This study examines the behavior of individuals when two intuitive rules in their minds lead to two different outcomes concerning a problem. In the absence of the formal knowledge, intuitive rules can affect the mathematical thinking. Hence, studies have usually compared the correct answer of the related formal knowledge with the incorrect one…

Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body-based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the "cognitive relevance" of particular body states to associated math concepts. We test competing models of action-cognition…

Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body-based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the "cognitive relevance" of particular body states to associated math concepts. We test competing models of action-cognition…

Abilities in scientific thinking and reasoning have been emphasized as core areas of initiatives, such as the Next Generation Science Standards or the College Board Standards for College Success in Science, which focus on the skills the future will demand of today's students. Although there is rich literature on studies of how these abilities…

Dual process theory proposes two distinct reasoning processes in humans, an intuitive style that is rapid and automatic and a deliberative style that is more effortful. However, no study to date has specifically examined these reasoning styles in relation to the autism spectrum. The present studies investigated deliberative and intuitive reasoning…

The advances of modern biotechnology provide teachers with a number of opportunities to explore socioscientific issues, and in doing so to enhance students' reasoning skills. Although some attempt has been made to understand cultural differences in students' informal reasoning across international and regional boundaries, there is limited research…

Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed "misconceptions," among biology students across biological domains. In parallel, cognitive and developmental psychologists…

Learning physics often requires overcoming common misconceptions based on naïve interpretations of observations in the everyday world. One proposed way to help learners build appropriate physics intuitions is to expose them to computer simulations in which motion is based on Newtonian principles. In addition, playing video games that require…

Recent evidence suggests that people are highly efficient at detecting conflicting outputs produced by competing intuitive and analytic reasoning processes. Specifically, De Neys and Glumicic (2008) demonstrated that participants reason longer about problems that are characterized by conflict (as opposed to agreement) between stereotypical…

An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting (i.e., unbelieving) supernatural claims, both religious and paranormal. In two studies, we examined…

Many students encounter difficulties in science and mathematics. Earlier research suggested that although intuitions are often needed to gain new ideas and concepts and to solve problems in science and mathematics, some of students' difficulties could stem from the interference of intuitive reasoning. The literature suggests that overcoming…

Students' informal inferential reasoning (IIR) is often inconsistent with the normative logic underlying formal statistical methods such as Analysis of Variance (ANOVA), even after instruction. In two experiments reported here, student's IIR was assessed using an intuitive ANOVA task at the beginning and end of a statistics course. In both…

According to the intuitive rules theory, students are affected by a small number of intuitive rules when solving a wide variety of science and mathematics tasks. The current study considers the relationship between students' Piagetian cognitive levels and their tendency to answer in line with intuitive rules when solving comparison tasks. The…

A series of studies examined the presence of centralist versus peripheralist responding about the physical location of psychological processes. Centralists respond that processes such as cognition and emotion are a function of the brain. Peripheralists respond that such processes are located in other parts of the body, such as the heart. Although…

Purpose: The literature advocates educational decision-making processes that are either intuitive or systematic. While the two approaches seem to be incompatible, each has its merits. Intuitive thinking is considered to be holistic and creative, whereas the systematic approach has the advantages of a theoretical foundation and accuracy in data…