Reasoning independently of prior belief and individual differences in actively open-minded thinking.

By K. Stanovich, R. F. West. 1997

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Evaluation & Benchmarks

Citations in the corpus

AI safety via debate (2018, background): “For example, Stanovich and West [1997] were able to partially predict belief bias by measuring cognitive ability and open mindedness, and Torrens [1999] correlated lack of belief bias to the ability to generate alternative versions of premises in a reasoning task. 3. People may be better at judging ”
Intelligence in the Wild: A Dispositional View of Intellectual Traits (2000, background): “They carried out a program of research to explore whether the relative contribution of ability and disposition to argument evaluation can be separated and the extent to which the variance in individual performance could be predicted by ability and dispositional measures ( Stanovich and West, 1997 )”
Heuristics and Biases as Measures of Critical Thinking: Associations with Cognitive Ability and Thinking Dispositions (2008, unknown): “The evaluation of personally relevant arguments has been found to be related to actively open-minded thinking dispositions independent of cognitive ability (Sa´ et al., 1999; Stanovich & West, 1997).”
The Impact of Goal Orientation on the Association between Leadership Style and Follower Performance, Creativity and Work Attitudes (2007, background): “In particular, intellectual stimulation fosters decontextualized thinking – the tendency to personally challenge beliefs and attitudes (Stanovich and West, 1997) – which curbs the incidence of biased thinking, fosters access to unconscious self representations (Kernis, 2003), and thus activates…”
A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA (2012, background): “Toward these ends, some scholars examine the learners’ epistemological beliefs (Wood & Kardash, 2002), others focus on the actions of learning dispositions (Stanovich & West, 1997) or motivation (Elliot & Dweck, 2005).”
Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking (2017, methodology): “Stanovich and West (1997) maintain that in assessing a participant’s ability to evaluate arguments the AET examines an essential aspect of critical thinking.”
Learning to think: The challenges of teaching thinking (2005, background): “…measures of dogmatism, categorical thinking, openness, counterfactual thinking, superstitious thinking, and actively open-minded thinking, Stanovich and West (1997) found these measures predicted performance on tests of argument evaluation even after controlling for cognitive capacities.”
The heuristic-analytic theory of reasoning: Extension and evaluation (2006, background): “It is specifically proposed, for example, that higher ability people cannot just reason more accurately, but also can inhibit belief-based responding when instructed to reason logically (Stanovich & West, 1997).”
Assessing miserly information processing: An expansion of the Cognitive Reflection Test (2014, methodology): “This 41-item measure is scored in the direction that higher scores represented a greater tendency towards openminded thinking (Stanovich & West, 1997, 2007).”
Reading Into the Future: Competence for the 21st Century (2012, background): “…the ease or difficulty of knowledge acquisition, the certainty or uncertainty of what is known, and the evidence required to substantiate the veracity of information (Kardash & Scholes, 1996; Qian & Alvermann, 1995; Schommer, 1990; Schommer, Crouse, & Rhodes, 1992; Stanovich & West, 1997).”