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| Pregunta | Respuesta |
| What Evan's (2006) heuristic and analytic processes? | Heuristic, creates a plausible or relevant model, analytic possibly intervenes |
| What evidence is there for the heuristic-analytic theory? | You can encourage people to think analytically |
| What did Ball et al. (2003; 2005) find in relation to rationalizing and the abstract selection task, and thematic selection? | Longer looking times when deciding, showing trying to rationalize answer |
| Who found longer looking times at conflict problems in syllogistic reasoning (invalid-valid, or vice versa)? | Stupple and Ball (2002) |
| What did Stupple and Ball (2011) find in terms of ability difference and belief bias? | Low ability more quick to respond, medium and high ability longer on conflict problems |
| What were the four original explanations for the normative descriptive gap? | Performance error, computational limitations, experimenter using wrong norm, subjects using different construal of task |
| Who did a series of explanations to test the four original explanations for the normative gap? | Stanovich and West (1998) |
| Who said the original explanations of the normative descriptive gap ignore individual differences? | Stanovich and West (2000) |
| What has changing the font in belief tasks seen to do? | Making it more disfluent makes participants more accurate |
| Who studied the dual-system assumptions, using disfluent font to cue system 2? What was found in their four experiments? | Alter et al. (2007), all found the disfluent font across different types of belief tasks had better accurary |
| What did Stanovich and West (1998) look at with performance errors to see if it was a viable explanation? | That there are not systematic errors, and it is random, no correlations. |
| What is the cognitive reflection test? | Intuitive responses are incorrect, correct answers need deliberate reconsideration |
| Who found more correct answers on the cognitive reflection test with disfluent font over fluent? | Frederick (2005) |
| What did Stanovich and West (1998) find in regard to performance errors? | Various correlations between tasks and biases, showing it is not random, and performance errors cannot explain gap |
| Who didn't find the disfluency effect on belief tasks in high level participants, but other evidence for the effect did it provide? | Thompson et al., but participants did think for longer in disfluency, showing it produced type 2 thinking, which wasn't necessary. |
| How did Stanovich and West (1998) study computational limitations as the cause of normative gap? What did they find? | Correlated scores against SAT scores, found positive and negative correlations across tasks. Can explain to some extent, as low still compute normative responses |
| Who said experimenters base the normative model on what the majority do? | Cohen (1981) |
| What did Stanovich and West (2000) argue the normative model should be based on? | Most cognitive able participants, as most competent make most errors in most tasks. |
| Who tested a large sample on a cognitive reserve task, again finding no effect of disfluency, and what did it suggest? | Thompson et al., and that ability may have a role |
| Who split an elite sample into four groups, looking at the disfluency effect and what was found? | Thompson et al., lower two no disfluency effect, 3 big effect of disfluency, 4 it diminished (possibly ceiling effects) |
| What did Stanovich and West (1998) find in lower level cognitive ability participants? | They are more likely to use wrong construals |
| When Thompson et al. split a representative sample into four groups, what was found with the disfluency effect? | Group 1 at disadvatnage, 2 disfluency lower but not significant, 3 no effect, 4 disfluency benefit but not significant. Was an interaction |
| What is the rationality paradox? | Despite having a rich language, sophisticated visual system, phenomenal problem solving abilities, there are errors and biases in thinking and reasoning |
| What is the normative gap? | The gap between what people should do and what they actually do |
| People demonstrate systematic errors and biases according to, what standards? | Normative standards, which are prescriptive (logic, probabilities, etc) |
| What is the problem with most problem solving tasks? | Lack ecological validity |
| What is Watson (1966) abstract selection task? | 4 cards (2 letters and 2 numbers), asked which ones to flip over to prove, or disprove. a rule, where a number will be on back of card of number |
| What are the typical results of the abstract selection task? | Participants will pick a card which the rule mentions, or both of them. This is matching biases. |
| What happens in abstract selection task when 'not' is in the rule? | More participants get it right, as matching bias answer is correct |
| Who did a real world rule version of abstract selection task, using drinking laws, and what was found? | Griggs and Cox (1982), found most people get it right |
| From the results of Stanovich and West, what seems the most feasible explanation of the normative description gap? | Experimenter using wrong normative model, and computational differences |
| What is system 1 of Stanovich and West (2000) dual-system framework? | Interational intelligence; nonconcious, automatic, fact, associative, hositic, undemanding of cognitive ability, acquisition by biological, exposure and experience. |
| What is Evans et al. (1983) logical reasoning with everyday contents? | They are two arguments, with common terms, and a conclusion. The premise and conclusion vary in terms of being believable and not believable |
| What is system 2 of Stanovich and West (2000) dual-system framework? | Analytic intelligence; conscious, controlled, slow, rule-based, analytic, demanding cognitive capacity, acquisition by culture and formal tution |
| What is found in logical reasoning with everyday contents? | When premise unbelievable but conclusion believable there is a high acceptance rate, when the premise is valid but conclusion is not, lower acceptance rate |
| What is the self-test of your confidence in knowledge task? | Meta-knowledge, you give two values, where you are 90% of the answer laying within. |
| What are the typical results of the self-test of your confidence in knowledge task? | People are poor at calculating, over estimate confidence and do a narrower 90% confidence interval. |
| Where does ability difference arise in the dual system model? | When the two systems produce different answers, those with high cognitive skills can override system 1 with 2, those with lower cannot |
| What is the probalisitic reasoning tasks created by Kahneman and Tversky (1973)? | Engineer or lawyer, and taxi cab problems |
| What is the engineer or lawyer problem, what are typical results? | Participants asked probability a person is an engineer or lawyer, only given base rate information (which isn't 50%). Base tends to be ignored, and participants say 50% |
| What is the taxicab problem? | Hit and run, and there was a witness. Two taxi-firms in town, given percentage of each in town. Witness tested and given correct % of identified colour. Asked % of which taxi |
| What are the dual systems based on? | Evolution, system 1 being ancient, system 2 being modern |
| What are the typical results of the taxicab problem? | Participants ignore base rate, go with % witness correctly identified. Should be using a complex formula |
| What is Tversky and Kahneman (1983) probabilistic reasoning about conjunctions? | Linda problem, description of Linda then asked to rate how likely statements are about Linda. There are critical statements which are in conjunction |
| What kind of construals does the system 1 of the dual-system framework lead to? | Contextuatised, personalized, socialized, driven by relevance, pragmatics, implication, lead to fundamental computational bias |
| What are the typical results of the Linda Problem? | Participants rate the conjunction statements more likely, which is logically impossible |
| What type of task is Kahneman and Tversky (1982) anchoring task? What is the task? | Probabilistic reasoning, asked if there are more, or less, than 9 states in Africa, then asked to estimate things |
| What are the typical results of the anchoring task? | Less leads to lower estimates, more leads to higher estimates |
| What kind of construals does the system 2 of the dual-system framework lead to? | Decontectualised, depersonalized representations, can deal with abstract and asocial content |
| What are pseudodiganosticity and probabilistic reasoning tasks? | Search for confirmation |
| What was the task in Doherty et al. (1979)? | List of statement descriptions of a pot, could have been from 2 island. People chose to uncover facts about each part, but separated by island, given one which is high % |
| How can the dual systems be used to explain the results of the abstract selection task? | System 1 leads to matching bias, system 2 contextualization task construal. Problem with this even high ability have problem with task, no difference of ability |
| What were the results of Doherty et al. (1979)? | Participants used up all choices uncovering facts from the example island, but the other always had higher % |
| What are the three types of dual processing people have developed? | Type 1 vs type 2, implicit vs explicit, and heuristic vs analytic |
| Who created the heuristic analytic theory? | Evans (2006) |
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