Lecture Notes: Thinking and Cognitive Effort

Introduction

• Thinking is generally perceived as unpleasant and people tend to avoid it.
• Example given: Misunderstanding of basic facts (e.g., earth's orbit around the Sun).
• Simple problems provided to college students (e.g., bat and ball cost problem) often reveal cognitive errors due to lack of sufficient thinking effort.

Cognitive Systems: System One and System Two

• System One (Gun):
  • Fast, automatic, and subconscious.
  • Processes information from senses.
  • Fills in gaps automatically and makes quick assumptions.
  • Relies on long-term memory.
• System Two (Drew):
  • Slow, deliberate, and requires effort.
  • Handles complex calculations and reasoning.
  • Controls conscious thought and can catch errors.
  • Limited working memory, can hold 4-5 chunks of information.

Memory and Learning

• Long-term memory: Supports Gun's automatic responses.
• Working memory: Limited capacity, supports Drew's operations.
• Chunking: Grouping information into larger units by leveraging existing knowledge.
• Learning: Process of transferring tasks from Drew to Gun through repetitive practice.
  • Example: Tying shoelaces initially requires Drew, becomes automatic with practice.

Effortful Thinking and Practice

• Deliberate Practice: Slow, conscious repetition leads to automation.
• Skill Performance: Often due to Gun's automation from Drew's practice.
• Pupil Dilation: Indicator of Drew's cognitive effort during tasks like "Add One".

Everyday Automation and Errors

• Day-to-day Tasks: Mostly handled by Gun to conserve Drew's capacity.
• Errors: Occur when Gun's automatic responses aren't updated (e.g., light switch behavior in different countries).
• Cognitive Bias: Gun provides quick answers; Drew may endorse without checking.

Education and Advertisements

• Education Shift: Moving from lectures to interactive formats to engage Drew.
  • Interactive methods make Drew work harder, aiding learning.
• Advertising Tactics: Confusing ads force Drew to engage, making them more memorable.

Conclusion

• Effort in Thinking: Crucial for learning and expertise development.
• Discomfort in Thinking: Necessary for growth and improvement.
• Encouragement to embrace cognitive discomfort for better learning outcomes.