Intuition and Reasoning: What Can We Learn from Cognitive Psychology?

Abstract

Students tend to rely on intuitive reasoning, rather than formal physics knowledge, even after they have successfully used this knowledge in similar situations. This approach often leads to erroneous conclusions, which may be frustrating for both students and their instructors. Research from cognitive psychology suggests that intuition is an integral part of human cognition and cannot be turned off. In fact, intuition provides an entry point into any reasoning path. In this paper, we briefly introduce a set of theoretical ideas from cognitive psychology referred to as the dual-process theories of reasoning (DPToR) that describe interactions between intuition, reasoning, and formal knowledge. We illustrate how student reasoning in an introductory algebra-based mechanics course could be interpreted through the lens of DPToR and suggest implications for instruction.