Cognitive reframing

About: Cognitive reframing is a research topic. Over the lifetime, 5133 publications have been published within this topic receiving 166526 citations.

Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.

Abstract: Preschool and elementary school children were asked to study a set of items until they were sure they could recall them perfectly (Flavell, Friedrichs, & Hoyt, 1970). The older subjects studied for a while, said they were ready, and usually were, that is, they showed perfect recall. The younger children studied for a while, said they were ready, and usually were not. In another study, elementary school children were asked to help the experimenter evaluate the communicative adequacy of verbal instructions, indicating any omissions and obscurities (Markman, 1977). Although the instructions were riddled with blatant omissions and obscurities, the younger subjects were surprisingly poor at detecting them. They incorrectly thought they had understood and could follow the instructions, much as their counterparts in the study by Flavell et al. (1970) incorrectly thought they had memorized and could recall the items. Results such as these have suggested that young children are quite limited in their knowledge and cognition about cognitive phenomena, or in their metacognition, and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises (see, e.g., Brown, 1978; Flavell, 1978; Flavell & Wellman, 1977; Kreutzer, Leonard, & Flavell, 1975; Flavell, Note 1, Note 2, Note 3; Markman, Note 4). Investigators have recently concluded that metacognition plays an important role in oral communication of information, oral persuasion, oral comprehension, reading comprehension, writing, language acquisition, attention, memory, problem solving, social cognition, and, various types of self-control and self-instruction; there are also clear indications that ideas about metacognition are beginning to make contact with similar ideas in the areas of social learning theory, cognitive behavior modification, personalty development, and education (Flavell, Note 1, Note 2, Note 3). Thus, the nature and de-

Cognitive Reflection and Decision Making

Abstract: This paper introduces a three-item "Cognitive Reflection Test" (CRT) as a simple measure of one type of cognitive ability—the ability or disposition to reflect on a question and resist reporting the first response that comes to mind. The author will show that CRT scores are predictive of the types of choices that feature prominently in tests of decision-making theories, like expected utility theory and prospect theory. Indeed, the relation is sometimes so strong that the preferences themselves effectively function as expressions of cognitive ability—an empirical fact begging for a theoretical explanation. The author examines the relation between CRT scores and two important decision-making characteristics: time preference and risk preference. The CRT scores are then compared with other measures of cognitive ability or cognitive "style." The CRT scores exhibit considerable difference between men and women and the article explores how this relates to sex differences in time and risk preferences. The final section addresses the interpretation of correlations between cognitive abilities and decision-making characteristics.

Reframing Organizations: Artistry, Choice, and Leadership

Abstract: MAKING SENSE OF ORGANIZATIONS. Introduction: The Power of Reframing. Simple Ideas, Complex Organizations. THE STRUCTURAL FRAME. Getting Organized. Structuring and Restructuring. Organizing Groups and Teams. THE HUMAN RESOURCE FRAME. People and Organizations. Human Resource Frame in Action. Groups and Interpersonal. THE POLITICAL FRAME. Power, Conflict, and Coalitions. The Manager as Politician. Organizations as Political Arenas and Political Agents. THE SYMBOLIC FRAME. Organizational Culture and Symbols. The Organization as Theater. Organizational Culture in Action. IMPROVING LEADERSHIP PRACTICE. Integrating Frames for Effective Practice. Reframing in Action: The Power of Scenarios. Choosing a Frame. Reframing Change: Training and Alignment. Reframing Leadership. Leaders as Architects and Catalysts. Leaders as Advocates and Prophets. Epilogue: Artistry, Choice, and Leadership.