Framed thinking. Can we rewire our minds?

Abstract

Humans are pattern makers since already-formed cognitive and action frameworks make it possible to solve everyday dilemmas appropriately. As they have proven effective in many situations, humans tend to maintain them despite evidence to the contrary. The present study assessed the possibility of changing these frames. We used visual puzzles and a story that required filling in missing words. After completing the story, participants were to fill in blanks in another version of the same story with entirely new verbs. Also, the Cognitive Reflection Test (CRT) was used to evaluate reflective thinking. The study comprised 531 participants of various ages, education stages, and branches of science. Significant correlations were observed between the ability to use new words used in the second story, puzzles, and the CRT test. We propose the term framed thinking and posit that it is seated between system 1 and system 2 modes of thought. Correlation analysis revealed that the education stage played a significant role in successfully solving the CRT test and the story task. Yet a considerable number of participants from both groups struggled with completing the tasks, which suggests the need to practice creative thinking. Supplementing stories may be helpful but other factors may be at play, too. One of them is teaching focused on fixed schematic thinking that enables test completion at the expense of creative thinking. It is strengthened by social media, which replaced face-to-face communication. It highlights a need for developing language abilities and critical thinking. It would require changing school curricula and the attitudes of teachers, which might take some time. Extracurricular activities that focus on personal growth, discussion, and community engagement can help teach students to work in groups and enhance their language and critical thinking skills.