{"title":"Exploring the impact of the Big Five personality traits on cognitive performance in scientific reasoning: an ordered network analysis.","authors":"Huimin Liu, Tai Wang, Zhiqiang Cai","doi":"10.1007/s10339-025-01276-7","DOIUrl":null,"url":null,"abstract":"<p><p>Scientific reasoning is essential for developing learners' higher-order thinking skills. Learners with different personality traits exhibit distinct behaviors and cognitive patterns in reasoning processes. However, school education often overlooks the cognitive patterns involved in scientific reasoning and rarely considers the impact of varying levels of personality traits on cognitive processes. This study aims to explore the impact of different personality traits on cognitive processes in scientific reasoning. We analyzed discussions from 70 university students during scientific reasoning tasks. Using ordered network analysis, we visualized epistemic networks to examine how personality traits shape cognitive processes during scientific reasoning. Significant differences emerged across the Big Five personality traits: For neuroticism, the low group adopted a bottom-up reasoning approach, beginning with concrete evidence before forming hypotheses, while the high group took a top-down, hypothesis-driven approach. For extraversion, the low group preferred independent problem-solving, whereas the high group actively engaged in social interactions to enhance reasoning. For openness, the low group showed a conservative style, contrasted by the high group's innovative thinking. For agreeableness, the low group was more independent, while the high group showed cooperation and attentiveness to others' views. Lastly, for conscientiousness, the low group exhibited a casual cognitive style, whereas the high group demonstrated goal-oriented thinking. These findings provide insights for incorporating personality factors into group formation, which is crucial for enhancing the effectiveness of collaborative learning.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Processing","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10339-025-01276-7","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Scientific reasoning is essential for developing learners' higher-order thinking skills. Learners with different personality traits exhibit distinct behaviors and cognitive patterns in reasoning processes. However, school education often overlooks the cognitive patterns involved in scientific reasoning and rarely considers the impact of varying levels of personality traits on cognitive processes. This study aims to explore the impact of different personality traits on cognitive processes in scientific reasoning. We analyzed discussions from 70 university students during scientific reasoning tasks. Using ordered network analysis, we visualized epistemic networks to examine how personality traits shape cognitive processes during scientific reasoning. Significant differences emerged across the Big Five personality traits: For neuroticism, the low group adopted a bottom-up reasoning approach, beginning with concrete evidence before forming hypotheses, while the high group took a top-down, hypothesis-driven approach. For extraversion, the low group preferred independent problem-solving, whereas the high group actively engaged in social interactions to enhance reasoning. For openness, the low group showed a conservative style, contrasted by the high group's innovative thinking. For agreeableness, the low group was more independent, while the high group showed cooperation and attentiveness to others' views. Lastly, for conscientiousness, the low group exhibited a casual cognitive style, whereas the high group demonstrated goal-oriented thinking. These findings provide insights for incorporating personality factors into group formation, which is crucial for enhancing the effectiveness of collaborative learning.
期刊介绍:
Cognitive Processing - International Quarterly of Cognitive Science is a peer-reviewed international journal that publishes innovative contributions in the multidisciplinary field of cognitive science. Its main purpose is to stimulate research and scientific interaction through communication between specialists in different fields on topics of common interest and to promote an interdisciplinary understanding of the diverse topics in contemporary cognitive science. Cognitive Processing is articulated in the following sections:Cognitive DevelopmentCognitive Models of Risk and Decision MakingCognitive NeuroscienceCognitive PsychologyComputational Cognitive SciencesPhilosophy of MindNeuroimaging and Electrophysiological MethodsPsycholinguistics and Computational linguisticsQuantitative Psychology and Formal Theories in Cognitive ScienceSocial Cognition and Cognitive Science of Culture