Actively Open-Minded Thinking – Introduction and an Attempt to Describe the Idea Behind

Anna Błaszczak

Abstract


The article introduces the concept of actively open-minded thinking to Polish literature on the subject matter as well as an attempt to translate the name into Polish in most adequate way. Actively open-minded thinking is a disposition typical for an individual or the strategy used to process information and make decisions. According to Baron it constitutes the base for rationality and critical thinking. It assumes a conscious and purposive looking for a diverse range of opinions and facts, despite individual preferences, in order to analyze the issue in an elaborate and unbiased way. The essence of such an analysis is to consider different perspectives in order to gain confidence that the selected option or inferences that were made are most adequate and reliable. The aim is to think reasonably and without biases. In addition to specifying what actively open-minded thinking is, the author compares this disposition with other features related to critical thinking present in the scientific discourse: reflexivity, the need for cognition, the need for cognitive closure, and a flexible mindset. In addition, the regulatory consequences of thinking in an open and flexible way, the sources of this disposition and methods of its measurement were discussed.


Keywords


actively open-minded thinking; need for cognition; need for cognitive closure; reflexivity; flexible mindset

Full Text:

PDF (Język Polski)

References


LITERATURA

Albanese, J., Paturas, J. (2018). The Importance of Critical Thinking Skills in Disaster Management. Journal of Business Continuity & Emergency Planning, 11(4), 326–334.

Baron, J. (1993). Why Teach Thinking? An Essay. Applied Psychology: An International Review, 42(3), 191–237. DOI: https://doi.org/10.1111/j.1464-0597.1993.tb00731.x

Baron, J. (2008). Thinking and Deciding. New York: Cambridge University Press.

Baron J. (2017). Comment on Kahan and Corbin: Can Polarization Increase with Actively Open-Minded Thinking? Research & Politics, 4(1). DOI: https://doi.org/10.1177/2053168016688122

Baron, J. (2018a). Actively Open-Minded Thinking in Politics. Cognition, 188, 8–18. DOI: https://doi.org/10.1016/j.cognition.2018.10.004

Baron J. (2018b). Individual Mental Abilities vs. the World’s Problems. Journal of Intelligence, 6(2), 23. DOI: https://doi.org/10.3390/jintelligence6020023

Baron, J., Gürçay, B., Metz, E. (2016). Reflective Thought and Actively Open-Minded Thinking. W: M. Toplak, J. Weller (Eds.), Individual Differences in Judgement and Decision-Making: A Developmental Perspective (s. 107–126). New York: Psychology Press.

Błaszczak, A. (2010). Współzależność schematu Ja. Różnice płciowe, konsekwencje. Lublin: Wydawnictwo UMCS.

Błaszczak, A., Klocek, M. (2022). Pomiar elastycznego i otwartego myślenia (POEM). Niepublikowany raport z badań. Lublin: Uniwersytet Marii Curie-Skłodowskiej.

Brycz, H. (2004). Trafność spostrzegania własnych i cudzych zachowań. Kraków: Oficyna Wydawnicza Impuls.

Cacioppo, J.T., Petty, R.E. (1982). The Need for Cognition. Journal of Personality and Social Psychology, 42(1), 116–131. DOI: https://doi.org/10.1037/0022-3514.42.1.116

De Neys, W., Bonnefon, J.F. (2013). The ‘Whys’ and ‘Whens’ of Individual Differences in Thinking Biases. Trends in Cognitive Sciences, 17(4), 172–178. DOI: https://doi.org/10.1016/j.tics.2013.02.001

Dragan, W., Gogół, E., Piłat, J., Oniszczenko, W. (2014). Regulacyjna teoria temperamentu. Profile cech temperamentu pacjentów z chorobą afektywną dwubiegunową i uzależnionych od alkoholu. Psychologia – Etologia – Genetyka, 29, 23–35.

Evans, J.S.B.T., Stanovich, K.E. (2013). Dual-Process Theories of Higher Cognition: Advancing the Debate. Perspectives on Psychological Science, 8(3), 223–241. DOI: https://doi.org/10.1177/1745691612460685

Frederick, S. (2005). Cognitive Reflection and Decision Making. Journal of Economic Perspectives, 19(4), 25–42. DOI: https://doi.org/10.1257/089533005775196732

Głuchowska, A. (2007). Gender Differences in Self-Schema and Identity. International Journal of Interdisciplinary Social Sciences, 2(2), 471–479. DOI: https://doi.org/10.18848/1833-1882/CGP/v02i02/52283

Haran, U., Ritov, I., Mellers, B.A. (2013). The Role of Actively Open-Minded Thinking in Information Acquisition, Accuracy, and Calibration. Judgment and Decision Making, 8(3), 188–201. DOI: https://doi.org/10.1037/t41728-000

Janssen, E.M., Verkoeijen, P.P.J.L., Heijltjes, A.E.G., Mainhard, T., Peppen, L.M. van, Gog, T. van (2020). Psychometric Properties of the Actively Open-Minded Thinking Scale. Thinking Skills and Creativity, 36, 100659. DOI: https://doi.org/10.1016/j.tsc.2020.100659

Jarymowicz, M. (red.). (2002). Poza egocentryczną perspektywą widzenia siebie i świata. Warszawa: Wydawnictwo Instytutu Psychologii PAN.

Kahneman, D. (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.

Kappes, A., Harvey, A.H., Lohrenz, T., Read Montague, P., Sharot, T. (2020). Confirmation Bias in the Utilization of Others’ Opinion Strength. Natural Neuroscience, 23, 130–137. DOI: https://doi.org/10.1038/s41593-019-0549-2

Kossowska, M. (2003). Różnice indywidualne w potrzebie poznawczego domknięcia. Przegląd Psychologiczny, 46(4), 355–374.

Kossowska, M. (2005). Umysł niezmienny. Poznawcze mechanizmy sztywności. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.

Macpherson, R., Stanovich, K.E. (2007). Cognitive Ability, Thinking Dispositions, and Instructional Set as Predictors of Critical Thinking. Learning and Individual Differences, 17(2), 115–127. DOI: https://doi.org/10.1016/j.lindif.2007.05.003

Matusz, P.J., Traczyk, J., Gąsiorowska, A. (2011). Kwestionariusz Potrzeby Poznania – konstrukcja i weryfikacja empiryczna narzędzia mierzącego motywację poznawczą. Psychologia Społeczna, 6(2), 113–128.

McPeck, J.E. (2016). Critical Thinking and Education. New York: Routledge. DOI: https://doi.org/10.4324/9781315463698

Metz, S.E., Baelen, R.N., Yu, A. (2020). Actively Open-Minded Thinking in American Adolescents. Review of Education, 8(3), 768–799. DOI: https://doi.org/10.1002/rev3.3232

Moore, K. (2010). The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making. Journal of Adult Education, 39(1), 1–10.

Price, E., Ottati, V., Wilson, C.I., Kim, S. (2015). Open-Minded Cognition. Personality and Social Psychology Bulletin, 41(11), 1488–1504. DOI: https://doi.org/10.1177/0146167215600528

Rizeq, J., Flora, D., Toplak, M. (2020). An Examination of the Underlying Dimensional Structure of Three Domains of Contaminated Mindware: Paranormal Beliefs, Conspiracy Beliefs, and Anti-Science Attitudes, Thinking & Reasoning, 27(2), 187–211. DOI: https://doi.org/10.1080/13546783.2020.1759688

Royce, C.S., Hayes, M.M., Schwartzstein, R.M. (2019). Teaching Critical Thinking: A Case for Instruction in Cognitive Biases to Reduce Diagnostic Errors and Improve Patient Safety. Academic Medicine, 94(2), 187–194. DOI: https://doi.org/10.1097/ACM.0000000000002518

Sassenberg, K., Winter, K., Becker, D., Ditrich, L., Scholl, A., Moskowitz, G.B. (2021). Flexibility Mindsets: Reducing Biases that Result from Spontaneous Processing. European Review of Social Psychology, 33(1), 171–213. DOI: https://doi.org/10.1080/10463283.2021.1959124

Sá, W.C., West, R.F., Stanovich, K.E. (1999). The Domain Specificity and Generality of Belief Bias: Searching for a Generalizable Critical Thinking Skill. Journal of Educational Psychology, 91(3), 497–510. DOI: https://doi.org/10.1037/0022-0663.91.3.497

Sá, W.C., Kelley, C., Ho, C., Stanovich, K.E. (2005). Thinking about Personal Theories: Individual Differences in the Coordination of Theory and Evidence. Personality and Individual Differences, 38(5), 1149–1161. DOI: https://doi.org/10.1016/j.paid.2004.07.012

Stanovich, K.E. (2011). Rationality and the Reflective Mind. New York: Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780195341140.001.0001

Stanovich, K.E., West, R.F. (1997). Reasoning Independently of Prior Belief and Individual Differences in Actively Open-Minded Thinking. Journal of Educational Psychology, 89(2), 342–357. DOI: https://doi.org/10.1037/0022-0663.89.2.342

Stanovich, K.E., West, R.F. (1998). Individual Differences in Rational Thought. Journal of Experimental Psychology: General, 127(2), 161–188. DOI: https://doi.org/10.1037/0096-3445.127.2.161

Stanovich, K.E., West, R.F. (2007). Natural Myside Bias is Independent of Cognitive Ability. Thinking & Reasoning, 13(3), 225–247. DOI: https://doi.org/10.1080/13546780600780796

Stanovich, K.E., West, R.F., Toplak, M.E. (2013). Myside Bias, Rational Thinking, and Intelligence. Current Directions in Psychological Science, 22(4), 259–264. DOI: https://doi.org/10.1177/0963721413480174

Stanovich, K.E., West, R.F., Toplak, M.E. (2016). The Rationality Quotient: Toward a Test of Rational Thinking. New York: MIT Press. DOI: https://doi.org/10.7551/mitpress/9780262034845.001.0001

Strelau, J. (1998). Psychologia temperamentu. Warszawa: PWN.

Svedholm, A., Lindeman, M. (2013). The Separate Roles of the Reflective Mind and Involuntary Inhibitory Control in Gatekeeping Paranormal Beliefs and the Underlying Intuitive Confusions. British Journal of Psychology, 104(3), 303–319. DOI: https://doi.org/10.1111/j.2044-8295.2012.02118.x

Svedholm-Häkkinen, A.M., Lindeman, M. (2018). Actively Open-Minded Thinking: Development of a Shortened Scale and Disentangling Attitudes Towards Knowledge and People. Thinking & Reasoning, 24(1), 21–40. DOI: https://doi.org/10.1080/13546783.2017.1378723

Szydłowski, P. (2015). Pomiar stylu analitycznego przetwarzania informacji. Wstępna weryfikacja narzędzi: Testu Cognitive Reflection Test (CRT) i zadań Base-Rate Tasks (BRT). Studia Psychologica, 15(2), 57–70. DOI: https://doi.org/10.21697/sp.2015.14.2.04

Toplak, M.E., Flora, D.B. (2020). Resistance to Cognitive Biases: Longitudinal Trajectories and Associations with Cognitive Abilities and Academic Achievement across Development. Journal of Behavioral Decision Making, 34(3), 344–358. DOI: https://doi.org/10.1002/bdm.2214

Travis, C., Aronson, E. (2014). Błądzą wszyscy (ale nie ja). Dlaczego usprawiedliwiamy głupie poglądy, złe decyzje i szkodliwe działania. Sopot: Smak Słowa.

Webster, D.M., Kruglanski, A.W. (1994). Individual Differences in Need for Cognitive Closure. Journal of Personality and Social Psychology, 67(6), 1049–1062. DOI: https://doi.org/10.1037/0022-3514.67.6.1049

West, R.F., Toplak, M.E., Stanovich, K.E. (2008). Heuristics and Biases as Measures of Critical Thinking: Associations with Cognitive Ability and Thinking Dispositions. Journal of Educational Psychology, 100(4), 930–941. DOI: https://doi.org/10.1037/a0012842

NETOGRAFIA

Gürçay-Morris, B. (2016). The Use of Alternative Reasons in Probabilistic Judgment. PhD Dissertation, Department of Psychology, University of Pennsylvania. Pobrane z: http://finzi.psych.upenn.edu/~baron/theses/GurcayMorrisDissertation.pdf (dostęp: 30.05.2022).




DOI: http://dx.doi.org/10.17951/j.2022.35.3.23-41
Date of publication: 2022-12-19 09:09:31
Date of submission: 2022-06-30 21:33:33


Statistics


Total abstract view - 966
Downloads (from 2020-06-17) - PDF (Język Polski) - 604

Indicators



Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Anna Błaszczak

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.