Exploring Closure or Accuracy Motivated Thinking in Education

This recording is Part 2 of 3 episodes looking at Motivated Thinking (see citation below). Summary Notes: In this conversation, Catherine Quinlan explores the concept of motivated thinking, particularly in the context of research and curriculum development. She discusses the importance of accuracy in research, the challenges of aligning personal goals with mainstream educational paradigms, and the impact of information bias on student learning. The conversation emphasizes the need for rich discussions in education and the role of closure in the learning process. You can access the anthology that contains this paper from your library system or university library. Molden, D. C., & Higgins, E. T. (2005). Motivated Thinking. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 295–317). Cambridge University Press. Link to Abstract: https://psycnet.apa.org/record/2005-09680-013