The Effect of Abstract and Concrete Thinking on Risk-Taking Behavior in Women and Men

Lermer, Eva; Streicher, Bernhard; Sachs, Rainer von; Raue, Martina; Frey, Dieter

doi:10.1177/2158244016666127

Cited by 15 publications

(21 citation statements)

References 17 publications

(28 reference statements)

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“…As previously noted, CLT studies suggest that people’s response to proximal threats may differ significantly from their response to distant threats (e.g. Lermer et al, 2016a, 2016b). CLT studies even suggest that proximity can influence threat information sharing specifically.…”

Section: Literature Reviewmentioning

confidence: 77%

The spread of fake science: Lexical concreteness, proximity, misinformation sharing, and the moderating role of subjective knowledge

Kirkpatrick

2020

Public Underst Sci

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The spread of science misinformation harms efforts to mitigate threats like climate change or coronavirus. Construal-level theory suggests that mediated messages can prime psychological proximity to threats, having consequences for behavior. Via two MTurk experiments, I tested a serial mediation process model predicting misinformation sharing from lexical concreteness, through psychological proximity and perceived threat. In Study 1, concrete misinformation primed psychological proximity which, in turn, increased perceived threat. Perceived threat then increased the likelihood that misinformation would be shared. Source credibility was also shown to positively influence misinformation sharing. Study 2 advanced this by showing this process was moderated by subjective knowledge. Specifically, the effect of perceived threat on misinformation sharing was stronger for those with higher subjective knowledge. Furthermore, the indirect effect of lexical concreteness on misinformation sharing was stronger for those with higher subjective knowledge. Results and limitations are discussed within the lens of construal-level theory and science communication.

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Section: Literature Reviewmentioning

confidence: 77%

The spread of fake science: Lexical concreteness, proximity, misinformation sharing, and the moderating role of subjective knowledge

Kirkpatrick

2020

Public Underst Sci

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“…, Lermer et al. ). We are not equipped to evaluate these ideas, although such an explanation of the gender difference seems promising for others to research.…”

Section: Discussionmentioning

confidence: 98%

“…Some writers have considered how genders engage concrete and abstract ideas. For example, some evidence suggests that women have a stronger tendency to perceive nuance and intermediate conditions, which might render strict concepts that discriminate among abstract entities or processes less useful (Shrira 2011, Xu et al 2014, Lermer et al 2016). We are not equipped to evaluate these ideas, although such an explanation of the gender difference seems promising for others to research.…”

Section: Gender Effectsmentioning

confidence: 99%

The usefulness of ecological concepts: patterns among practitioners

Reiners

Lockwood

et al. 2019

Ecosphere

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A survey was distributed to members of the Ecological Society of America in 2014, which asked respondents to rate the usefulness of 131 of the most common, current ecological concepts. As part of the survey, key demographic and professional information was requested from respondents, including age, gender, education level, sector of employment, and primary area (i.e., domain) of interest in ecology. This paper reports how those factors interacted and affected concept ratings. Comprehensive analysis revealed many significant patterns. Among these, we discovered that concept ratings almost invariably increased with age, often dramatically. Also, there was a very strong tendency for males to rate concepts, in general, higher than did females, but the magnitudes of these differences were small. Furthermore, there was a significant gulf between the academic and government employment categories, characterized by academic respondents having rated most concepts higher. This research is important to the ecological community as a quantitative description of the kinds of variation existing among its constituents in terms of types and degrees of concept utility. Self‐knowledge is critical for understanding the discipline and for advancing its educational, research, and environmental initiatives.

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“…Research on the issues of developing abstract thinking has been widely carried out, but they have different ways to stimulate the most appropriate solution for development of this thought (Gilead, Liberman, & Maril, 2014;Lermer, Streicher, Sachs, Raue, & Frey, 2016). Abstract thinking level is closely related to students' academic achievement.…”

Section: Introductionmentioning

confidence: 99%

“…How students understand and learn depends on cognitive processing ability and abstract thinking level (Darwish, 2014). There had been many studies confirming that the level of abstract thinking predicted students' academic achievement in mathematics and science as well as other fields of science (Gilead et al, 2014;Lermer et al, 2016). In some cases, students' abstract thinking abilities are confronted with cognitive obstacles, didactic, psychological and epistemological obstacles (Komala, 2018).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Abstract Reasoning From Grade 8 Students in Mathematical Problem Solving With Solo Taxonomy Guide

Kusmaryono

Suyitno

Dwijanto

et al. 2018

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This research was a descriptive research. Description of research result was presented quantitatively and qualitatively. Subjects of the research were 30 (thirty) 8th graders of SMPN 10 (State Junior High School) in Semarang, Indonesia. Data were collected through tests, documentation, observations, and interview. Student answers documents were observed and analyzed with SOLO Taxonomy guidance. The objective of the study was to analyze and provide an interpretation of students abstract reasoning level in cognitive development based on intended learning outcomes. The result of findings from students’ answers basically showed that students' abstract reasoning on the lower, middle and upper level, was alike to stages of structure complexity improvement. There were two main changes from concrete thinking to abstract thinking: quantitative stage (uni-structural and multi-structural) occurred first, as the number of details in student responses increased and then changed qualitatively (relational and extended abstract) because the detail was integrated into a structural pattern.

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The Effect of Abstract and Concrete Thinking on Risk-Taking Behavior in Women and Men

Cited by 15 publications

References 17 publications

The spread of fake science: Lexical concreteness, proximity, misinformation sharing, and the moderating role of subjective knowledge

The spread of fake science: Lexical concreteness, proximity, misinformation sharing, and the moderating role of subjective knowledge

The usefulness of ecological concepts: patterns among practitioners

Analysis of Abstract Reasoning From Grade 8 Students in Mathematical Problem Solving With Solo Taxonomy Guide

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