biologia: Dual process theory

Evidence: 100 • authority: 72

In psychology, a dual process theory provides an account of how thought can arise in two different ways, or as a result of two different processes. Often, the two processes consist of an implicit (automatic), unconscious process and an explicit (controlled), conscious process. Verbalized explicit processes or attitudes and actions may change with persuasion or education; though implicit process or attitudes usually take a long amount of time to change with the forming of new habits. Dual process theories can be found in social, personality, cognitive, and clinical psychology. It has also been linked with economics via prospect theory and behavioral economics, and increasingly in sociology t…

Evidence: 61 • authority: 88

Reason and intuition in the moral life: A dual-process account of moral justification. Abstract This chapter explores how morality can be rational if moral intuitions are resistant to rational reflection. There are two parts to this question. The normative problem is whether there is a model of moral justification which can show that morality is a rational enterprise given the facts of moral dumbfounding. Appealing to the model of reflective equilibrium for the rational justification of moral intuitions solves this problem. Reflective equilibrium views the rational justification of morality as a back-and-forth balancing between moral theory and moral intuition, and therefore does not requir…

Evidence: 61 • authority: 92

Beyond symbolic algebra with quantum picturalism.. The more advanced the symbolic mathematics, the more impenetrable the meaning. This is particularly evident in quantum theory, where symbolic formalisms foreground states and objects. An alternative diagrammatic approach, Quantum Picturalism (QPic), privileges structure, relation, and transformation. As a category theoretic formalism, it supports reasoning through the composition of visually represented quantum processes, a distinction that not only concerns representation but also shapes how quantum phenomena are conceptualized, opening new educational possibilities and ways of knowing. The choice of formalism-algebraic or diagrammatic-is…

Evidence: 61 • authority: 92

Dual-process theories beyond cognitive psychology: psychodynamic, clinical, and neurobiological perspectives.. Dual-process theories (DPT) have become an influential framework for understanding human cognition by distinguishing between two modes of mental processing, often described through distinctions such as automatic vs. controlled, intuitive vs. analytic, or unconscious vs. conscious. Although initially developed within cognitive psychology, this review considers DPT in relation to psychodynamic, clinical, and neurobiological perspectives to explore their complementary contributions to understanding human mental functioning. From a psychodynamic perspective, particular attention is giv…

Evidence: 54 • authority: 92

Yan Hui and Zhuangzi: the way of spiritual healing in the twin peaks of Confucianism and Daoism.. Yan Hui and Zhuangzi have often been read as representing two contrasting traditions of self-cultivation in early Chinese philosophy. Against the background of contemporary concern with psychological distress, this article argues that the Analects and the Zhuangzi illuminate a shared problem: how the heart-mind may be reoriented under conditions of suffering, instability, and attachment. Through close textual analysis, the article shows that the Confucian materials associated with Yan Hui address this problem by giving desire, conduct, and affect an ethical form through ritual discipline, moral…

Evidence: 54 • authority: 72

Dual inheritance theory (DIT), also known as gene–culture coevolution or biocultural evolution, developed in the 1960s through early 1980s to explain human behavior as a product of two different and interacting evolutionary processes: genetic evolution and cultural evolution. Genes and culture (DIT suggests) continually interact in a feedback loop: changes in genes can lead to changes in culture which can then influence genetic selection, and vice versa. One of the theory's central claims is that culture evolves partly through a Darwinian selection process, which dual-inheritance theorists often describe by analogy to genetic evolution. 'Culture', in this context, is defined as 'socially le…

Evidence: 47 • authority: 72

Critical theory is a social, historical, and political school of thought and philosophical perspective which centers on analyzing and challenging systemic power relations in society, arguing that knowledge, truth, and social structures are fundamentally shaped by power dynamics between dominant and oppressed groups. Beyond just understanding and critiquing these dynamics, it explicitly aims to transform society through praxis and collective action with an explicit sociopolitical purpose. Critical theory's main tenets center on analyzing systemic power relations in society, focusing on the dynamics between groups with different levels of social, economic, and institutional power. Unlike trad…

Evidence: 47 • authority: 88

How many dual-process theories do we need? One, two, or many?. Abstract Dual-process theories of cognition are to be found everywhere in psychology. This chapter addresses whether there is a need to have this great multiplicity of theories, or whether there is one grand unifying dual-process theory that can incorporate them all. It argues that such theories fall into two distinct groups from the viewpoint of the cognitive architecture they imply. There is also a third notion (cognitive styles) that can all too readily be confused with such two-process accounts. A minimal definition of the difference is that type 1 processes are fast, automatic, low effort, and have a high processing capacit…

Evidence: 47 • authority: 72

Thought, or thinking, is a cognitive process in which the mind considers, creates, or manipulates ideas, representations, or information. Core forms include judging, reasoning, concept formation, problem solving, and deliberation. Other processes, such as entertaining an idea, memory, or imagination, are also frequently considered types of thought. Thought may arise in response to perception, but can also occur without immediate input from the sensory organs. In a broader sense, any mental event—including perception and unconscious processes—may be described as forms of thought. The term can also denote not the process itself, but the resulting mental states or systems of ideas. A variety o…

Evidence: 39 • authority: 88

The magical number two, plus or minus: Dual-process theory as a theory of cognitive kinds. Abstract This chapter considers the question of whether there is some general, distinctive, and plausible dual-process thesis about cognition. It argues that there is such an account, called the type version of dual-process theory. The first section identifies a substantive and interesting class of hypotheses worthy of the ‘dual-process’ label and contrasts them with some other, rather more banal claims. The second section distinguishes between two quite different versions of the hypothesis: one on which dual-process theory is construed as a thesis about cognitive tokens, the other on which it is a th…

Evidence: 39 • authority: 92

Toward a biologically grounded understanding of autonomic function in developmental science.. For over half a century, developmental scientists have used autonomic measures to draw inferences about the physiological mechanisms underlying infant attention, self-regulation, and social behavior. These interpretations rest on a binary model of the autonomic nervous system that divides it into opposing sympathetic and parasympathetic branches, a model established more than a century ago. This review traces the historical description of the autonomic nervous system and summarizes three challenges to the traditional model with evidence from contemporary biology and neuroscience suggesting that the…

Evidence: — • authority: 88

How Children Generate New Ways of Thinking. Cognitive variability ultimately depends on people’s constructing novel ways of thinking even when we already possess reasonable alternatives. If we did not supplement existing approaches with new ones, there would be no variation in the approaches we use to solve a single problem, nor any need to choose adaptively among the alternatives. But how do we generate new approaches, and what leads us to do so when existing approaches already are adequate? This is the focus of the present chapter. Despite the obvious importance of constructing new ways of thinking, we know little about how the process occurs. For every study focusing on how children gene…