Fast- slow thinking among students of the Department of History at the University of Diyala

Abstract

This research aims to identify the following:
1- The level of fast thinking among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female).
2- The level of slow thinking among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female).
The research sample consisted of (250 male and female) students in Department of History in College of Education for Humanities at for undergraduate morning studies at University of Diyala divided according to variable of gender about (125 male) students and (125 female) students chosen by random class method with equal distribution
In order to achieve the aims of the research, the researcher adopted the scale 0f (Fast thinking- Slow thinking) prepared by (Al-Tememe, 2015) relying on (Kahneman, 2011). The scale consisted of (31) itemsformulated in the form of verbal situations followed each item an alternative to answer (a-b) measuring the alternative (a) fats thinking and measures the alternative (b) slow thinking and the answer to each alternative is according to gradients are (always, sometimes, rarely, never) and the weights of these alternatives (0,1,2,3). According to the Likert quadrilateral scale, the researcher analyzed the items of the scale statistically and extracted the discriminatory strength of them as well as extracting the psychometric characteristics of the scale from honesty (apparent honesty and constructive honesty) and stability in two ways (retesting and alpha-Cronbach).
The researcher reached to the following results:

1-The students at Department of History at college of Education for Humanities at University of Diyala in general have high level of fast thinking.
2- The students at Department of History at college of Education for Humanities at University of Diyala in general have low level of slow thinking.
According to the results the study, it reached to several conclusions:
1. The adoption of stereotypical thinking by university students based on ready-made ideas and temporary solutions without diving into logical analyses made them possess a high level of fast thinking.
2. The nature of the curriculum in humanities disciplines, including history, which requires rapid cognitive processes in making judgments away from analysis and interpretation, has made its students possess a low level of slow thinking.
Based on the results and conclusions reached by the researcher, her recommendations and suggestions.