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Cognitive Bias May Exist In Thesis

If the student has a tendency to make errors based on cognitive conditions the correction of those conditions should probably take place as early as possible in the student's life. A recent study on cognitive development found that "cognitive developmental psychology and constructivism offer possibilities for the future of entrepreneurial cognition research" (Krueger, 2007, pg. 124). Krueger extrapolates that the reason entrepreneurial teaching is so effective is that it takes in consideration much in cognitive theory thinking. Krueger writes "as a field, entrepreneurship is lauded for the effectiveness of its teaching" (pg. 124). Krueger believes that entrepreneurial thinking and teaching in the classroom goes hand in hand with discerning cognitive bias. He believes that deeply seated beliefs and belief structures ultimately anchors entrepreneurial thinking. It could be said that if society wishes to develop further becoming even more entrepreneurial in its aspects, then cognitive bias needs to be addressed in a suitable manner. One recent study even determined that it would be helpful to implement cognitive theory-based psychological training in children as young as 4-5 years old. The study showed that "results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems" (Han, Catron, Weiss, Marciel, 2005, pg. 682).

Addressing student's cognitive bias in the classroom seems to be a decision that has a number of positive aspects to it. If it assists children in their social skills and behavior problems, provides a more entrepreneurial community, and prevents errors in judgments based on empirical evidence, then perhaps further studies will show even more benefits to doing so.

This study concludes that there will always be a cognitive bias in educational settings, but that if it...

63, No. 3, pp. 278-289
Besharov, G.; (2004) Second-best considerations in correcting cognitive biases, Southern Economic Journal, Vol. 71, No. 1, pp. 12-20

Han, S.S.; Catron, T.; Weiss, B.; Marciel, K.K.; (2005) a teacher-consultation approach to social skills training for pre-kindergarten children: Treatment model and short-term outcome effects, Journal of Abnormal Child Psychology, Vol. 33, No. 6, pp. 681-693

Kayluga, S.; (2007) Expertise reversal effect and its implications for learner-tailored instruction, Educational Psychology Review, Vol. 19, pp. 509-539

Kayluga, S.; (2007) Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective, Educational Psychology Review, Vol. 19, pp. 387-399

Koedinger, K.R.; Aleven, V.; (2007) Exploring the assistance dilemma in experiments with Cognitive Tutors, Educational Psychology Review, Vol. 19, pp. 239-264

Krueger, N.F. Jr.; (2007) What lies beneath? The experiential essence of entrepreneurial thinking, Entrepreneurship Theory and Practice, Vol. 31, No. 1, pp. 123-138

Sgourev, S.V.; Sloan, M.; (2006) Lake Wobegon, upside down: The paradox of status-devaluation, Social Forces, Vol. 84, No. 3, pp. 1497-1519

Watts, S.E.; Weems, C.F.; (2007) Associations among selective attention, memory bias, cognitive errors and symptoms of anxiety in youth, Journal of Abnormal Childhood Psychology, Original paper

Whittingham, J.R.D.; Ruiter, R.A.C.; Castermans, D.; Huiberts, a.; Kok, G.; (2008) Designing effective health education materials: Experimental pre-testing of a…

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References

Bailey, C.E.; (2006) a general theory of psychological relativity and cognitive evolution, Etc., Vol. 63, No. 3, pp. 278-289

Besharov, G.; (2004) Second-best considerations in correcting cognitive biases, Southern Economic Journal, Vol. 71, No. 1, pp. 12-20

Han, S.S.; Catron, T.; Weiss, B.; Marciel, K.K.; (2005) a teacher-consultation approach to social skills training for pre-kindergarten children: Treatment model and short-term outcome effects, Journal of Abnormal Child Psychology, Vol. 33, No. 6, pp. 681-693

Kayluga, S.; (2007) Expertise reversal effect and its implications for learner-tailored instruction, Educational Psychology Review, Vol. 19, pp. 509-539
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