Distinctive features of executive functions among students with differing levels of probabilistic thinking style

Abstract

This study aims to study the control of interference and self-control in students with different levels of probabilistic thinking style (PTS). The study covered 90 students (average age 20 ± 3.03 years). The sample subjects were formed through the approximate modeling method. The experimental group covered students from the 1st to the 4th year. At the first stage, the features of the probabilistic thinking style were studied. At the second stage, the features of brake control were analyzed. The features of the probabilistic thinking style were studied through such methods as R. Amthauer's Test, New Uncertainty Tolerance Questionnaire (NTQ), S. Epstein's Intuitive Style Questionnaire, and the Prediction Ability Test (L.A. Regush). O.M. Razumnikova studied peculiarities of the interference control using the "Interference" method, the features of self-control using the ReBOS method. The results showed that students with a high level of PTS effectively use probabilistic knowledge and skills to make the right decision. Students demonstrate the ability to identify patterns and essence of probabilistic phenomena effectively using mental operations such as analysis, synthesis, generalization, comparison, and classification. It was found that the better the processes of inhibitory control are formed, the more efficiently the process of correlating the conditions of the problem and the information that can be used to solve it is carried out, and the more efficient the subject can identify common signs and properties of objects or concepts, compare them, move from visual-effective forms of comparison with the abstract comparison, that is, the higher the level of development of probabilistic thinking style. The revealed features of inhibitory processes and working memory in students, depending on the level of development of the probabilistic thinking style, make it possible to predict the effectiveness of student decision-making in a situation of uncertainty, and thus to develop effective strategies for finding innovative ways, methods, and means of enhancing the cognitive, including the mental activity of students.