performance.

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Section: Study 4: Cognitive Style Experience and Performancesupporting

confidence: 70%

“…3. Pretz (2008) also examined the impact of chronic cognitive style (measured with the REI) but did not find significant relationships.…”

Section: Notesmentioning

confidence: 99%

Not All Great Minds Think Alike: Systematic and Intuitive Cognitive Styles

Sagiv

Amit

Ein-Gar

et al. 2013

Journal of Personality

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“…18,20,22,23 The key to well-calibrated decision making is to be in the right mode at the right time and experience is an important factor. 24 The ability to realise which mode you are in (metacognition) and move from one to the other is also important. Generally, novices and trainees spend more time in the analytic mode, whereas the experienced clinician spends more time in the intuitive mode.…”

Section: Calibrating Diagnostic Decision Makingmentioning

confidence: 99%

Better clinical decision making and reducing diagnostic error

Croskerry

Nimmo²

2011

J R Coll Physicians Edinb

121

131

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A major amount of our time working in clinical practice involves thinking and decision making. Perhaps it is because decision making is such a commonplace activity that it is assumed we can all make effective decisions. However, this is not the case and the example of diagnostic error supports this assertion. Until quite recently there has been a general nihilism about the ability to change the way that we think, but it is now becoming accepted that if we can think about, and understand, our thinking processes we can improve our decision making, including diagnosis. In this paper we review the dual process model of decision making and highlight ways in which decision making can be improved through the application of this model to our day-to-day practice and by the adoption of de-biasing strategies and critical thinking.

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“…Although developing analytical skills has been the mainstay of teaching approaches for making a diagnosis, dual information processing (DIP) theory suggests that teachers should also develop non-analytical reasoning skills among novices (Norman & Eva, 2010;Pretz, 2008). DIP theory recognizes the role of two separate, but complimentary processes (analytical and nonanalytical), for information processing when making a diagnosis (Croskerry, 2009).…”

Section: Figure 1 'I Get Smashed' Mnemonic For a Few Causes Of Pancrementioning

confidence: 99%

Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95

2014

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Making an accurate clinical diagnosis is an essential skill for all medical students and doctors, with important implications for patient safety. Current approaches to teaching how to make a clinical diagnosis tend to lack the complexity that faces clinicians in real -life contexts. In this Guide, we propose a new trans-theoretical model for teaching how to make an appropriate clinical diagnosis that can be used by teachers as an additional technique to their current approach. This educational model integrates situativity theory, dual-information processing theory and socio-cognitive theory. Mapping and microanalysis help the teacher to identify the main processes involved in making an accurate clinical diagnosis so that feedback can be provided that is focused on improving key aspects of the skill. An essential aspect of using the new educational model is the role of the experienced clinical teacher in making judgments about the appropriateness of the learner's attempts to make clinical diagnosis. Practice Points Making an accurate clinical diagnosis is an essential skill for all medical students and doctors, with important implications for patient safety.  Current approaches to teaching how to make a clinical diagnosis tend to lack the complexity that faces clinicians in real-life contexts. A new trans-theoretical model for teaching how to make an appropriate clinical diagnosis integrates situativity theory, dual-information processing theory and socio-cognitive theory.

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Intuition versus analysis: Strategy and experience in complex everyday problem solving

Cited by 95 publications

References 34 publications

Not All Great Minds Think Alike: Systematic and Intuitive Cognitive Styles

Not All Great Minds Think Alike: Systematic and Intuitive Cognitive Styles

Better clinical decision making and reducing diagnostic error

Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95

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