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• W301004893 abstract "Abstract Students tend to naturally employ naive theory rather than critical thought, and they tend to persevere with their first approach. Use of naive theory (expectation or explanation based on personal schema) is compared with critical analysis, and a case is made for including critical thinking instruction in educational curricula. Introduction What motivates people to persist in a course of action, a line of thinking, or a commitment to a belief or idea? More interestingly, do people, especially students, naturally employ naive or critical thought in a perseverant approach? This paper discusses the common tendency toward persevering with naive thought and action in decision-making, and offers a case for including critical thinking instruction in graduate education curricula. As an adult education instructor in a graduate program, I require a critical review of scholarly books, peer-reviewed journal articles, and student papers. The review should discuss research basis, author insights and biases, and text usefulness as a course resource. Despite my efforts to explain the critical review concept in class and in the syllabus, students who have not learned critical thinking skills tend to perceive the assignment to be a common book report. In other words, people/students, tend to jump to conclusions based on what is familiar (a usual book report), rather than to analyze the situation critically for a reasoned understanding (criteria of a critical article review). This explains why eye-witnesses tend to describe a suspect in a crime, or any event differently. People see who or what they expect to see, based on their naive theories, on perceptions, attitude, and expectations already familiar to them. Perseverance in Naive Theory Maintenance Anderson and Lindsay (1998) suggest that people form naive social theories (expected cause-effect scenarios and outcomes based on personal experience) to explain relationships among our beliefs concerning events and human interactions. When observing the same event, people with different naive theories of expectations, attitudes, and behaviors tend to see and explain that event differently. Naive theories promote conscious and unconscious biased beliefs, expectations, and actions. They also offer simple causal templates for perceiving and predicting events. Naive theories assist us in decision-making. They also fascinatingly persist, even with disconfirming evidence (Anderson & Lindsay, 1998). In my syllabus, the elements students are to address in a critical book review are bulleted and the differences between a critical review and a simple report are stated. Yet some students persist in a book report approach. Reasons may lie in three processes that promote naive theory maintenance. In the Illusory Correlation process a student strengthens support for his or her naive theory by imagining rather than discerning information. For example, if told that an engineering student parked in a space reserved for the college dean, some might imagine the student's gender to be male and the vehicle driven to be a car. However, that information was not provided. A student may assume additional information based on what he or she expects, rather than making the effort to question and analyze. A second process, Data Distortion, occurs when a student consciously or unconsciously accepts information that confirms previously held opinion and disregards discontinuing views, (my data are better than your data). A third process, Available Elements, includes perceiving events to follow a familiar pattern, such as the critical book review interpreted to be a book report. Anderson and Lindsay (1998) argue that a student's tendency can move from assuming to questioning when further processing is encouraged, a situation dependent on three factors: time, cognitive resources, and motivation to examine naive theories for accuracy. Questioning is important because, while naive theories allow quick, easy decisions, often they are based on invalid data and are surprisingly persistent. …" @default.
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• W301004893 date "2003-10-01" @default.
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• W301004893 title "Moving Students from Naïve Theory to Critical Thought: Encouraging Perseverance" @default.
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