Dual Processing In Analytic Analysis

Since the early 1900’s psychologists have developed theories about how the human brain develops and how humans learn. Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood (Wells, 2011). There are many factors that play vital roles in how we learn, some of which are intelligence, reasoning and memory.

This author ascribes to the empiricism paradigm. This paradigm is similar to empirical knowing in that it is based on the premise that what is known can be verified through the senses, or

Kahneman’s systems of thought is largely built on the framework of Stanovich and West (2000; as cited in Kahneman, 2003). It describes two types of thought processes: system 1 (perception and intuition) and system 2 (reasoning).

Consider the following example of how much information is acquired prior to a decision. Suppose upon entering a room one is unexpectedly confronted with the sight of a fully grown tiger. A fairly reliable prediction is that person would endeavor to leave the area in great dispatch or otherwise seek safety. All by itself that prediction is uninteresting. More interesting is the explanation for the behavior. Would the person's decision to run be based upon any detailed information held about that particular or would the decision be based upon the person's information about how he has seen other tigers behave, what his parents have told him about tigers or tiger folklore? Most likely the individual's decision would be based upon the latter. He simply pre-judges or stereotypes the tiger. The fact that it is a tiger is deemed sufficient information for action.

Unlike linear thinking, non-linear thinking is never tied to a pattern based upon prior experiences; however, non-linear thinking strengthens are experience and expertise the sub consciousness or unconsciousness uses during the thin-slicing process. Non-linear thinking often relates to uncertainty and the ability to have multiple outcomes. The non-linear framework accepts uncertainty and complexity as natural elements. The characteristics of a non-linear system can be describes as interdependent and non-proportional (Gingrich, 1998, pp. 72-73).

Kahneman argues that the illusion of validity comes from fast thinking because it is “prone to doubt.” Meaning, people naturally think quickly because they need a reason and so they do not have time to question their explanation. However, Kahneman neglects to mention that fast thinking roots itself in the fear of uncertainty. Kahneman begins his essay by describing his experience in evaluating

Drawing on previous arguments made by C.C Lewis and Arthur Balfour, Plantinga claims that if humans are the product of undirected processes, then we cannot reasonably rely on our cognitive faculties. In fact, it’s just “as likely, … that we live in a sort of dream world as that we actually know something about ourselves and our world.”

There remains doubt in how much the human mind really knows; what is known and how the mind is capable of knowing it. In philosophical skepticism, it is asserted that we know little to nothing about the world external of our senses. Anything claimed to be knowledge retains the possibility of doubt, even that which is used as justification for obtaining that piece (or pieces) of knowledge. There is a problem that arises when considering the external world, which is of obtaining and being able to offer sufficient justification for “commonsense” belief.

There are many facts that are unknown about the mind. For centuries, philosophers and scientists have tried to understand how it works. We have learned that the mind has a number of different levels of processing. Before Sigmund Freud “nearly all the previous research and theorizing of psychologists had dealt with conscious, such as perception, memory, judgment, and learning“ (Hunt185). Freud brought forth a number of theories that dealt with “the unconscious and its crucial role in human behavior”(Hunt 185). The unconscious is a storage area for information that is not being used. It is also the home of “powerful primitive drives and forbidden wishes that constantly generated pressure on the conscious mind”(Hunt

Chapters 6-8 in How We Learn was an interesting read. Carey presented a list of influential psychologists and researchers (2014). My first key question is based on the reading of Karl Duncker and Norman Maier. Maier and Duncker emphasize that incubation happens mentally, jolting people to create solutions (Carey, 2014, p. 123). Although they’ve bought light to incubation, a question addressing the how still hasn’t been answered (Carey, 2014). Carey provides an example of a person at a stadium in a life-changing situation with two guards and a hungry lion (2014). The person is forced with a tough decision, to differentiate which guard is truthful and which one is not (Carey, 2014). The dilemma is labeled as a “famous problem in math logic” however, the problem does not involve mathematics (Carey, 2014). The example could cause one to ponder for minutes, perhaps

Many are disconcerted by the idea that humans and Minds can be described as systems which operate based on interpretations of symbols, much like machines, computers, and robots: things that we have created yet do not think of as being “thinking,” themselves. We, as human beings, are comforted in the notion that we are born into this world with a fully capable Mind, a soul or spirit, and are, thereafter, free to choose our fate as we will. Although it seems plausible that we are born with Mind, I cannot subscribe to such a simplistic version of thinking about our true capacity for affecting outcome.

The average individual is exposed to a vast number of information that can be conflicting, confusing and enlightening at the same time. However, in order to overcome with this burst of information, the individuals are forced to process them alongside their own experiences. For example, a patient who is taking a medicine that does not seem to work will be more likely to have doubts about its efficacy or may think that some alternative treatment will work better. And maybe next time this patient visits his or her doctor, he or she will be less willing to accept what the doctor advices him/her (Van de Bovenkamp, Trappenburg and Grit, 2010).

Learning is the relatively permanent change in behavior (Burns, 1995), and can come in the form of observable activities and internal processes. Explanations of what happens when these actions occur are known as learning theories. These theories include behaviorist, cognitivist, humanist, social learning and constructivist. In this essay behaviorist and cognitivists will be described, compared and contrasted in order to truly understand their approache.

Psychology is a broad subject filled with many different theories, several theories of which that were particularly interesting fall under the topic “The Learning Perspective”. In fact, Learning is described as the acquisition of knowledge or skills through experience, study, or by being taught. This paper takes a leap further into the psychology and true meaning behind the Learning Perspective, as well as its Biological Importance in our everyday lives. The ideology behind his perspective basically revolves around the idea that behavior is trained, conditioned, reinforced and essentially reflexive. Two of the main theories are listed as follows; The Behaviorism theory and The Cognitive theory. Each theory draws a clear distinction about its differences and similarities with its connection to stimuli. For example, in both sub theories, such as Classical Conditioning and Operant Conditioning, an action is done and a specific response is given. What sets both theories apart are the positivity or negativity of the reward for the action. From this paper, the importance of Learning is discussed as well as the effectiveness of the different theories and its principles that define and set each other apart.

There are no mental processes which are distinct from intelligent acts. The operations of the mind are not merely represented by intelligent acts, but are the same as intelligent acts. Thus, an act of remembering, dreaming, knowing, or willing is not merely a clue to some hidden mental process or intellectual operation, it is how that mental process or intellectual operation is defined. A logical proposition is not merely a clue to a particular mode of reasoning, it is that mode of reasoning.