Must find and read this article in order to answer all the questions from Bechara, A., Damasio, H., Tranel, D., & Damasio, A. R. (1997). Deciding advantageously before knowing the advantageous strategy. Science, 275(5304), 1293-1295.All the questions are upload in Word document as well as the pdf aricle. If unable to open the article please let me know and I can screenshot it. APA format and minimum of 800 words
deciding_advantageously_before.pdf
instructions_paper1.doc
apa_template__1_.doc
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Deciding advantageously before knowing the advantageous strategy
Bechara, Antoine;Damasio, Hanna;Tranel, Daniel;Damasio, Antonio R
Science; Feb 28, 1997; 275, 5304; ProQuest
pg. 1293
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Instructions
The assigned article by Bechara, Damasio, Tranel, and Damasio (1997) was a germinal
contribution in the exploration of “thinking without explicitly thinking.”
For our assignment, you will compare the approach of critical thinking (as learned so far in this
course) with the idea of thinking without explicitly thinking proposed in Bechara et al. (1997).
Bechara, A., Damasio, H., Tranel, D., & Damasio, A. R. (1997). Deciding advantageously before
knowing the advantageous strategy. Science, 275(5304), 1293-1295.
1. Summarize the article (What is the purpose of the experiment? Who are the participants? What
is measured, How is that “what” measured? What are the Findings & Conclusions?)
2. Contrast the main idea of that article with the critical thinking approaches we have learned in
the first two modules in this course.
Compare and contrast the two divergent ways to process information in each source.
For example, from the textbook: clarifying and analyzing information vs. from the article:
allowing nonconscious bias be your guide.
You will contrast the nonconscious thinking approaches discussed in article with the core critical
thinking skills discussed in the text (see page 34 of the textbook). As indicated in the example
above, please select a minimum of two core critical thinking skills to contrast with the
nonconscious thinking approaches evidenced in the study discussed in the assigned article.
Some examples are analysis, evaluation, explanation, self-regulation, or interpretation
I would definitely look over the table provided on page 34 of chapter 2
4. How would you reconcile the two approaches in your quest to become a strong critical
thinker? Is there value to each of the information processing methods (the strategy described
of thinking without explicitly thinking discussed in the article and the critical thinking strategies
described in the text); what is the value?
5. Cite at least one other scholarly article along with Bechara et al. (1997) and the textbook
(Facione & Gittens, 2015).
Hint: Feel free to considering using one of the sources cited in the article. The references cited at
the end of the article provide links to other sources cited in the assigned article. You may follow
these links to other articles, review these articles, and use these sources to inform your paper.
6. Be mindful of grammar and writing mechanics. The paper should be a minimum of 800 words
(this word count DOES NOT include your reference section or cover page), and meet the
standards of APA style. You may find the attached template to be helpful in constructing an
APA-styled paper.
REVIEW to guide to writing a psychology paper provided in the link above this assignment.
Accordingly, DO NOT write in the 1st or 2nd person (i.e., no “I”, “We”, “You”, etc.) – formal
writing in completed in the 3rd person. Third-person point of view uses proper nouns (such as
given name, “John Smith”) or nouns (such as researchers, participants, one, etc.) or pronouns
(such as “they”).In general, formal academic writing discourages the use of first or second
person as it makes writing present as less objective.
Always include an introduction and a conclusion in all formal writing assignments.
Running head: SHORTENED TITLE
1
Your Full Title Goes Here
Your Name
Name University
Class Name
Professor’s Name
Due Date
2
SHORTENED TITLE
Your Full Title Goes Here
Begin your paper here. Provide introduction here. Introduce the topic that will be
discussed. Always write in the third person. Do not use “I”, “You”, etc. in formal writing
assignments. Any time you use any information that you learned from another source, you
should always use an in-text citation to give credit to the original author (Last Name, Year).
Introduce a quote, “if you use a direct quotation, you must also include the page number that the
quotation came from in your citation” (Last Name, Year, p. #).
If you are a psychology major, please consider getting a current copy of the APA
formatting manual. This template will help with some of the formatting guidelines, but you
should not rely on it to give you all of the information you will need.
First Level Subheading
Your first level subheading should be centered, bold, and written in upper and lower case
letters. Typically, you only want to include a subheading if you have at least two of them per
level.
Second Level Subheading
Your second level subheading should be left-aligned, bold, and written in upper and
lower case letters.
Third level subheading. Your third level subheading should be indented, bold, and
written in lower case letters (except for the first letter and proper nouns). It should be capitalized
in the same way you should capitalize a normal sentence. You also start your paragraph on the
same line as this subheading. For additional levels of subheadings, see the APA manual.
Provide a clear conclusion that incorporates major themes and findings from your
analyses.
3
SHORTENED TITLE
References
Last, F. M. (Year). Title of the article in lower case letters. Name of the Journal in Upper and
Lower Case Letters, Vol#(Iss#), page numbers. doi:####
Wolfe, J., Brunelli, D. N., Rubinstein, J., & Horowitz, T. S. (2013). Prevalence effects in newly
trained airport checkpoint screeners: Trained observers miss rare targets, too. Journal of
Vision, 13(3), 1-9. doi:10.1167/13.3.33
(Note that the references should be ordered alphabetically by last name of first author.)
…
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