The recent literature on epistemic virtues advances two general projects. The first is virtue epistemology, an attempt to explicate key epistemic notions in terms of epistemic virtue. The second is epistemic virtue theory, the conceptual and normative investigation of cognitive traits of character. While a great deal of work has been done in virtue epistemology, epistemic virtue theory still languishes in a state of neglect. Furthermore, the existing work is non-naturalistic. The present paper contributes to the development of a naturalistic (...) epistemic virtue theory by presenting a virtue-theoretic evaluation of need for cognition as informed by the relevant psychological studies. (shrink)

There is a high need for cognition on earthquake risk to improve the public’s risk knowledge and risk awareness, so that they can make right decisions and take quick actions regarding mitigation measures and adjustments. In this study, search engine query data from the Baidu Index were extracted to reveal the information search behaviors of the Chinese public regarding the earthquake risk from 2010 to 2012. The data were also analyzed to discuss the characteristics of need for (...) cognition on a nationwide scale and over the long term. The results showed that graphic representations of need for cognition adhere to a “half-peak pattern” before and after earthquake events and dimensions in psychological distance theory, such as temporal distance, spatial distance, and social distance influence the need for cognition on earthquake risk that was the time and spatial discount effect. The implications for theory and practice regarding risk communication and management are discussed and concluded. (shrink)

Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behaviour. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), (...) is crucial in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use. (shrink)

A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning, a method that in previous studies has been contrasted against algorithmic reasoning with positive (...) effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition, and working memory capacity. Two independent groups, consisting of upper secondary students, practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding. (shrink)

Most of the academic research in the field of consumer ethics has focused on the cognitive antecedents and processes of unethical consumer behavior. However, the specific roles of discrete emotions such as fear have not yet been investigated thoroughly. This research examines the role of the need for cognition, the three affective responses—fear, power, and excitement—and perceived issue importance on moral intensity, ethical perceptions, and ethical intentions for four types of unethical consumer behaviors. A sample of consumers from (...) the two cities of Alexandria and Cairo, Egypt participated in the survey. Most research hypotheses were supported. NFC, issue importance, and affect variables were all predictors of moral intensity, ethical perceptions, and ethical intentions in four different consumer ethics scenarios. The specific predictors varied from one consumer ethics scenario to another, however. (shrink)

Previous research has shown that Need for Cognition, the individual tendency to engage in and enjoy cognitive endeavors, contributes to academic performance. Most studies on NFC and related constructs have thereby focused on grades to capture tertiary academic success. This study aimed at a more comprehensive approach on NFC’s meaning to success in university. We examined not only performance but also rather affective indicators of success. The current sample consisted of 396 students of different subjects with a mean (...) age of 24 years. All participants took part in an online survey that assessed NFC together with school performance and further personality variables via self-report. Success in university was comprehensively operationalized including performance, satisfaction with one’s studies, and thoughts about quitting/changing one’s major as indicators. The value of NFC in predicting tertiary academic success was examined with correlation analyses and path analysis. NFC significantly correlated with all success variables with the highest correlation for study satisfaction. Path analysis confirmed the importance of NFC for study satisfaction showing that NFC had a significant direct effect on study satisfaction and via this variable also a significant indirect effect on termination thoughts. This study clearly indicates that NFC broadly contributes to the mastery of academic requirements and that it is worthwhile to intensify research on NFC in the context of tertiary education. (shrink)

The need for cognitive closure is a construct postulated by Kruglanski that explains the motivational aspects which influence decision-making and its impact on the social environment. Initially, it was assessed through a unidimensional scale, later criticized for its poor satisfactory reliability and validity. Regarding these criticisms, Pierro and Kruglanski developed a new 14-item scale to measure two dimensions, which were not previously evaluated: urgency tendency and permanence tendency. Although the Revised Test of Need for Cognitive Closure is more (...) economical in terms of assessment time, it would be optimal to develop a reduced test that can assess faster while maintaining validity and reliability. The present research aims to reduce the Revised Test of Need for Cognitive Closure scale to the Argentinian context. To this end, we worked on a non-experimental design, assessing this scale within a sample of 690 Argentinian university students, and proceeded to perform reliability, as well as confirmatory factor analysis, convergent validity, and factorial invariance analysis. The results indicate a bi-factorial structure of a Need for Cognitive Closure instrument with eight items and two dimensions: urgency tendency and permanence tendency, suggesting good reliability in both of them. In addition, well convergent validity was checked with other validated instruments, and finally, the factor loadings were shown to be invariant. In conclusion, it was demonstrated the reliability and validity of reducing the Revised Test of Need for Cognitive Closure in our social environment. (shrink)

The impact of background category information on the creation of social cliques: The role of need for cognitive closure and decisiveness This article focuses on the role of need for cognitive closure in the process of mental model creation about social relations. We assumed that high need for closure participants tend to rely on background category information when forming social cliques. We predicted that this tendency to employ categorical information as a mental aid, used in order to (...) form social cliques, would be efficient in simple task structures but would lead to increased error rates in complex task structures. The results confirmed our predictions, showing especially strong effects for the decisiveness component of need for closure. The importance of individual differences in need for closure and decisiveness in social reasoning is discussed. (shrink)

With the wide application of computers and digital technologies, online information searching is being integrated into students’ learning process. Improving students’ creative question generation through online information searching is an emerging research topic in the creativity and pedagogy field. Online information searching brings diversified information, but it also leads to cognitive load brought by a large amount of online information. Using online information searching to generate creative questions depends on students’ cognitive properties. However, the existing literature ignores the joint influence (...) of students’ online information searching strategies and cognitive properties on their creative question generation. This study puts forward three hypotheses: first, the two strategies of students’ online information searching will increase their creative question generation; second, the impact of “keywords” is negatively moderated by students’ need for cognitive closure ; third, the impact of “Web page exploration” is positively moderated by NFCC. The main reason is that high NFCC prevents students from obtaining diversified perspectives by using different keywords, but it helps to avoid distractions caused by a large amount of online information and promote the persistency of their reading information. Based on the data of quasi-experimental tasks completed by 90 students in Grade 7 and Grade 8, the results support the above hypothesis. The contributions of creative question generation theory and NFCC theory, as well as important issues of future study, are discussed. (shrink)

Need for closure and cognitive structuring among younger and older adults The paper reported two correlational studies. The aim of the Study 1 was to examine the hypothesis that age moderates the relationship between need for closure and cognitive structuring. Results of the study revealed that aging with increased need for closure was associated with better recognition of irrelevant information than schema-relevant items, in testing hypotheses about the target person. These findings are interpreted as demonstrating the age-associated (...) failure of cognitive abilities, reducing tendency to behave according to the level of epistemic motivation. The results of Study 2 demonstrated that older participants are characterized by higher NFC but by lower EFNC than young participants. These results are consistent with the conclusion that the negative relationships between NFC and cognitive structuring demonstrated by the older participants in Study 1 can be attributed to their lower level of EFNC. (shrink)

This study assessed the possibility that the Budner Intolerance of Ambiguity Scale can offer an ideologically biased understanding of religious commitments. In a large sample of university undergraduates , Budner Scale correlations with Religious Interest, Religious Orientation, Need for Cognition, and Response Uncertainty supported the conclusion that religion predicts an inability to cope with uncertainty. At the same time, however, special procedures were used to create new scales expressing a Christian Tolerance of Ambiguity by translating Budner Scale items (...) into a language that was more compatible with religious beliefs. These Christian Tolerance of Ambiguity measures revealed that religiousness was associated with an ability rather than an inability to cope with uncertainty. Conflicting results between these Christian and nonreligious Tolerance of Ambiguity measures yielded additional support for the Ideological Surround Model of the psychology of religion. (shrink)

Continuance intention to online learning platforms has received increased attention in recent years, and media richness has been found to be an important antecedent influencing user retention. However, there is insufficient research on the mediating and moderating mechanism underlying this relation. The purpose of this article is to investigate the positive association between three dimensions of media richness and user continuance intention, the mediating role of social presence in the relationship between three dimensions of media richness and continuance intention, and (...) the moderating role of need for cognition in the relationship between three dimensions of media richness and social presence. We conduct a survey questionnaire with a sample of 368 users from online learning platforms and use structural equation modeling. The results indicate that the model proposed has a high explanatory power of continuance intention to online learning platforms and give support to the moderating role of the need for cognition. The study highlights the crucial role these technological-environment-related variables have in relation to virtual user experience and their continuance intention. Furthermore, this study shows the significance of differentiated online course design to foster users’ social presence according to user types. (shrink)

This study assessed the possibility that the Budner Intolerance of Ambiguity Scale can offer an ideologically biased understanding of religious commitments. In a large sample of university undergraduates , Budner Scale correlations with Religious Interest, Religious Orientation, Need for Cognition, and Response Uncertainty supported the conclusion that religion predicts an inability to cope with uncertainty. At the same time, however, special procedures were used to create new scales expressing a Christian Tolerance of Ambiguity by translating Budner Scale items (...) into a language that was more compatible with religious beliefs. These Christian Tolerance of Ambiguity measures revealed that religiousness was associated with an ability rather than an inability to cope with uncertainty. Conflicting results between these Christian and nonreligious Tolerance of Ambiguity measures yielded additional support for the Ideological Surround Model of the psychology of religion. (shrink)

Within the theoretical framework of the moral intensity model of ethical decision making (Jones, 1991), two studies ascertained the contention that ethicality judgements are contingent upon the perceived intensity of the moral issue. In addition, Study 1 extended the validity of the moral intensity notion to whistle-blowing behaviour; Study 2 addressed the effect of the individual difference variable, need-for-cognition, on differential utilization of intensity dimensions in the ethical decision process. A scenario approach was used in both studies. Results (...) have provided convergent support for the issue-contingency nature of ethical decisions. Study 1 also showed that felt empathy for potential victims predicted the likelihood of whistle-blowing behaviour, and that the perceived overall ethicality of a wrongdoing predicted felt empathy when potential victims are psychologically and physically close. Results of Study 2 further suggested a greater utilization of issue-relevant information by high need-for-cognition individuals in ethical decision making. (shrink)

There is an emerging consensus that retrieval practice is a powerful way to enhance long-term retention and to reduce achievement gaps in school settings. Less is known whether retrieval practice benefits performance in individuals with low intrinsic motivation to spend time and effort on a given task, as measured by self-reported need for cognition. Here, we examined retrieval practice in relation to individual differences in NFC by combining behavioral and functional magnetic resonance imaging data. Using a within-subject design, (...) upper-secondary school students learned a language-based material, with half of the items by means of retrieval practice with feedback and half by study only. One week later, the students were tested on the word-pairs either in the classroom, or in a fMRI scanner. In both settings, a retrieval practice effect was observed across different levels of NFC. Relatedly, comparable fMRI effects were seen in both NFC subgroups. Taken together, our findings provide behavioral and brain-imaging evidence that retrieval practice is effective also for individuals with lower levels of NFC, which is of direct relevance for educational practice. (shrink)

_Abstract_: The question posed in the title serves as a springboard to examine the interdisciplinary nature of cognitive science and the role philosophy should play. I will argue that philosophy has a clearly defined role to play over and above the contributions made by philosophies specific to the various disciplines engaged in cognitive science. I also point out that by engaging with cognitive science – an endeavor defined by a clear scientific goal – philosophy itself will have to change in (...) ways that are bound to affect the future of philosophizing. In the first part of this paper, I play devil’s advocate, arguing that philosophy should not be amongst the disciplines engaged in cognitive science. In the second part, I discuss how the relationship between philosophy and psychology has been changed by their common participation in cognitive science: psychology is now admittedly philosophical and philosophy has become naturalized. In the third part, I suggest that philosophy is better equipped than psychology to handle the thorny question of representation in cognitive science. In the fourth part and conclusion, I argue that cognitive science will influence both the theory and practice of philosophy: the futures of cognitive science and philosophy are tied together. _Keywords_: Philosophy; Cognitive Science; Cognitive Psychology; Naturalism; Epistemology _Quale filosofia – se una ce ne vuole – per la scienza cognitiva?_ _Riassunto_: L’interrogativo posto nel titolo funge da punto di partenza per analizzare la natura interdisciplinare della scienza cognitiva e il ruolo che la filosofia dovrebbe avere al suo interno. Sosterrò che alla filosofia spetti un ruolo ben definito, al di là dei contributi forniti dai particolari indirizzi filosofici coinvolti nella scienza cognitiva. Sottolineerò anche che, confrontandosi con la scienza cognitiva – un ambito caratterizzato da un chiaro obiettivo scientifico – la filosofia stessa dovrà cambiare, assumendo modalità che influenzeranno il futuro del filosofare. Nella prima parte di questo articolo metterò le vesti dell’avvocato del diavolo, sostenendo come la filosofia non dovrebbe essere tra le discipline coinvolte nella scienza cognitiva. Nella seconda parte discuterò come il rapporto tra filosofia e psicologia sia mutato per effetto della comune partecipazione al progetto della scienza cognitiva: ora la psicologia è apertamente filosofica e la filosofia è filosofia naturalizzata. Nella terza parte mostrerò come la filosofia sia meglio equipaggiata della psicologia per fronteggiare l’ostico problema della rappresentazione nella scienza cognitiva. Nella quarta parte e nelle conclusioni sosterrò che la scienza cognitiva potrà influenzare la teoria e la pratica del filosofare: il futuro della scienza cognitiva e della filosofia sono reciprocamente legati. _Parole chiave_: Filosofia; Scienza cognitiva; Psicologia cognitiva; Naturalismo; Epistemologia. (shrink)

Ramsey (1997) argues that connectionist representations 'do not earn their explanatory keep'. The aim of this paper is to examine the argument Ramsey gives to support that conclusion. In doing so, I identify two kinds of explanatory need—need relative to a possible explanation and need relative to a true explanation and argue that internal representations are not needed for either connectionist or nonconnectionist possible explanations but that it is quite likely that they are needed for true explanations. (...) However, to show that the latter is the case requires more than a consideration of the form of explanation involved. (shrink)

Ramsey (1997) argues that connectionist representations ‘do not earn their explanatory keep’. The aim of this paper is to examine the argument Ramsey gives to support that conclusion. In doing so, I identify two kinds of explanatory need—need relative to a possible explanation and need relative to a true explanation and argue that internal representations are not needed for either connectionist or non‐connectionist possible explanations but that it is quite likely that they are needed for true explanations. (...) However, to show that the latter is the case requires more than a consideration of the form of explanation involved. (shrink)

The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active and informed citizens requires (...) an emphasis on citizen preparation, but significantly more than the existing curriculum can provide, namely, the acquisition of knowledge and skills to improve students’ social and intellectual capacities and dispositions as future citizens. To this end, I argue for a model of democratic education that emphasises philosophy functioning educationally, whereby students have an integral role to play in shaping democracy through engaging in philosophy as collaborative inquiry that integrates pedagogy, curriculum and assessment. I contend that only philosophy can promote democracy, insofar as philosophical inquiry is an exemplar of the kind of deliberative inquiry required for informed and active democratic citizenship. In this way, philosophy can make a fundamental and much needed contribution to education. (shrink)

For most philosophers of psychology and cognitive science, inquiry into human cognitive activity begins at the level of intrapersonal processes. A central question is whether these processes are sufficiently autonomous from more basic neurophysiological processes to be investigated in their own terms, or whether all explanations must be in neurophysiological terms. Some philosophers have insisted on the relative autonomy of the cognitive level. One currently quite popular view, eliminative materialism, however, holds that the explanations that have been advanced at the (...) intrapersonal cognitive level are misguided, and must be replaced by accounts developed from an understanding of the underlying neurophysiological processes. (shrink)

This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary research, the (...) scrutiny and communication of findings and concepts, and the application of research and associated issues of policy likely to arise in the future. To help highlight the need for interdisciplinary and public discussion, we also report the opinions of a group of educators (comprising trainee teachers, teachers and head teachers) on the neuroeducational ethics of cognitive enhancing drugs, infant screening, genetic profiling and animal research. (shrink)

La plupart des projets d’architectures cognitives dans les sciences cognitives et des explications des processus cérébraux dans les neurosciences interprètent l’esprit/cerveau comme réactif : le processus est déclenché par un stimulus et se termine par une réponse. Mais il y a de plus en plus de données laissant penser que le cerveau est endogéniquement actif : des oscillations de l’activité électrochimique à de multiples fréquences ont lieu dans le cerveau même en l’absence de stimuli et ceux-ci servent plutôt à moduler (...) ces oscillations qu’à déclencher l’activité. De plus, des données montrent que cette activité endogène est utilisée dans diverses activités de traitement de l’information. Je m’appuie sur les données issues des enregistrements cellulaires unitaires, de l’EEG et de l’IRMf en situation passive, afin de soutenir la thèse d’un comportement oscillatoire continu dans le cerveau et d’identifier plusieurs manières dont ce comportement peut contribuer à la cognition. Si les sciences cognitives ont pour but de comprendre comment nous effectuons des tâches cognitives, elles ont besoin de développer des architectures cognitives qui intègrent le type d’activité endogène dynamique présentée par le cerveau. (shrink)

La plupart des projets d’architectures cognitives dans les sciences cognitives et des explications des processus cérébraux dans les neurosciences interprètent l’esprit/cerveau comme réactif : le processus est déclenché par un stimulus et se termine par une réponse. Mais il y a de plus en plus de données laissant penser que le cerveau est endogéniquement actif : des oscillations de l’activité électrochimique à de multiples fréquences ont lieu dans le cerveau même en l’absence de stimuli et ceux-ci servent plutôt à moduler (...) ces oscillations qu’à déclencher l’activité. De plus, des données montrent que cette activité endogène est utilisée dans diverses activités de traitement de l’information. Je m’appuie sur les données issues des enregistrements cellulaires unitaires, de l’EEG et de l’IRMf en situation passive, afin de soutenir la thèse d’un comportement oscillatoire continu dans le cerveau et d’identifier plusieurs manières dont ce comportement peut contribuer à la cognition. Si les sciences cognitives ont pour but de comprendre comment nous effectuons des tâches cognitives, elles ont besoin de développer des architectures cognitives qui intègrent le type d’activité endogène dynamique présentée par le cerveau. (shrink)

Drawing on anthropological examples of first contacts between people from different cultures, I argue that non-verbal communication plays a far bigger part in intercultural communication than has been acknowledged in the literature so far. Communication rests on mutually attuning in a large number of judgements. Some sort of structuring principle is needed at this point, and Davidson's principle of charity is a good candidate, provided sufficient attention is given to non-verbal communication. There will always be more and less successful interpretations (...) and translations, and their success will depend on the success of the non-verbal communication at hand. There is no need for cognitive or semantic universals: people understand each other because they share (a) certain form(s) of life. How ever, it is incorrect to treat forms of life as rigid entities with clear boundaries: it is both impossible and unnecessary to determine them in an exact way. Any appeal to cognitive or cultural essences to explain how people communicate successfully is flawed. My critique of essentialism is not a defence of linguistic ‘anything goes' relativism whatsoever. Assumptions underwriting a relativist stance often wrongly issue, in a decidedly non-relativist confidence in one fixed set of categories, values or meanings. S. Afr. J. Philos. Vol.21(2) 2002: 85-96. (shrink)

One of the leading cognitive models of auditory verbal hallucinations (AVHs) proposes such experiences result from a disturbance in the process by which inner speech is attributed to the self. Research in this area has, however, proceeded in the absence of thorough cognitive and phenomenological investigations of the nature of inner speech, against which AVHs are implicitly or explicitly defined. In this paper we begin by introducing philosophical phenomenology and highlighting its relevance to AVHs, before briefly examining the evolving literature (...) on the relation between inner experiences and AVHs. We then argue for the need for philosophical phenomenology (Phenomenology) and the traditional empirical methods of psychology for studying inner experience (phenomenology) to mutually inform each other to provide a richer and more nuanced picture of both inner experience and AVHs than either could on its own. A critical examination is undertaken of the leading model of AVHs derived from phenomenological philosophy, the ipseity disturbance model. From this we suggest issues that future work in this vein will need to consider, and examine how interdisciplinary methodologies may contribute to advances in our understanding of AVHs. Detailed suggestions are made for the direction and methodology of future work into AVHs, which we suggest should be undertaken in a context where phenomenology and physiology are both necessary, but neither sufficient. (shrink)

Joshua Greene and his colleagues have proposed a dual-process theory of moral decision-making to account for the effects of emotional responses on our judgments about moral dilemmas that ask us to contemplate causing direct personal harm. Early formulations of the theory contrast emotional and cognitive decision-making, saying that each is the product of a separable neural system. Later formulations emphasize that emotions are also involved in cognitive processing. I argue that, given the acknowledgement that emotions inform cognitive decision-making, a single-process (...) theory can explain all of the data that have been cited as evidence for Greene’s theory. The emotional response to the thought of causing harm may differ in degree, but not in kind, from other emotions influencing moral decision-making. (shrink)

It is argued that we cannot build a sophisticated autonomous planetary rover just by implementing sophisticated planning algorithms. Planning must be based on information, and the agent must have the cognitive capability of acquiring new information about its environment. That requires the implementation of a sophisticated epistemology. Epistemological considerations indicate that the rover cannot be assumed to have a complete probability distribution at its disposal. Its planning must be based upon “thin” knowledge of probabilities, and that has important implications for (...) what planning algorithms might be employed. (shrink)

There is mounting evidence that non-invasive brain stimulation devices - transcranial direct current stimulation and transcranial magnetic stimulation could be used for cognitive enhancement. However, the regulatory environment surrounding such uses of stimulation devices is less clear than for stimulant drugs—a fact that has already been commercially exploited by several companies. In this paper, the mechanism of action, uses and adverse effects of non-invasive neurostimulation devices are reviewed, along with social and ethical challenges pertaining to their use as cognitive enhancements. (...) Two regulatory approaches that could be used to facilitate responsible use of these devices as products and services are outlined. Apart from establishing the urgently needed comprehensive regulatory framework, they might provide a starting point for establishing long term physiological and social effects of enhancement uses of tDCS and TMS. (shrink)

The need for ethical naturalism -- Moral problem-solving as an empirical inquiry -- Where are our values bred? : sources of moral norms -- Intuitive processes of moral cognition -- Moral deliberation as cognition, imagination, and feeling -- The nature of "reasonable" moral deliberation -- There is no moral faculty -- Moral fundamentalism is immoral -- The making of a moral self.