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Cognitive Reflection Test - Next Generation

Author

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  • Anca Tamas

    (The Bucharest University of Economic Studies)

Abstract

Purpose ? The aim of this paper is to investigate the correlation between the short Cognitive Reflection Test and the long Cognitive Reflection Test (CRT), the gender effect and the educational level effect on short CRT and long CRT, as well as the Granger causality between the two ones.Design / Methodology / Approach ? A statistical analyze was provided and econometric measures and tests were used, in EViews and SPSS, like the Pearson Correlation Coefficient and the Granger Causality. A critical assessment of literature review was made. For collecting the data, quantitative methods were used (questionnaires).Findings - There is a significant, strong and positive correlation between the short Cognitive Reflection Test version (short CRT) and the long version (long CRT), long CRT Granger causes short CRT, girls outperformed boys on each educational level.Practical implications - Long CRT could be an alternative for short CRT, which is now overexposed and widely known.Originality / Value - Once thinking system 2 is trigged by completing another questionnaire, the results on CRT in either version increased, even if the nature of the other questionnaire is completely different.Limitations ? The other questionnaire was administrated only for high school students. Future research should be conducted in order to trig the thinking system 2 before administrating the test for secondary school and university students too.

Suggested Citation

  • Anca Tamas, 2020. "Cognitive Reflection Test - Next Generation," International Journal of Teaching and Education, International Institute of Social and Economic Sciences, vol. 8(1), pages 84-96, April.
    • Handle: RePEc:sek:jijote:v:8:y:2020:i:1:p:84-96
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    References listed on IDEAS

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    1. Antonio Mastrogiorgio & Enrico Petracca, 2014. "Numerals as triggers of System 1 and System 2 in the ‘bat and ball’ problem," Mind & Society: Cognitive Studies in Economics and Social Sciences, Springer;Fondazione Rosselli, vol. 13(1), pages 135-148, June.
    2. repec:cup:judgdm:v:11:y:2016:i:1:p:99-113 is not listed on IDEAS
    3. repec:cup:judgdm:v:4:y:2009:i:1:p:20-33 is not listed on IDEAS
    4. Giovanna Zanolla, 2018. "The gender gap in math. Evidences of a study in the primary school in the Swiss canton of Ticino," International Journal of Teaching and Education, International Institute of Social and Economic Sciences, vol. 6(1), pages 103-125, April.
    5. Shane Frederick, 2005. "Cognitive Reflection and Decision Making," Journal of Economic Perspectives, American Economic Association, vol. 19(4), pages 25-42, Fall.
    6. repec:cup:judgdm:v:5:y:2010:i:3:p:182-191 is not listed on IDEAS
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    More about this item

    Keywords

    short Cognitive Reflection Test; long Cognitive Reflection Test; thinking system 2;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • C02 - Mathematical and Quantitative Methods - - General - - - Mathematical Economics

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