التفكير الحدسي وعلاقته بالبخل المعرفي والتحيزات المعرفية لدى طلبة الجامعة

الصافي, امنه منصور حسين (2022) التفكير الحدسي وعلاقته بالبخل المعرفي والتحيزات المعرفية لدى طلبة الجامعة. Doctoral thesis, جامعة بغداد - العراق.

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Abstract

The current research aims to find out: 1. Intuitive thinking of university students. 2. Cognitive miserliness of university students. 3. Cognitive biases of university students. 4. Correlational relationship between intuitive thinking, cognitive miserliness, and cognitive biases of university students. 5. The statistically significant differences in the correlation between intuitive thinking and cognitive miserliness according to the variables of gender (male, female) and specialization (scientific, humanity). 6. The statistically significant differences in the correlation between intuitive thinking and cognitive biases according to the variables of gender (male, female) and specialization (scientific, humanity). 7. The extent of intuitive thinking contribution in predicting the level of cognitive miserliness and cognitive biases of university students. For achieving these goals, the researcher has constructed a tool to measure intuitive thinking based on Epstein's theory (1991), which consisted of (40) items, four domains, and five alternatives on the Likert scale, and constructed a cognitive parsimony scale in light of Fiske and Taylor (1991) theory. The scale consisted of (49) items, four domains, and five alternatives on the Likert scale. The researcher adopted the (DACOBS) scale from the study of Van der Gag et al. (2013), which consists of (24) items, four domains, and five alternatives on the Likert scale. The measurement tools have been applied to the sample of statistical analysis ( 378) of male and female students selected according to a stratified random method with a proportional distribution from five faculties, three scientific faculties and two humanities from the University of Babylon, distributed according to the variables of gender and specialization, and after gathering and analyzing the data statistically by (SPSS), using the one-sample T-test, T-test of two independent samples, Pearson correlation coefficient, chi-square, Cronbach's alpha, regression analysis, and (Z) test for differences in correlation and factorial confirmatory and exploratory analyses. The results come as follows: • The university students at various levels have intuitive thinking, cognitive miserliness, and cognitive biases. b • There is a statistically significant correlation between intuitive thinking and cognitive miserliness of university students. • There is a statistically significant correlation between intuitive thinking and cognitive biases of university students. • There are no statistically significant differences in the correlation between intuitive thinking and cognitive miserliness according to the gender variable. • There are statistically significant differences in the correlation between intuitive thinking and cognitive miserliness according to the specialization variable • There are statistically significant differences in the correlation between intuitive thinking and cognitive biases according to the gender variable. • There are no statistically significant differences in the correlation between intuitive thinking and cognitive biases according to the specialization variable • There is a relative contribution of the independent variable (intuitive thinking) to the dependent variables (cognitive miserliness and cognitive biases). Accordingly, the researcher came up with several recommendations and suggestions, including: 1. The presence of cognitive miserliness in the research sample is due to the use of intuitive thinking in a significant way, which is associated with jumping to conclusions and being satisfied with quick solutions, and this is consistent with the nature of our current era, which is characterized by speed. 2. The tendency of individuals to adopt intuitive thinking can contribute to cognitive biases and cognitive miserliness and vice versa. 3. Directing those in charge of preparing curricula and at various educational levels to give intuitive thinking what it should be, as it is one of the ingredients for scientific and creative discoveries. 4. Designing training programs to reduce the cognitive biases of university students by developing social and emotional intelligence 5. Directing university counseling centers to prepare programs concerned with educating students that each result they reach is linked to a logical reason and that it is necessary to make mental efforts in a manner appropriate to the nature of each situation.

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