You are on page 1of 4

My Response To Work Scenarios:

Sometimes, I believe and trust everything that my superior tells me. When we go for the

communication I Never process and filter the details to my advantage. I Always shared the

information across my organization efficiently. Fair communication is Always encouraged

and finally Sometimes and at the end Sometimes Rumors and grapevine are effectively

managed.

To summarize, my thought process in reference to the above case study is convergent or

logical thinking. This type of thinking can also be described as critical, vertical, analytical, or

linear. It refers to the ability to give the "right" answer to questions that do not require

creativity. In Convergent Thinking, a centralized solution to a problem is developed by

focusing on the single, entrenched solution. By relying on convergent thinking to resolve a

problem, people tend to take risks for their decisions.

My communication behavior is supported by the following theories;

The Dual Process Theory of Thought

There have been scores of researchers who have stated that two types of thinking co-exist in

the brain: a rapid, automated form of thought and a sluggish, deliberate, purposeful type of

thought (Sloman, 1996, 2014; Epstein and Pacini, 1999; Lieberman, 2003; Stanovich, 2004;

Kahneman and Frederick, 2005; Evans, 2006). The dual-process theory of thinking describes

this initiative in today's psychology of thoughts. Swift thoughts are generally fast, easy,

associative, and experienced. Slow thinking requires effort and the use of cognitive resources

and relies on the application of figurative and conceptual rules.

According to Evans (2007), the two processes are interrelated in two ways.

According to parallel models (Denes-Raj and Epstein, 1994; Sloman, 1996), swift and

sluggish thoughts exist at the same time. As a distinction, Default-Interventionist models (De
Neys and Glumicic, 2008; Evans and Stanovich, 2013) assert that swift thought produces

instinctive constant responses, whereas sluggish thought sequentially intervenes or not.

Sloman (2014) argues that the difference between the two cannot be explained as an easy

inconsistency between conscious and unconscious processes or between balanced and

unbalanced processes.

It is more likely that a person will have fast thoughts when he or she is experiencing

"cognitive ease" (Kahneman, 1973, 2011), where they are prone to act impulsively as per

domain-specific and associative values in circumstances that are easy to understand and

understand. Thus, sluggish thoughts cannot restrain you. Kahneman and Beatty, 1966;

Kahneman, 2011) calculate that slow thoughts are caused by psychological effort. For tasks

that require attention, psychological effort is normally required. A person is subjected to what

is called "ego-reduction" in such situations.

When required to do something, one has fewer visible resources to trigger sluggish thoughts,

so one is unable to exercise self-control (Baumeister et al., 1998; Muraven et al., 1998).

However, the latest study (Carter et al., 2015) , as well as a multi-lab replication study

(Hagger and Chatzisarantis, 2016), contradict the notion that self-control is dependent on

cognitive resource limitations. Our analysis supports the domain-specific formation of the

ego-depletion outcome that is robustly affected by individual differences (Dang et al., 2013;

Dang, 2016).

Conclusion

In spite of extensive efforts to establish the correlation between genetic parameters and ego

reduction (Elkins-Brown et al., 2016), the dual-process theory of thought is the most

published enlightenment on how thinking arises.


References:

Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice, Revised edition.

Washington, D.C.: National Association for the Education of Young Children.


Case, R. & Okamoto, Y. (1996). The role of central conceptual structures in children’s

thought. Chicago: Society for Research on Child Development.

Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from childhood to

adolescence: An essay on the growth of formal operational structures. New York: Basic

Books.

Antrobus, J. S. (1968). Information theory and stimulus independent thought. Br. J. Psychol.

59, 423–430. Google Scholar.

Baumeister, R. F., Bratslavsky, E., Muraven, M., and Tice, D. M. (1998). Ego depletion: Is

the active self a limited resource? J. Pers. Soc. Psychol., 74, 1252–1265. PubMed Abstract |

Google Scholar.

Biswal, B., Yetkin, F. Z., Haughton, V. M., and Hyde, J. S. (1995). Functional connectivity in

the motor cortex of resting human brain using echo-planar MRI. Magn. Reson. Med. 34,

537–541. PubMed Abstract | Google Scholar

You might also like