The relationship between level of academic education and reversible and irreversible processes of probability decision-making

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    Abstract

    The paper examines the nature of the effect of formal education on some of the cognitive processes in decision-making and absence of effect on other central components of decision-making. The research sample was composed of 940 subjects, among them undergraduates, graduate students, and alumni specializing in the social sciences, humanities or the physical and biological sciences. They responded to a questionnaire designed to measure cognitive ability in the decision-making process. Findings: Academic studies lead to better performance in each of the stages of decision-making. However, they do not cause the decision-maker to deal with the different stages in an irreversible, hierarchical order, which is considered optimal. Dealing with the different stages in a reversible order causes a blurring of the boundaries between them. This impairs the ability to perform each stage effectively, and lowers the level of rationality of the decision. Practical implications for the field of education are discussed.

    Original languageEnglish
    Pages (from-to)323-339
    Number of pages17
    JournalHigher Education
    Volume37
    Issue number4
    DOIs
    StatePublished - 1999

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