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Between 2020 and 2022, lockdown and restraining measures as a result of the COVID-19 pandemic led to changes in daily routines and also in language usage. At certain points during the pandemic, populations in some countries were unwilling or unlikely to respond to government messages, either because of the tone and analytic discourse used by leaders, or because they did not understand the messages. Linguistic markers and meanings were therefore linked to low levels of engagement, negative emotions and high levels of analytical thinking, especially in relation to the discourses of influential international leaders. We subjected sixteen speeches by eight country leaders to topic modelling and sentiment analysis in order to understand how the psychological functions of language were affected during two different periods of the COVID-19 pandemic. In this topic analysis we organize 39,073 words collected from sixteen authentic speeches delivered in two different periods of the acute phase of the pandemic. These were encoded in the Linguistic Inquiry Word Count program (LIWC), with the main aim being to identify differences between the periods. We examined the following aspects: (1) the emotional tone, analytical thinking and clout (empathy dimension); (2) the changes in these three dimensions or factors between periods 1 and 2 (February and May 2020). We observed a negative relationship between emotional tone and analytical thinking and a positive relationship between clout and emotional tone. When we considered the changes in pandemic circumstances, the psycholinguistic profiles of eight country leaders demonstrated fluctuations in language and emotions. Further reviews and research should focus on the current language and deficit wording of this population (leaders). We also note that psychologists and schoolteachers can play an important role in supporting language programmes with positive wording and by emphasising the collateral effects of face-to-face classes when teaching children to read and write., (© 2024. The Author(s).)

The cognitive reflection test (CRT) is an experiment task commonly used in Western countries to test intuitive and analytical thinking styles. However, the validity of this task for Chinese participants has not been explored. Therefore, this study recruited Chinese college students to finish CRT tasks with various experimental designs. To gauge the accuracy of the CRT tasks, 438 Chinese college students first completed online questionnaires. Participants were then invited to participate in an offline laboratory with the same experimental settings. Finally, time pressure was used to strictly control intuition and analytical thinking to explore the performance of Chinese college students on CRT tasks. The results show that of the three experiments, Chinese college students had the highest accuracy in the offline test, and the CRT's intuitive conflict problem still applies to Chinese students under the time-limited condition. This study demonstrates the validity of the CRT in China and proves that time pressure is an effective method for identifying individuals with strong logic ability.

In this exploratory study with a community sample ( N = 115), we look at the perception of pro-Russia and pro-Ukraine misinformation, mimicking content shared by naive Facebook users, and the factors related to it among pro-Ukraine Latvians. Our results support the integrative model in the perception of misinformation-we found strong evidence of myside bias, as pro-Russia misinformation was judged to be significantly less accurate than pro-Ukraine misinformation. Analytical thinking, measured with the seven-item cognitive reflection test, was associated with lower levels of pro-Ukraine misinformation accuracy judgments and lower overall misinformation accuracy judgments; however, there was no correlation between analytical thinking and pro-Russian misinformation accuracy judgments. Pro-Ukrainian misinformation accuracy judgments were positively related to positive emotions elicited by misinformation, the level of support for Ukraine, and the participant's age. In addition, participants indicated a higher likelihood of engaging with misinformation if they came across it online, trusted the information, and if it elicited positive emotions. Thus, our findings emphasize the role of one's attitude, analytical thinking, and emotions in one's perception, evaluation, and engagement with congruent and incongruent misinformation., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Priedols and Dimdins.)

Background: Binary or categorical thinking is a way of thinking in which the brain unconsciously sorts the masses of information it receives into categories. This helps us to quickly process information and keeps us safe through pattern recognition of possible threats. However, it can also be influenced by unconscious and conscious biases that inform our judgements of other people and situations., Objectives: To examine nursing practice with older people through the lens of unconscious bias., Methods: In this critical analysis, using Kahneman's fast and slow thinking, we argue that nurses working with hospitalised older people often rely on thinking quickly in hectic work environments, which can contribute to unconscious and conscious bias, use of binary language to describe older persons and nursing tasks, and ultimately rationing of care., Results: Binary language describes older persons and their care simplistically as nursing tasks. A person is either heavy or light, continent or incontinent, confused or orientated. Although these descriptions are informed in part by nurses' experiences, they also reflect conscious and unconscious biases that nurses hold towards older patients or nursing tasks. We draw on explanations of fast (intuitive) and slow (analytical) to explain how nurses gravitate to thinking fast as a survival mechanism in environments where they are not supported or encouraged to think slow., Conclusions: Nurses survival efforts in getting through the shift using fast thinking, which can be influenced by unconscious and conscious biases, can lead to use of shortcuts and the rationing of care. We believe that it is of paramount importance that nurses be encouraged and supported to think slowly and analytically in their clinical practice., Implications for Practice: Implications Nurses can engage in journaling and reflecting on their practice with older people to examine possible unconscious bias. Managers can support reflective thinking by supporting nurses through staffing models and encouraging conversations about person-centered care in unit practices., (© 2023 The Authors. International Journal of Older People Nursing published by John Wiley & Sons Ltd.)

Rationale: Health misinformation poses a significant threat to public health. Understanding why people believe health misinformation and who is at risk is crucial for developing effective interventions to reduce the harmful impact of misinformation., Approach: We conducted a systematic review of published empirical research that examined individual differences in susceptibility to health misinformation, focusing on the psychological, demographic, and behavioral correlates of health misinformation susceptibility. To guide our review on psychological correlates, we developed an integrative psychological model of susceptibility to health misinformation based on one's ability and motivation to reason., Results: We identified 47 publications (61 empirical studies) that met our criteria. Our review suggests that subject knowledge, literacy and numeracy, analytical thinking (vs. intuitive thinking), and trust in science confer strong resistance to health misinformation, whereas conspiracy thinking, religiosity, conservative ideology, and conservative party identification are associated with more susceptibility to health misinformation. Demographically, older age and higher educational attainment predict less susceptibility to health misinformation, whereas racial minority status is associated with greater susceptibility. Behaviorally, relying on health professionals or scientists as information sources predicts less susceptibility to health misinformation, whereas social media use is associated with greater susceptibility., Conclusions: Susceptibility to health misinformation is driven by multiple psychological processes. Interventions for reducing the spread and impact of health misinformation should be tailored to the psychological mechanism underlying susceptibility to health misinformation. Limited resources should be used to support interventions targeted at individuals at risk., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Adolescents, as active online searchers, have easy access to health information. Much health information they encounter online is of poor quality and even contains potentially harmful health information. The ability to identify the quality of health messages disseminated via online technologies is needed in terms of health attitudes and behaviors. This study aims to understand how different ways of editing health-related messages affect their credibility among adolescents and what impact this may have on the content or format of health information. The sample consisted of 300 secondary school students ( M age = 17.26; SD age = 1.04; 66.3% female). To examine the effects of manipulating editorial elements, we used seven short messages about the health-promoting effects of different fruits and vegetables. Participants were then asked to rate the message's trustworthiness with a single question. We calculated second-order variable sensitivity as the derivative of the trustworthiness of a fake message from the trustworthiness of a true neutral message. We also controlled for participants' scientific reasoning, cognitive reflection, and media literacy. Adolescents were able to distinguish overtly fake health messages from true health messages. True messages with and without editorial elements were perceived as equally trustworthy, except for news with clickbait headlines, which were less trustworthy than other true messages. The results were also the same when scientific reasoning, analytical reasoning, and media literacy were considered. Adolescents should be well trained to recognize online health messages with editorial elements characteristic of low-quality content. They should also be trained on how to evaluate these messages., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Greškovičová, Masaryk, Synak and Čavojová.)

The COVID-19 pandemic increased the saliency of an old phenomenon - conspiracy theories. In times of a global crisis and an unprecedented access to information, fake news seems to spread as fast as the virus. A global pandemic requires more than ever self-compliance. Only behavior change and vaccination on a large scale can bring us to normality. Yet believing in conspiracy theories about COVID-19 is expected to undermine such compliance. What determines susceptibility to believing in misinformation? In this study, using data on mostly representative samples of 45 countries around the world (38,113 participants), we found evidence that people with more deliberate thinking are less likely to believe in conspiracy theories. Furthermore, on the individual level people who are more prone to believe in conspiracy theories are less likely to comply with behavior change. We are in the midst of the biggest coordination game and such insights in social psychology can inform policymakers., (© 2022 The Authors.)

Media news during the Coronavirus Disease 2019 (COVID-19) pandemic often entail complex numerical concepts such as exponential increase or reproduction number. This study investigated whether people have difficulties in understanding such information and whether these difficulties are related to numerical competence, reflective thinking, and risk proneness. One hundred sixty-three participants provided answers to a numeracy scale focusing on complex numerical concepts relevant to COVID-19 (COV Numeracy Scale). They also provided responses to well-established objective and subjective scales, questions about affective states, and questions about the COVID-19 pandemic. Higher scores on the COV Numeracy Scale correlated with higher scores on the Health Numeracy Scale, in the Cognitive Reflection Test (CRT), and in self-assessments of verbal comprehension, mathematical intelligence, and subjective numeracy. Interestingly, scores on the COV Numeracy Scale also positively correlated with the number of consulted information sources about COVID-19. Accuracy in the CRT emerged as a significant predictor, explaining ca. 14% of variance on the COV Numeracy Scale. The results suggest that people with lower reflective thinking skills and lower subjective and objective numerical competence can be more at disadvantage when confronted with COVID-related numerical information in everyday life. These findings advise caution in the communication of relevant public health information that entails complex numerical concepts.

Background: Conspiracy Theories (CT) are complex belief systems that view the world as being manipulated by multiple actors collaborating in the pursuit of malevolent goals. Although culture, education and sociological factors have been implicated in their development, psychological factors are recognized as important. Certain individual differences, including schizotypy and cognitive processing style, have been shown to make some individuals susceptible to CTs. However, the finding that schizotypy often co-occurs with autism spectrum disorder raises a question as to the relative and potentially confounding role of autistic traits in increasing vulnerability to CT beliefs., Method: A total of 508 adults were recruited from an international online panel. The study included measures of conspiracy beliefs, schizotypy and autistic traits as well as measures of information searching and cognitive style., Results: The results confirmed that both autistic and schizotypy traits were positively associated with CT beliefs, but that schizotypy traits were the strongest predictor. Exploratory analyses of cognitive style measures indicated potential avenues for further investigation in relation in differences in cognitive processes that might underlie the development of CTs for in people with autistic traits as opposed to schizotypal traits., Limitations: The study was based on a self-report methodology and did not utilise a clinical sample., Conclusion: Both schizotypal and autistic traits are reliable predictors of conspiracy beliefs, but schizotypy appears to be the stronger predictor and that autistic traits are not a strong confounding factor in this relationship. However, autistic traits may pose an additional risk factor for CT beliefs.

This study assessed Robert Sternberg's theory of successful intelligence (TSI) training in teaching and learning situations to improve academic achievement, triarchic (analytical, creative, practical) thinking, and socioemotional outcomes. The analyses included all references from several databases (Web of Science, ProQuest, Elsevier, Google Scholar, and bibliographies of related articles) from 1998 to 2019 that implemented the successful intelligence training program in a variety of ways. Possible moderators, selection criteria, subject areas, and grade levels were investigated. A total of 24 studies (19 articles) were included in the meta-analysis. The results revealed that successful intelligence training has a positive effect on students' overall achievement, g = 0.63, SE = 0.11, 95% confidence interval (CI) [0.41, 0.85], k = 24, z = 5.98, p < .001, under a random-effect model. After adjusting for publication bias, the effect size (ES) g was 0.35, SE = 0.12, 95% CI [0.10, 0.60]. The ES was the largest for socioemotional outcomes, followed by triarchic outcomes and then achievement outcomes. High-IQ-based selected participants received higher ES than teacher-selected participants. Regarding subject areas, science and general triarchic training differed significantly. Among the grade levels, high-school level and primary level differed significantly. Moreover, intervention duration negatively moderated the ES significantly. Gender did not moderate the ES. All student participants benefited from the successful intelligence training program, and this benefit was greater for gifted and older students. This finding suggests that TSI training educators provide a more detailed, structured, and authentic problem situation to be more effective instead of academic problems., (© 2021 Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.)

Past research suggests that an uncritical or 'lazy' style of evaluating evidence may play a role in the development and maintenance of implausible beliefs. We examine this possibility by using a quasi-experimental design to compare how low- and high-quality evidence is evaluated by those who do and do not endorse implausible claims. Seven studies conducted during 2019-2020 provided the data for this analysis (N = 746). Each of the seven primary studies presented participants with high- and/or low-quality evidence and measured implausible claim endorsement and evaluations of evidence persuasiveness (via credibility, value, and/or weight). A linear mixed-effect model was used to predict persuasiveness from the interaction between implausible claim endorsement and evidence quality. Our results showed that endorsers were significantly more persuaded by the evidence than non-endorsers, but both groups were significantly more persuaded by high-quality than low-quality evidence. The interaction between endorsement and evidence quality was not significant. These results suggest that the formation and maintenance of implausible beliefs by endorsers may result from less critical evidence evaluations rather than a failure to analyse. This is consistent with a limited rather than a lazy approach and suggests that interventions to develop analytical skill may be useful for minimising the effects of implausible claims.

Stress and threats have been shown to influence our cognition and performance. In a preregistered online experiment ( N = 446), we examined whether thinking about the ongoing covid-19 pandemic influences creative (insight problem solving) and analytic thinking. We found no support for our a-priori hypothesized effect (decrease in insight problem solving and no change in analytical thinking), however, several unpredicted results emerged. Exploratory analyses revealed that both types of thinking were harmed, yet only in men. Interestingly, the effect of exposure on thinking about covid-19 was indirect and led to careless task completion - again, only in men. We discuss these intriguing results and propose potential explanations along with future studies directions., (© 2020 Elsevier Ltd. All rights reserved.)

Background and Aims: Harmful gambling has been associated with the endorsement of fallacious cognitions that promote excessive consumption. These types of beliefs stem from intuitively derived assumptions about gambling that are fostered by fast-thinking and a lack of objective, critical thought. The current paper details an experiment designed to test whether a four-week online intervention to strengthen contextual analytical thinking in gamblers is effective in changing gamblers cognitions and encouraging safer gambling consumption., Methods: Ninety-four regular gamblers who reported experiencing gambling-related harm were randomly allocated to either an experimental (n = 46) or control condition (n = 48), including 45 males, ranging from 19 to 65 years of age (M = 36.61; SD = 9.76). Following baseline measurement of gambling beliefs and prior week gambling consumption, participants in the experimental condition were required to complete an adaption of the Gamblers Fallacy Questionnaire designed to promote analytical thinking by educating participants on common judgement errors specific to gambling once a week for four weeks. Post-intervention measures of beliefs and gambling consumption were captured in week five., Results: The experimental condition reported significantly fewer erroneous cognitions, greater endorsement of protective cognitions, and reduced time spent gambling post-intervention compared to baseline. The control group also reported a reduction in cognitions relating to predicting and controlling gambling outcomes., Conclusion: Cognitive interventions that encourage gamblers to challenge gambling beliefs by reflecting on gambling involvement and promoting critical thinking may be an effective tool for reducing the time people invest in gambling activities.

Background: The belief in conspiracy theories and paranoid ideation are often treated as almost synonymous. However, there is to date no research concerning shared underlying cognitive underpinnings of belief in conspiracy theories and paranoid ideation. One potential underlying factor could be the well-known jumping to conclusion (JTC) bias, the tendency of persons with delusions to perform hasty decisions that are sometimes based on little evidence. Furthermore, a preference for a more intuitive general thinking style, as opposed to an analytical thinking style, could be an additional underlying cognitive factor of both conspiracy theories and paranoia. Thus, the aim of the present study is to investigate in a large sample of non-clinical individuals whether the JTC-bias is more pronounced in individuals who display a stronger belief in conspiracy theories and whether both are related to a more intuitive thinking preference., Methods: We assessed the data of 519 non-clinical individuals regarding their respective approval of 20 specific conspiracy theories in an online study. Further, we assessed the JTC-bias by using a computerized variant of the beads task (fish task). Thinking preferences were measured with the Rational-Experiential Interview., Results: Subjects who displayed the JTC-bias presented a more pronounced belief in conspiracy theories. In addition, gathering little information in the fish task before performing a decision (less draws to decision) was related to a stronger endorsement of conspiracy theories and a more intuitive thinking style (and a less analytic thinking style). Finally, a preference for intuitive thinking predicted a stronger belief in conspiracy theories in a multiple regression analysis., Conclusions: Our results demonstrate the implication of a preference for an intuitive thinking style accompanied by a propensity to faster decision-making (JTC-bias) as possible cognitive underpinnings of beliefs in conspiracy theories. Furthermore, our study is the first to confirm the notion of the JTC-bias as a reflection of the use of an intuitive thinking style., (Copyright © 2020 Pytlik, Soll and Mehl.)

Intelligence typically is defined as consisting of "adaptation to the environment" or in related terms. Yet, it is not clear that "general intelligence" or g, traditionally conceptualized in terms of a general factor in a psychometrically-based hierarchical model of intelligence, provides an optimal way of defining intelligence as adaptation to the environment. Such a definition of adaptive intelligence would need to be biologically based in terms of evolutionary theory, would need to take into account the cultural context of adaptation, and would need to take into account whether thought and behavior labeled as "adaptively intelligent" actually contributed to the perpetuation of the human and other species, or whether it was indifferent or actually destructive to this perpetuation. In this article, I consider the similarities and differences between "general intelligence" and "adaptive intelligence," as well as the implications especially of the differences.

The previous research attempts to reduce the influence of the belief bias on deductive thinking have often been unsuccessful and, when they succeeded, they failed to replicate. In this paper, we propose a new way to see an old problem. Instead of considering the analytical abilities of the respondent, we focus on the communicative characteristics of the experimental task. By changing the pragmatics into play through a subtle manipulation of the instruction of the syllogism problem, we obtained a strong improvement in the accuracy of the performance in both untrained and trained in logic respondents. We suggest that current models of deductive thinking should be broadened to consider also communicative understanding as part of the processing of the problem., Competing Interests: The authors have declared that no competing interests exist.

With this work, we intended to draw a cognitive portrait of openness to reconciliation. No study had yet examined the potential contribution of high-level cognitive functioning, in addition to psychological health, to explaining attitudes towards reconciliation in societies exposed to major trauma such as post-genocide Rwanda. We measured the contribution of general cognitive capacity, analytical thinking, and subjective judgements. Our results show that higher cognitive capacity is not associated with greater openness to reconciliation. On the other hand, proneness to think analytically about the genocide predicts more favorable attitudes towards reconciliation. The latter effect is associated with more tempered judgements about retrospective facts (e.g., number of genocide perpetrators) and prospective events (e.g., risk of genocide reoccurrence). This work establishes the importance of cognitive functioning in the aftermath of political violence: A better understanding of the influence of information processing on openness to reconciliation may help improve reconciliation policies and contribute to reducing risks of conflict reoccurrence., (© 2017 The British Psychological Society.)

Background: Clinical reasoning, comprising the processes of clinical thinking, which form the basis of medical decisions, constitutes a central competence in the clinical routine on which diagnostic and therapeutic steps are based. In medical curricula in Germany, clinical reasoning is currently taught explicitly only to a small extend. Therefore, the aim of this project was to develop and implement a clinical reasoning course in the final year of undergraduate medical training. Project description: A clinical reasoning course with six learning units and 18 learning objectives was developed, which was taught by two to four instructors on the basis of 32 paper cases from the clinical practice of the instructors. In the years 2011 to 2013, the course of eight weeks with two hours per week was taught seven times. Before the first and after the last seminar, the participating students filled out a self-assessment questionnaire with a 6-point Likert scale regarding eight different clinical reasoning skills. At the same times, they received a patient case with the assignment to prepare a case presentation and differential diagnoses. Results: From 128 participating students altogether, 42 complete data sets were available. After the course, participants assessed themselves significantly better than before the course in all eight clinical reasoning skills, for example in "Summarizing and presentation of a paper case" or in the "Skill to enumerate differential diagnoses" (p<0.05). The greatest increase occurred in the skill to recognize typical cognitive errors in medicine and to identify risk situations for their occurrence (pre: 2.98±0.92 and retro-pre: 2.64±1.01, respectively, versus post: 4.38±0.88). Based on the ratio of number of words used per keywords used the problem presentation of the paper case was significantly more focused after the course (p=0.011). A significant increase in the number of gathered differential diagnoses was not detected after the course. Conclusion: The newly developed and established Clinical Reasoning Course leads to a gain in the desired skills from the students' self-assessment perspective and to a more structured case presentation. To establish better options to exercise clinical reasoning, a longitudinal implementation in the medical curriculum seems to be desirable. Faculty training would be useful to implement the concept as standardized as possible.

We examined whether skeptics hold implicit supernatural beliefs or implicit cognitive underpinnings of the beliefs. In study 1 (N=57), participants read a biological or a religious story about death. The story content had no effect on skeptics' (or believers') afterlife beliefs. Study 2 examined the relationships between religious and non-religious paranormal beliefs and implicit views about whether supernatural and religious phenomena are imaginary or real (n1=33, n2=31). The less supernatural beliefs were endorsed the easier it was to connect "supernatural" with "imaginary". Study 3 (N=63) investigated whether participants' supernatural beliefs and ontological confusions differ between speeded and non-speeded response conditions. Only non-analytical skeptics' ontological confusions increased in speeded conditions. The results indicate that skeptics overall do not hold implicit supernatural beliefs, but that non-analytically thinking skeptics may, under supporting conditions, be prone to biases that predispose to supernatural beliefs., (Copyright © 2016 Elsevier Inc. All rights reserved.)

Sports helps an individual much more than in the physical aspects alone. It builds character, teaches and develops strategic thinking, analytical thinking, leadership skills, goal setting and risk taking, just to name a few.