The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

In a society consumed with information overload, it is easier for our brains to allow our well evolved cognitive biases to decide not only what to pay attention to, but what to believe.

https://thehill.com/homenews/senate/3641225-mcconnell-throws-shade-on-grahams-proposed-national-abortion-ban/

I've recently run across a few examples of a pattern that should have a name because it would appear to dramatically change the outcomes. I'm going to term it "decisions based on possibilities rather than realities". It's seen frequently in economics and politics and seems to be a form of cognitive bias. People make choices (or votes) about uncertain futures, often when there is a confluence of fear, uncertainty, and doubt, and these choices are dramatically different than when they're presented with the actual circumstances in practice.

A recent example was a story about a woman who was virulently pro-life who when presented with a situation required her to switch her position to pro-choice.

Another relates to choices that people want to make about where their children might go to school versus where they actually send them, and the damage this does to public education.

Let's start collecting examples of these quandaries at all levels of making choices in the real world.

What is the relationship to this with the mental exercise of "descending into the particular"?

Does this also potentially cause decision fatigue in cases of voting spaces when constituents are forced to vote for candidates on thousands of axes which they may or may not agree with?

Seaman, K. L., Christensen, A. P., Senn, K., Cooper, J., & Cassidy, B. S. (2022). Age Differences in the Social Associative Learning of Trust Information. PsyArXiv. https://doi.org/10.31234/osf.io/b38rd

Immediate knowledge capture by highlighting, annotating, or other means when taking notes can help to decrease cognitive load. This is similar to other productivity methods like quick logging within a bullet journal system, writing morning pages, or Getting Things Done (GTD). By putting everything down in one place, you can free your mind of the constant need to remember dozens of things. This frees up your working memory to decrease stress as you know you've captured the basic idea for future filtering, sorting, and work at a later date.

The process seen in cognitive apprenticeships seems more akin to the sorts of knowledge transfer done in primary oral indigenous cultures by passing down stories and performing (song, dance, art, etc.) knowledge.

It shouldn't be surprising that cognitive apprenticeships work well given their general use by oral cultures over millennia.

link to: Writing out answers will show gaps in knowledge Performing actions will show gaps in knowledge

Fernandez-Castaneda, A., Lu, P., Geraghty, A. C., Song, E., Lee, M.-H., Wood, J., Yalcin, B., Taylor, K. R., Dutton, S., Acosta-Alvarez, L., Ni, L., Contreras-Esquivel, D., Gehlhausen, J. R., Klein, J., Lucas, C., Mao, T., Silva, J., Pena-Hernandez, M., Tabachnikova, A., … Monje, M. (2022). Mild respiratory SARS-CoV-2 infection can cause multi-lineage cellular dysregulation and myelin loss in the brain (p. 2022.01.07.475453). https://doi.org/10.1101/2022.01.07.475453

Definitely worth keeping in mind, even for my own work. Providing an evidential structure for claims will be paramount.

Is there a well-named cognitive bias for the human tendency to see everything as nails when one has a hammer in their hand?

Sloman, S. A. (2021). How Do We Believe? Topics in Cognitive Science, 0(2021), 1–14. https://doi.org/10.1111/tops.12580

Pillai, Raunak, and Lisa Fazio. “The Effects of Repeating False and Misleading Information on Belief.” PsyArXiv, August 3, 2021. https://doi.org/10.31234/osf.io/z78xm.

Pfattheicher, Stefan, Michael Bang Petersen, and Robert Böhm. ‘Information about Herd Immunity and Empathy Promote COVID-19 Vaccination Intentions’, 30 September 2020. https://doi.org/10.31234/osf.io/wzu6k.

Yang, Scott Cheng-Hsin, Chirag Rank, Jake Alden Whritner, Olfa Nasraoui, and Patrick Shafto. ‘Unifying Recommendation and Active Learning for Information Filtering and Recommender Systems’. Preprint. PsyArXiv, 25 August 2020. https://doi.org/10.31234/osf.io/jqa83.

Guerrero, R. J. A., Parra, A. B., Cahua, J. C. H., & Banaszak-Holl, J. (2020). Psychological problems associated with coping strategies: A web-based study in Peruvian population during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/uarwz