The roles of personal investment and reasoning competence in career-relevant everyday problem solving

Article Abstract:

A group of adolescents and young adults were given situations to determine their problem solving approaches and strategies with relation to age, career orientation, reasoning ability and the relativity of the situation to their own life environment. There were differences between problem solving techniques and performance levels for both age groups in a specific category of strategy application such as reasoning competency, reassessing problem situations, adaptability, and problem relativity. Both groups, however, expressed a strong drive to achieve future goals and constructed means to pave the way towards these goals.

Research, Case studies, Problem solving, Defense mechanisms (Psychology), Adjustment (Psychology) in adolescence, Adolescent adjustment (Psychology)

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Self-serving influences on adolescents' evaluations of belief-relevant evidence

Article Abstract:

Accuracy motivation and cognitive ability have little effect on adolescent reasoning, as is evident from their uncritical acceptance of scientific belief-consistent and belief-neutral evidence, in an effort to maintain religious beliefs. Threats for inaccurate processing improve performance, but fail to reduce the pre-existing bias. Threats are easily detected in belief-inconsistent evidence, indicating that it is processed more thoroughly than belief-consistent evidence. Crystallized intelligence and absolute reasoning levels are related, but reasoning biases surpass all intellectual levels.

Evaluation, Surveys, Teenagers, Youth, Reasoning, Evidence, Scientific, Scientific evidence (Law), Intelligence (Psychology), Intellect

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Domain specific identity, epistemic regulation, and intellectual ability as predictors of belief-biased reasoning: A dual-process perspective

Article Abstract:

Adolescents and young adults completed measures of domain-general and domain-specific identity, epistemic regulation, and intellectual ability and evaluated arguments that either supported or threatened their occupational goals to explore the hypothesis that domain-specific identity development predicts reasoning biases. A dual-process framework is proposed to explain the relationships among identity, epistemic regulation, age, intellectual ability, and reasoning biases.

United States, Knowledge, Theory of, Epistemology, Reasoning in children, Childhood reasoning, Sexual identity

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