Mindful(l) intuition: Does mindfulness influence the access to intuitive processes?

Remmers, Carina; Topolinski, Sascha; Michalak, Johannes

doi:10.1080/17439760.2014.950179

Cited by 29 publications

(26 citation statements)

References 61 publications

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“…They spell out when and why changes in understanding do not occur, consistent with existing interdisciplinary evidence ever since Bacon (1920). The (educational) research on the learning-testing cycle of knowledge internalization by way of deliberate psychological constructionism may have been the culprit, hiding behind the apparent difficulties in moving beyond knowledge and into the realm of understanding (see Bloom, 1984;Remmers et al, 2014). This difficulty is also evident in the pattern of the big-idea ratings shown in Table 4.…”

Section: Resultsmentioning

confidence: 78%

“…Psychological learning and understanding processes lean on the side of mindful deliberation, active attention, effortful knowledge internalization or construction, symbolic content, informing others or being informed by them, and are relatively recent on the evolutionary scale. Biofunctional learning and understanding infuse intimately with affect (Holbrook, Sousa, & Haun-Holbrook, 2011), are the immediate source of nonsymbolic (or phenomenal) content, reveal their outcomes in the form of insight (or revelation), cannot readily inform or be informed by others, and are ancient on an evolutionary scale (Greene & Haidt, 2002;Iran-Nejad, 2015;Remmers, Topolinski, & Michalak, 2014). For the purpose of this study, we assume that when nondeliberate biofunctional and deliberate psychological sources of understanding integrate versus associate (hereafter represented, respectively, as <> versusfor short), interlevel biofunctional<>psychological perspectives are born (Wimsatt, 1976).…”

Section: Introductionmentioning

confidence: 99%

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Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors

Iran‐Nejad

Stewart

Robinson

2015

IJEP

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This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional understanding as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in writing on their biggest idea of every week for a semester. They stated the idea in a simple sentence and followed by writing a concise paragraph to contemplate on it. Control sections equated their biggest idea with one most important to learn through the conventional learning-testing cycle of deliberate knowledge internalization or construction. Experimental sections fought the learning-testing-cycle urge and sought by hindsight the biggest idea of the most striking revelation (MSR) delivered to their awareness spontaneously by the biofunctional<>psycho-logyical spiral of their intuition>revelation<>reflection cycle. Results showed that experimental condition outperformed the control in the development of their insightful understanding measured by a Levels of Revelatory Strikingness Scale (LRSS) ResumenUsando cuatro secciones de un curso de grado de psicología de la educación con educación deliberada, se estudió en a posteriori el cambio no deliberado en el desarrollo de la comprensión biofuncional sobre sí mismos. Definimos la comprensión biofuncional como una capacidad intelectual espontánea; y para llegar a sus niveles biológicos profundamente arraigados, esculpidos por milenios de evolución, todos los estudiantes escribieron su principal idea acerca de ello cada semana durante un semestre. Las secciones de control equipararon su mayor idea con lo que ellos consideraron que era lo más importante a aprender a través del ciclo convencional de aprendizaje-evaluación en la internalización o construcción del conocimiento deliberado. Se animó a las secciones experimentales a combatir el ciclo de aprendizaje evaluación y a buscar a posteriori la idea esencial o mayor sorprendente revelación (MSR) consciente e involuntaria en la espiral biofuncional <> psicológica en su ciclo de intuición>revelación<>reflexión. Los resultados mostraron que las secciones experimentales superaron secciones de control en el desarrollo de su comprensión perspicaz medida por la Levels of Revelatory Strikingness Scale (EBLR). Llegamos a la conclusión de que los estudiantes son más propensos a cambiar su comprensión en función de sus propias revelaciones en primera-persona revelaciones que en respuesta a las evidencias en segunda/tercera persona presentadas por otros.Palabras clave: intuición>revelación<>reflexión espiral, educación en primera persona, comprensión biofuncional, conocimiento, personificación.

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Section: Resultsmentioning

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors

Iran‐Nejad

Stewart

Robinson

2015

IJEP

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“…The semantic coherence task (i.e., the triads task) used in this study dates back to Bowers et al (1990) and has been frequently used to study intuitive processing (e.g., Bolte & Goschke, 2005;Remmers et al, 2014;Topolinski & Strack, 2009a;Zander et al, 2015). For each trial of the task, participants were presented with word triads (i.e., three words at once presented below each other) that-unbeknownst to them-could be either semantically coherent or incoherent.…”

Section: Coherence Judgment Taskmentioning

confidence: 99%

Scrutinizing the Emotional Nature of Intuitive Coherence Judgments

Cruz

Winkelmann

Volz

2016

Behavioral Decision Making

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Dual‐system models propose that cognitive processing can occur either intuitively or deliberately. Unlike deliberate decision strategies, intuitive ones are assumed to have an emotional component attached to the decision process. We tested if intuitive decisions are indeed accompanied by an emotional response while deliberate decisions are not. Specifically, we conducted a psychophysiological study in which participants were instructed to decide either intuitively or deliberately if three simultaneously presented words were semantically coherent or incoherent (triad task). The degree of emotionality of these two decision strategies (intuitive vs. deliberate) was compared using changes in electrodermal activity (EDA) and the reaction time (RT) effect of an affective priming paradigm as primary measurements. Based on a valence‐arousal model, our results revealed that intuitive and deliberate judgments do not differ as to their emotional valence but that they do differ in emotional arousal. Most notably, sympathetic activation during intuitive judgments was significantly lower compared to sympathetic activation during deliberate judgments. Our results reflect that a relaxed state of mind—manifested in low sympathetic activity—could underlie the holistic processing that is assumed to facilitate the proliferation of semantic associations during coherence judgments. This suggests that coherence judgments made under an (instructed) intuitive decision mode have a specific psychophysiological signature and that arousal is the differentiating component between intuitive and deliberate decision strategies. © 2016 The Authors Journal of Behavioral Decision Making Published by John Wiley & Sons Ltd.

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“…To empirically test their two-stage conceptualization of intuition, Bowers et al (1990) developed several experimental paradigms, one of which, the triads task, is now widely used to investigate intuitive decision processes (Bolte and Goschke 2005;Ilg et al 2007;Topolinski and Strack 2009a,b;Remmers et al 2014). In this task, participants are asked to assess the semantic coherence of word triads (i.e., three words presented below each other that are either semantically linked through the existence of a forth word that describes this link or are semantically unrelated), which has been called semantic coherence judgment.…”

Section: Introductionmentioning

confidence: 99%

“…Yet, we are also aware of a different connotation: Some authors may regard the first kind of answers as being already indicative for the integrative stage stating that the recognition of coherence becomes explicit and not necessarily its justification in form of a solution. Thus, in other studies of intuition, explicitly solved trials were typically excluded from the analyses (e.g., Topolinski and Strack 2009a 2008; Remmers et al 2014). In fact, results have been interpreted in favour of a genuine continuity in the underlying perceptual-cognitive processing of information based on the phenomenon that semantic processing evoked by the sensory input spreads out steadily and in that way may converge on common semantic nodes (i.e., the solution concepts, CAs).…”

Section: Introductionmentioning

confidence: 99%

Intuitive decision making as a gradual process: investigating semantic intuition‐based and priming‐based decisions with fMRI

2015

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IntroductionIntuition has been defined as the instantaneous, experience‐based impression of coherence elicited by cues in the environment. In a context of discovery, intuitive decision‐making processes can be conceptualized as occurring within two stages, the first of which comprises an implicit perception of coherence that is not (yet) verbalizable. Through a process of spreading activation, this initially non‐conscious perception gradually crosses over a threshold of awareness and thereby becomes explicable. Because of its experiential basis, intuition shares conceptual similarities with implicit memory processes. Based on these, the study addresses two research questions: (1) Is the gradual nature of intuitive processes reflected on a neural level? (2) Do intuition‐based decisions differ neurally from priming‐based decisions?MethodsTo answer these questions, we conducted an fMRI study using the triads task and presented participants with coherent word triads that converge on a common fourth concept, and incoherent word triads that do not converge on a common fourth concept. Participants had to perform semantic coherence judgments as well as to indicate whether they immediately knew the fourth concept. To enable investigating intuition‐based and priming‐based decisions within the same task and with the same participants, we implemented a conceptual priming procedure into the coherence judgment task. We realized this by priming participants with concepts associated with incoherent triads in separate priming blocks prior to the coherence judgments.ResultsFor intuition‐based decisions, imaging results mainly revealed activity within the orbitofrontal cortex, within the inferior frontal gyrus and the middle temporal gyrus. Activity suppression in the right temporo‐occipital complex was observed for priming‐based decisions.ConclusionsWith respect to research question 1, our data support a continuity model of intuition because the two intuitive stages show quantitatively distinct brain activation patterns. Regarding research question 2, we can draw the preliminary conclusion of a qualitative difference between intuition‐based and priming‐based decisions.

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Mindful(l) intuition: Does mindfulness influence the access to intuitive processes?

Cited by 29 publications

References 61 publications

Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors

Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors

Scrutinizing the Emotional Nature of Intuitive Coherence Judgments

Intuitive decision making as a gradual process: investigating semantic intuition‐based and priming‐based decisions with fMRI

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