Intelligence
and the Cognitive Unconscious. Scott Barry Kaufman
This
is an interesting chapter written by Scott Barry Kaufman about the dual process
theory of reasoning. Kaufman is one of
the developers of this theory. The theory
is thought provoking and is relevant to what we psychologists do and don't assess when we
assess children.
The
theory is based upon a distinction between two kinds of processes or
systems. In the table below I gathered
features of both systems. The information
in the table gives us a preliminary picture about the nature of these systems:
|
System/process
2/B
|
System/process 1/A
|
|
Slow information
processing
|
Fast information processing
|
|
Can de-contextualize
task representations and generalize from the specific context
|
Influenced by
context
|
|
Abstract reasoning
and meta-reasoning (the ability to reason about reason)
|
Concrete
|
|
A system that is
evolutionarily new, and is found only in humans.
|
Influenced by
biology. A system that is found in
animals as well. A system that is
evolutionarily old.
|
|
Uses information to
change behavior and plan for the future.
|
Influenced by past
experience.
|
|
|
Helps to integrate
new stimuli and knowledge into existing knowledge structures.
|
|
Activated when
reasoning in the existing routes is not sufficient, and new reasoning is required. Can inhibit system 1. Includes executive functions (changing
behavior according to feedback, cognitive inhibition and mental flexibility).
|
The default mode of
reasoning – thinking in existing structures and routes.
|
|
Limited by working
memory capacity and by processing speed.
Requires effort and attention.
|
Not limited by
working memory capacity and by processing speed. Does not require effort or attention.
|
|
Correlated with g. individual differences in system 2 are
related to individual differences in g.
|
Not correlated with
g.
|
|
More affected by
aging than system 1.
|
|
|
Reasonable. Activated when intuition contradicts
reason.
|
Intuitive
|
|
Controlled
|
Spontaneous
|
|
Conscious
|
Unconscious (can
also be conscious, like when daydreaming).
|
|
Rule based
|
Associative
|
|
One central process
|
A set of autonomic
systems that are partly innate and partly acquired through practice. Is related to specific modules of
information processing, like three dimensional processing, syntax processing,
phonological processing and theory of mind.
|
|
Explicit
|
Implicit
|
The
model assumes that the two processes are working together harmoniously and in constant
interaction, although they sometimes compete.
Both kinds of processes are conducive to intelligent behavior. Different strategies along the continuum
between pure intuition and a cold rational analysis will be applied in
different decision making circumstances. The dual process theory does not place
any of the two systems as more important than the other. What's important is the ability to flexibly
move between cognition modes according to task demands.
Controlled
processes can rely on automatic processes, for example selective attention
processes. Controlled processes can
inhibit automatic processes, when it's needed.
Automatic processes supply content to controlled processes.
It is
argued, that decisions about relatively simple matters (like choosing which
question to answer on a test based on one's knowledge) are made better with
process 2 reasoning. Decisions about
relatively complex matters (like where to live, whom to marry, which career to
choose, and also dealing with everyday social situations) are better made with
process 1 reasoning.
Experts
acquire knowledge that enables them to make fast, intuitive and efficient
decisions (system 1), while beginners in the same field rely more on effortful
reasoning (system 2).
There
are individual differences in the ability and the tendency to engage in system
1 or system 2 reasoning. Since cognitive
abilities are not static but change through the life course, the more a person
engages in a specific mode of thought, the better he will be in this mode of
thought, and the more he will want to engage in it.
Creativity
and latent inhibition – in daily life it is important to distinguish automatically
between stimuli that are relevant or irrelevant to the task at hand, and to
filter out irrelevant information. This is
latent inhibition. Apparently, people
who have lowered latent inhibition have a higher chance of seeing and creating
connections that others don't see. This ability,
combined with a high g, can lead to creative achievement. As far as I understand, we are talking here
about a lowered ability of system 2 to inhibit system 1.
The
creative process begins with conscious thinking about a problem, and then
unconscious work, and later, if there is insight, another phase of conscious work. The creative process involves both systems.
