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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
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Global-local processing impacts academic risk taking.

Elvis W S Tan1, Stephen Wee Hun Lim1, Emmanuel Manalo2

  • 1a Department of Psychology, Faculty of Arts and Social Sciences , National University of Singapore , Singapore.

Quarterly Journal of Experimental Psychology (2006)
|October 26, 2016
PubMed
Summary
This summary is machine-generated.

Students

Keywords:
Academic risk takingGlobal-local processingNavon’s taskNeed for cognition (NFC)Theory of predictive and reactive control systems (PARCS)

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Decision Making

Background:

  • Academic risk-taking, or choosing tasks of varying difficulty, significantly impacts educational outcomes.
  • Cognitive processing styles, specifically global versus local, are hypothesized to influence these risk-taking behaviors.

Purpose of the Study:

  • To investigate the relationship between global and local cognitive processing styles and students' academic risk-taking tendencies.
  • To determine if cognitive priming affects academic risk-taking decisions.

Main Methods:

  • Two experiments were conducted involving participants reading a passage and then undergoing a Navon's task to prime global or local processing.
  • Academic risk-taking was measured using perception-based (Experiment 1) and task-based (Experiment 2) methods.
  • Need for cognition was controlled for in the analysis.

Main Results:

  • Globally focused individuals demonstrated higher academic risk-taking than locally focused individuals, a finding confirmed across both experiments.
  • Experiment 2, with a control group, indicated that locally focused participants were primarily responsible for the observed effects.
  • The predictive and reactive control systems (PARCS) theory offers an explanation for these findings.

Conclusions:

  • Cognitive processing styles significantly influence students' academic risk-taking behaviors.
  • Global processing is associated with greater academic risk-taking, while local processing is linked to reduced risk-taking.
  • Findings have implications for educational strategies aimed at optimizing student engagement and learning.