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Dual Process Research
Dual-process theory proposes that
multiple independent but interacting processing systems underlie thought,
judgment, and decision-making: Experiential and analytic. The
experiential processing
system is automatic, emotional, and cognitively economical.
Experiential processing generally relies on concrete and contextualized task
representations, rich in content from the situation, prior knowledge,
experiences, or associations which, in turn, results in responses that are based
on potentially misleading heuristics and beliefs.
Analytic processing is formal, systematic, and
cognitively effortful. Analytic processing may involve constructing
decontextualized task representations, which require knowledge and skills that
are acquired in culturally specific contexts, often resulting in responses that
are normatively justified by formal logic or mathematics.
Research from my lab examines the nature and development of
the ability for adolescents to regulate their thinking (see
Klaczynski, 2005). Our
research has focused on the participants' metacognitive skills to distinguish
between the dual cognitive systems and identify analytically-based responses on
the ratio-biased task (Amsel, Klaczynski,
Johnston, Bench, Close, Sadler, & Walker, 2008). This work has demonstrated
that metacognitive skills a) develop from preadolescence to young adulthood, b)
predict performance on the ratio-bias task, and c) are stable over trials and
across different versions of the task. We additionally examined dual processes
in the context of youth gambling behavior and found that those with a Poor
metacognitive status engage in more gambling and do so more irrationally than
those with a Competent status (Amsel,
Close, Sadler, & Klaczynski, 2009). In our most recent work we
demonstrated the central importance on metacognitive status in predicting
optimal decision making click
here for a summary). We are extending this work in
three new projects in the Spring of 2010 more directly addressing metacognitive
skills and its relation to a) priming of analytic processing through mathematics
exercises, b) the task cueing hypothesis (Inbar et al (2010), and c) recent work
on the automatic detection of experiential/analytic response conflict (series of
papers by De Neys)
Week 1: Dual Process Theory: Theory and Evidence
Stanovich & West (2000)
(skim)
De Neys (2006)
Masicampo &
Baumeister (2008)
Week 2. Metacognition, and
Cognitive Regulation
Horgarth (2005)
Klaczynski (2009)
Thompson (2009)
Week 3. Implicit monitoring of
analytic/experiential conflict
De
Neys, Moyens & Wansteenwgen (2010)
De Neys et al (2008)
Week 4: Dual Process Theories of Adolescent
Development: The Case of Risk Taking
Rivers, Reyna,
& Mills (2008)
Shaw, Amsel, &
Schilo (in press)
Steinberg (2008)
Week 5. Perspective Effects
Alonso & Fernadez-Berrocol (2003)
Epstein & Pacini (2000)
Kirkpatrick & Epstein (1992)
Klaczynski (2001)
Week 6. Reaction Time Studies
DeNeys (2007)
Gillian et al. (2009)
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