Types of Analytic Thinkers.
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| Title: | Types of Analytic Thinkers. |
|---|---|
| Authors: | Svedholm‐Häkkinen, Annika M. (AUTHOR) |
| Source: | Journal of Personality. Apr2026, Vol. 94 Issue 2, p207-225. 19p. |
| Subjects: | Latent class analysis (Statistics), Misinformation, Critical thinking, Cognition, Conspiracy theories |
| Abstract: | Objective: Analytic thinking dispositions are trait‐like individual differences in epistemic values and attitudes toward putting effort into thinking. Much‐studied dispositions include actively open‐minded thinking (AOT), the need for cognition (NFC), and cognitive reflection (CRT). However, it is unclear how different analytic thinking dispositions relate to each other. Method: Three studies (N = 339, N = 400, and N = 2484) used latent profile analysis to explore the combinations in which these dispositions occur. Results: Three qualitatively different types of "highly analytic thinkers" and two types of non‐analytic thinkers emerged. Overall Analytic thinkers scored high on all three dispositions, while Open thinkers scored high on AOT and NFC but not CRT, and Reflective thinkers had the opposite pattern. The profiles differed in societally meaningful outcomes such as misinformation susceptibility and conspiracy mentality. While the Overall Analytic and Open profiles had rational thinking outcomes conventionally expected of analytic thinkers, the Reflective thinkers did not. Conclusions: Analytic thinking dispositions are a profile construct, whose different components should be assessed separately. The somewhat common practice of pooling AOT and NFC into composite variables with CRT is not warranted, because it risks mislabeling participants and conflating research findings. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Personality is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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