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The document describes Piaget's theory of formal operational stage of cognitive development. It begins around age 11 and lasts into adulthood. During this stage, adolescents can think abstractly and hypothetically without relying on concrete experiences. There are two phases - the early operation stage where abstract thought, logic, metacognition and hypothetical reasoning emerge, and the late operation stage where skills are mastered more quickly and at higher levels, including understanding religious symbolism and establishing scientific problem-solving plans.
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Unit 3 thinking
The document discusses various aspects of thinking including its definition, nature, types, levels of development, and factors that can alter thinking. Some key points:
- Thinking is a cognitive process involving mental activities like perception, imagination, and recollection. It is goal-directed but not directly observable.
- There are different types of thinking including perceptual, abstract, convergent, divergent, reflective, and critical thinking.
- Piaget's stages of cognitive development include sensory-motor, preoperational, concrete operational, and formal operational periods. Language and communication are important for thinking.
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This document provides an overview of cognitive psychology and its research methods. It defines cognitive psychology as the study of mental processes such as perception, memory, and reasoning. It describes the goals of cognitive psychology research as understanding cognition, developing theories, and testing hypotheses. The key research methods discussed are laboratory experiments, psychobiological research using brain imaging, self-reports, case studies, and naturalistic observation. Computer simulations are also used to model human cognition.
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Jean Piaget was a Swiss psychologist who studied cognitive development in children. He identified four main stages of development: sensorimotor, preoperational, concrete operational, and formal operational. In each stage, the child's problem solving abilities change - starting with trial and error in sensorimotor, then sorting by attributes in preoperational, concrete logic and math in concrete operational, and hypothetical deductive reasoning in formal operations. Piaget's theory emphasizes that intellectual growth is qualitative rather than quantitative, and that a child's cognitive abilities set limits on what can be learned.
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The document discusses various aspects of thinking including its definition, nature, types, levels of development, and factors that can alter thinking. Some key points:
- Thinking is a cognitive process involving mental activities like perception, imagination, and recollection. It is goal-directed but not directly observable.
- There are different types of thinking including perceptual, abstract, convergent, divergent, reflective, and critical thinking.
- Piaget's stages of cognitive development include sensory-motor, preoperational, concrete operational, and formal operational periods. Language and communication are important for thinking.
- Factors like emotions, suggestions, superstitions, and improper defense mechanisms can irrationally alter or impair
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PSYCHOLOGY : COGNITIVE FUNCTION THINKING
TOPIC: THINKING
Specific objective:
1. Introduce Thinking
2. Definition
3. Nature
4. Influencing factors of thinking
5. Types
6. Levels
7. Stages of development
8. Relationship of language and communication.
9. Reasoning
INTRODUCTION
People think-that’s obvious. Human are rational beings & our rationality consists in our ability to think & reason. It is because of our capacity for better thinking that we are superior to other animals in learning & in making adjustment. During most of our waking hours, & even when we are asleep & dreaming, we are thinking.
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3. Thinking is the perceptual relationship which provides for the solution of the problem.
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NATURE
• It is essentially a cognitive activity.
• It is always directed to achieve some end or purpose.
• It is described as a problem-solving behavior.
• It is a symbolic activity.
• It is mental exploration instead of motor exploration.
• It can shift very rapidly.
• It is internal activity.
CHARACTERISTICS OF THINKING
1. Thinking process starts with sensation which is organized in cognition to have the perception.
2. It is always directed towards achieving some purpose.
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4. Thinking is a symbolic activity in thinking a mental solution of the problem is carried out though some signs symbols and mental images
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2. Application and interest
3. Alertness and flexibility:
4. Intelligence
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7. Impact of superstition
8. Knowledge of language
9. Concepts
10. Contact with society
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1. Perceptual or concrete thinking
2. Conceptual or abstract thinking
3. Creative thinking
4. Logical thinking/ reasoning
5. Problem solving
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1. Perceptual or concrete thinking
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• Perception is the process of interpretation of sensation according to one’s experience.
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ED 526: Weekly Discussion #5:
“Learning for Justice”
Part 1
This week's discussion will focus on the website Learning for Justice. Review the website below in detail, select one self-guided learning workshop, complete the workshop, reflect on the experience by answering the questions identified in the workshop under "Reflect On,".
Part 2
Post under discussion in 200 words your experience on the website and reflect on your completed workshop you chose and pose one question for your peers to reflect and respond to.
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Website:
https://www.learningforjustice.org/magazine/our-new-name-learning-for-justice
The creation of the English-language version of these publications is Þ nanced in
the framework of contract No. 607/P-DUN/2018 by the Ministry of Science and
Higher Education committed to activities aimed at the promotion of education.
* Marcin Nowak – dr in ., Faculty of Engineering Management, Poznan University of Technology.
https://orcid.org/0000-0001-5005-7820.
** Joanna Ziomek – mgr in ., Faculty of Engineering Management, Poznan University of Technology.
https://orcid.org/0000-0002-7750-0527.
Correspondence address: Faculty of Engineering Management, Poznan University of Technology, 11 Strze-
lecka Str., 60-965 Pozna , Poland; e-mail: [email protected]; [email protected]
Problemy Zarz dzania – Management Issues, vol. 17, no. 2(82): 142 –154
ISSN 1644-9584, © Wydzia Zarz dzania UW
DOI 10.7172/1644-9584.82.7
Intuitive and Rational Cognition
in the Theory and Practice of Management Sciences
Submitted: 11.01.19 | Accepted: 26.03.19
Marcin Nowak*, Joanna Ziomek**
The aim of this study is to explain the role of rational and intuitive cognition in the theory and practice
of management. The ar ticle presents a synthetic review of definitions and ways of interpreting the
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and intuition as a special type of skills is proposed. On the basis of the four-stage model of the creative
process and the model of System 1 and System 2, the role of intuition in the work of management
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o zarz dzaniu
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TOPIC: THINKING
Specific objective:
1. Introduce Thinking
2. Definition
3. Nature
4. Influencing factors of thinking
5. Types
6. Levels
7. Stages of development
8. Relationship of language and communication.
9. Reasoning
INTRODUCTION
People think-that’s obvious. Human are rational beings & our rationality consists in our ability to think & reason. It is because of our capacity for better thinking that we are superior to other animals in learning & in making adjustment. During most of our waking hours, & even when we are asleep & dreaming, we are thinking.
DEFINITION
1. Thinking is an activity concerning ideas, symbolic in character initiated by a problem or task which the individual is facing, involving some trial & error but under the directing influence of that problem & ultimately leading to a conclusion or solution of the problem.
-Warren
2. Thinking is the organization & reorganization of current learning in the present circumstances with the help of learning & past experiences. ---------Vinacke (1968)
3. Thinking is the perceptual relationship which provides for the solution of the problem.
-Maier
NATURE
• It is essentially a cognitive activity.
• It is always directed to achieve some end or purpose.
• It is described as a problem-solving behavior.
• It is a symbolic activity.
• It is mental exploration instead of motor exploration.
• It can shift very rapidly.
• It is internal activity.
CHARACTERISTICS OF THINKING
1. Thinking process starts with sensation which is organized in cognition to have the perception.
2. It is always directed towards achieving some purpose.
3. Thinking is described as a problem solving behavior.
4. Thinking is a symbolic activity in thinking a mental solution of the problem is carried out though some signs symbols and mental images
INFLUENCING FACTORS OF THINKING
1. Strong motivation
2. Application and interest
3. Alertness and flexibility:
4. Intelligence
5. Limitations of time
6. Absence of emotions
7. Impact of superstition
8. Knowledge of language
9. Concepts
10. Contact with society
TYPES
1. Perceptual or concrete thinking
2. Conceptual or abstract thinking
3. Creative thinking
4. Logical thinking/ reasoning
5. Problem solving
6. Convergent Vs Divergent thinking
1. Perceptual or concrete thinking
• It is based on perception.
• Perception is the process of interpretation of sensation according to one’s experience.
• It is also called concrete thinking as it is carried over the perception of actual or concrete & events.
• It is one-dimensional & literal thinking which has limited use of metaphor without understanding nuances of meaning.
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The document discusses various concepts related to creativity, thinking, and problem solving. It defines creativity as turning ideas into reality through imagination and action. It also discusses lateral thinking, myths of creativity, critical thinking, creative thinking, convergent/divergent thinking, multiple intelligences, problem solving steps, analytical thinking, quantitative reasoning, and numerical reasoning.
Presentation (5).pptx
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3. Modern psychology incorporates multiple perspectives at different levels of analysis, from biological to cognitive to behavioral approaches, to best understand human behavior and mental processes.
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This document discusses various aspects of thinking, including:
1. It defines thinking and outlines the anatomical sites involved in thinking like the cerebral cortex and limbic system.
2. It explores tools of thinking such as concepts, language, diagrams and theories. Concept formation involves generalization, differentiation and abstraction.
3. There are different types of thinking including autistic, purposive, creative, concrete and abstract. Problem solving uses strategies like algorithms, heuristics and reduction to overcome barriers.
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2) It distinguishes between free thinking, which allows greater freedom, and controlled thinking, which regulates thoughts to be closer to reality and goal-oriented.
3) Controlled thinking examples include reasoning, problem-solving, and creative thinking. Reasoning can be inductive or deductive, while problem-solving follows defined steps and can use algorithms or heuristics.
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ED 526 Weekly Discussion #5 Learning for Justice”Part 1
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Part 1
This week's discussion will focus on the website Learning for Justice. Review the website below in detail, select one self-guided learning workshop, complete the workshop, reflect on the experience by answering the questions identified in the workshop under "Reflect On,".
Part 2
Post under discussion in 200 words your experience on the website and reflect on your completed workshop you chose and pose one question for your peers to reflect and respond to.
Part 3
Students are to answer the discussion question by , and respond to two peers.
Website:
https://www.learningforjustice.org/magazine/our-new-name-learning-for-justice
The creation of the English-language version of these publications is Þ nanced in
the framework of contract No. 607/P-DUN/2018 by the Ministry of Science and
Higher Education committed to activities aimed at the promotion of education.
* Marcin Nowak – dr in ., Faculty of Engineering Management, Poznan University of Technology.
https://orcid.org/0000-0001-5005-7820.
** Joanna Ziomek – mgr in ., Faculty of Engineering Management, Poznan University of Technology.
https://orcid.org/0000-0002-7750-0527.
Correspondence address: Faculty of Engineering Management, Poznan University of Technology, 11 Strze-
lecka Str., 60-965 Pozna , Poland; e-mail: [email protected]; [email protected]
Problemy Zarz dzania – Management Issues, vol. 17, no. 2(82): 142 –154
ISSN 1644-9584, © Wydzia Zarz dzania UW
DOI 10.7172/1644-9584.82.7
Intuitive and Rational Cognition
in the Theory and Practice of Management Sciences
Submitted: 11.01.19 | Accepted: 26.03.19
Marcin Nowak*, Joanna Ziomek**
The aim of this study is to explain the role of rational and intuitive cognition in the theory and practice
of management. The ar ticle presents a synthetic review of definitions and ways of interpreting the
concept of intuition. Subsequently, a conceptual apparatus for rational judgments, intuitive judgments,
and intuition as a special type of skills is proposed. On the basis of the four-stage model of the creative
process and the model of System 1 and System 2, the role of intuition in the work of management
theoretician is explained. Using the four-stage model of competence, the role of intuition in the process
of making managerial decisions is explained. The study shows that intuition is a key skill in the theory
and practice of management.
Keywords: intuition, intuitive judgment, intuitive cognition, managerial decisions, epistemology of
management sciences.
Poznanie intuicyjne i rozumowe w teorii i praktyce nauk
o zarz dzaniu
Nades any: 11.01.19 | Zaakceptowany do druku: 26.03.19
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zarz dzania. W artykule przedstawiono syntetyczny przegl d definicji i sposobu interpretowania poj cia
intuicji. Nast pnie zaproponowano aparat poj ciowy dotycz cy ...
LESSON-4.ppt 123456788⁹07321468905467908
The document discusses barriers to creativity and the creative process. It outlines 10 "mental locks" that limit creativity, such as searching for a single right answer, being overly logical, and fearing mistakes. The creative process is described as having 7 steps: preparation, investigation, transformation, incubation, illumination, verification, and implementation. Techniques for improving creativity like brainstorming, mind mapping, and rapid prototyping are also presented.
Psycology
Types of thinking include unrealistic/autistic thinking and realistic thinking. Unrealistic thinking involves things like daydreaming and fantasizing that lack connection to external reality. Realistic thinking, also called reasoning, helps adjust to the real world through processes like deduction, induction, and evaluation. Problem solving is a goal-directed activity that overcomes barriers through methods like trial and error, insight, and following steps of identifying the problem, assembling data, developing hypotheses, evaluating solutions, and verifying the best solution.
Thinking.pptx
Thinking, also known as 'cognition', refers to the ability to process information, hold attention, store and retrieve memories and select appropriate responses and actions. The ability to understand other people, and express oneself to others can also be categorised under thinking.Thought (also called thinking) is the mental process in which beings form psychological associations and models of the world. Thinking is manipulating information, as when we form concepts, engage in problem solving, reason and make decisions. Thought, the act of thinking, produces more thoughts.
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Piaget's theory of cognitive development identifies four stages through which children progress as their intelligence develops: sensorimotor, preoperational, concrete operational, and formal operational. Each stage is characterized by developing capabilities, such as the emergence of symbolic thought and language in the preoperational stage and logical and systematic manipulation of concrete concepts in the concrete operational stage. Piaget believed that children construct an understanding of the world through experiences that encourage either assimilation into existing mental frameworks or accommodation of new frameworks.
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profed-rpt.pptx
- 2. Formal operational stage. begins at approximately age eleven and lasts into adulthood. As adolescents enter this stage, they gain the ability to think in an abstract manner by manipulating ideas in their head, without any dependence on concrete manipulation.
- 3. Formal development stage. •Abstract reasoning •Metacognition •Scientific reasoning •Logical reasoning •Hypothetical thinking
- 4. 2 phases of Formal operation stage. • Early operation stage. • Late operation stage.
- 5. Early formal operation stage. The first stage of formal operations in which abstract thought, logic, metacognition, and hypothetical reasoning occur.
- 6. Early formal operation stage. • Abstract thought Thinking that allows reality to be represented by symbols that can be manipulated mentally • Logic: Thinking that is more orderly and systematic • Metacognition: Being able to analyze one's own thoughts. • Hypothetical reasoning: Forming conclusions based on hypothetical possibilities.
- 7. Late formal operation stage. This second phase differs from the first phase not only in quantity (problem solving is done more quickly and efficiently) but also qualitatively. (new skills are mastered).
- 8. Late formal operation stage. • Abstract thought:become capable of understanding religious symbolisms and they gain the ability not only in problem solving but in problem finding • Logic: In later adolescence, subtler forms and higher levels of logic may be mastered such as propositional logic.
- 9. Late formal operation stage. • Metacognition:get better at analyzing their thought processes as they work through a problem. They begin to notice trends of patterns in their thinking and learn to compensate for them. • Hypothetical reasoning: adolescents are able to think like a scientist as they are able to establish a plan for solving a problem.
- 10. Thank you!