Mistakes in Thinking about Cognitive Science and How to Reduce Them.

This article allows readers to assess their ability to detect errors in thinking in seven case histories of psychologists' thoughts about cognitive science. It explains the nature of the errors and shows that some of them reflect faulty reasoning. It presents a "model method" to improve reasoning. It is based on the theory of mental models, which gives a general account of how individuals think, both deductively and indicatively, and which postulates that individuals construct mental models of possibilities in the world. The model method enhances both the accuracy and speed of reasoning. The article concludes with some general reflections on the role of knowledge of meanings, the world, and context in thinking.

OpenAI o1-Preview vs. ChatGPT in Healthcare: A New Frontier in Medical AI Reasoning.

This editorial explores the recent advancements in generative artificial intelligence with the newly-released OpenAI o1-Preview, comparing its capabilities to the traditional ChatGPT (GPT-4) model, particularly in the context of healthcare. While ChatGPT has shown many applications for general medical advice and patient interactions, OpenAI o1-Preview introduces new features with advanced reasoning skills using a chain of thought processes that could enable users to tackle more complex medical queries such as genetic disease discovery, multi-system or complex disease care, and medical research support. The article explores some of the new model's potential and other aspects that may affect its usage, like slower response times due to its extensive reasoning approach yet highlights its potential for reducing hallucinations and offering more accurate outputs for complex medical problems. Ethical challenges, data diversity, access equity, and transparency are also discussed, identifying key areas for future research, including optimizing the use of both models in tandem for healthcare applications. The editorial concludes by advocating for collaborative exploration of all large language models (LLMs), including the novel OpenAI o1-Preview, to fully utilize their transformative potential in medicine and healthcare delivery. This model, with its advanced reasoning capabilities, presents an opportunity to empower healthcare professionals, policymakers, and computer scientists to work together in transforming patient care, accelerating medical research, and enhancing healthcare outcomes. By optimizing the use of several LLM models in tandem, healthcare systems may enhance efficiency and precision, as well as mitigate previous LLM challenges, such as ethical concerns, access disparities, and technical limitations, steering to a new era of artificial intelligence (AI)-driven healthcare.

Considerations on the basis of medical reasoning for the use in AI applications.

This study discusses the integration of artificial intelligence (AI) and machine learning (ML) in medical reasoning and decision-making, with a focus on the challenges and opportunities associated with the massive consumption of data required for training AI systems, and contrasts this with the limited data typically available to medical practitioners. We advocate for a balanced approach that includes small data and emphasize the importance of maintaining the art of clinical reasoning amid technological advancements. Finally, we highlight the potential of multidisciplinary research in addressing the complexities of medical reasoning and suggest the necessity of careful abstraction and conceptual modeling in AI applications.

Examining the impact of sleep deprivation on medical reasoning's performance among anaesthesiology residents and doctors: a prospective study.

BACKGROUND: Working long consecutive hours' is common for anaesthesia and critical care physicians. It is associated with impaired medical reasoning's performance of anaesthesiology and serious medical errors. However, no study has yet investigated the impact of working long consecutive hours' on medical reasoning. OBJECTIVE: The present study evaluated the impact of working long consecutive hours' on the medical reasoning's performance of anaesthesiology and intensive care physicians (residents and seniors). METHODS: This multicentric, prospective, cross-over study was conducted in 5 public hospitals of Normandy region. Two groups of anaesthesia and critical care physicians were formed. One was in a rest group, RG (after a 48-hours weekend without hospital work) and the other in Sleep Deprivation Group (SDG) after a 24 h-consecutives-shift. Changes in medical reasoning's performance were measured by 69-items script concordance tests (SCT) through to the two tests. Group A completed the first part of the assessment (Set A) after a weekend without work and the second part (Set B) after a 24 h-shift; group B did the same in reverse order. The primary outcome was medical reasoning's performance as measured by SCT in RG and SDG. The secondary outcomes included association between the performance with the demographic data, variation of the KSS (Karolinska sleepiness scale) daytime alertness score, the number of 24 h-shift during the previous 30 days, the vacations during the previous 30 days, the presence of more or less than 4 h consecutives hours slept, the management of a stressful event during the shift, the different resident years, the place where the shift took place (University hospital or general hospitals) and the type of shift (anaesthesia or intensive care). RESULTS: 84 physicians (26 physicians and 58 residents) were included. RG exhibited significantly higher performance scores than SDG (68 ± 8 vs. 65 ± 9, respectively; p = 0.008). We found a negative correlation between the number of 24 h-shifts performed during the previous month and the variation of medical reasoning's performance and no significant variation between professionals who slept 4 h or less and those who slept more than 4 h consecutively during the shift (-4 ± 11 vs. -2 ± 11; p = 0.42). CONCLUSION: Our study suggests that medical reasoning' performance of anaesthesiologists, measured by the SCT, is reduced after 24 h-shift than after rest period. Working long consecutive hours' and many shifts should be avoided to prevent the occurrence of medical errors.

Implementation of Chief Complaint-Based Clinical Reasoning Training in Periodontal Internships.

BACKGROUND: The gap between theoretical knowledge and clinical skills highlights the need for clinical reasoning training curriculum in periodontal education, especially in periodontal internships. This study aims to develop a Chief Complaint-Based Clinical Reasoning Training (CCB-CRT) program and evaluate its impact on periodontal interns' clinical reasoning abilities and overall performance. METHODS: The CCB-CRT program was developed based on eight common chief complaints (CCs) identified through surveys of periodontal specialists and an analysis of patient visit data from a university-affiliated hospital's periodontal clinic. The study involved a comparison between a control group of fifth-year dental students (2021) and a CCB-CRT group (2022). Both groups completed an 8-week training course. The CCB-CRT group received additional training focused on the 8 common CCs, using student-led discussions, flipped classroom, mind mapping, and presentations. Evaluation criteria included overall performance, disease diagnosis and treatment plan, misdiagnosis rates, and students' satisfaction. RESULTS: After 1 year of CCB-CRT implementation, participants in the CCB-CRT group showed substantial improvements in overall performance, diagnostic accuracy, and satisfaction compared to traditional teaching methods. The program enhanced students' understanding of theoretical knowledge, improved their interpretation of clinical manifestations and examination results, and enhanced their clinical reasoning skills and diagnostic accuracy. CONCLUSIONS: The successful application of the CCB-CRT program in periodontology education demonstrates its efficacy in improving clinical reasoning skills and diagnostic efficiency among students. The structured approach facilitates the transition from theoretical knowledge to practical application, contributing to better patient care in periodontal practice.

A systematic review of medical practitioners' retention and application of basic sciences to clinical practice.

BACKGROUND: Medical education offers the foundational base for future healthcare professionals, with basic sciences playing a pivotal role in providing essential knowledge and skills for clinical practice. However, the long-term retention and application of this knowledge in clinical practice remain a significant challenge. This systematic review synthesised global evidence from diverse studies on the short / long-term retention and clinical application of basic sciences among medical doctors. METHODS: A comprehensive search was conducted across six databases, including Web of Science, Scopus, Medline, CINAHL, Emcare, and Informit. The review included studies that encompassed a variety of study designs, participant groups, and educational interventions. The Quality Assessment with Diverse Studies (QuADS) tool was utilised to assess the quality of the reviewed studies. RESULTS: A total of 10 studies were included in the review. The findings revealed that rehearsals significantly optimise the retention of basic science knowledge among medical practitioners. Retention varied by discipline, with medical practitioners retaining more knowledge in anatomy (mean scores ranging from 45.0 to 82.9%), while microbiology had the lowest retention score (39.1%). Factors influencing retention included age, gender, and curriculum type. Educational interventions such as targeted courses, integration of basic sciences with clinical skills, generative retrieval and continuous quality improvement in the curriculum were found to enhance both knowledge retention and clinical reasoning. The concept of 'encapsulated knowledge' demonstrates that integrated basic science knowledge helps in synthesising clinical presentations, reducing the need for detailed recall as clinical experience increases. The reviewed studies primarily involved interns and surgeons, leaving a significant gap in research for specialties like internal medicine and primary care/ general practice. CONCLUSION: Detailed retention of basic science knowledge may diminish over time; however, the conceptual framework remains essential for ongoing learning and clinical reasoning. This review's findings highlight the need for specialised educational interventions to improve long-term retention. Continuous professional development and targeted educational techniques are vital for maintaining clinical competence and applying basic science knowledge effectively throughout a medical career. Further research is needed to address gaps in specialty-specific knowledge application and the impact of different instructional methods.

Enabling diagnostic excellence in the real world: Managing complexity, uncertainty and clinical responsibility.

Diagnostic error is a significant category within preventable patient harm, and it takes many years of effort to develop proficiency in diagnostic reasoning. One of the key challenges medical schools must address is preparing students for the complexity, uncertainty and clinical responsibility in going from student to doctor. Recognising the importance of both cognitive and systems-related factors in diagnostic accuracy, we designed the QUID Prompt (Questions to Use for Improving Diagnosis) for students to refer to at the bedside. This set of questions prompts careful consideration, analysis, and signposting of decision-making processes, to assist students in transitioning from medical school to the real-world of work and achieving diagnostic excellence in clinical settings.

Towards explainable oral cancer recognition: Screening on imperfect images via Informed Deep Learning and Case-Based Reasoning.

Oral squamous cell carcinoma recognition presents a challenge due to late diagnosis and costly data acquisition. A cost-efficient, computerized screening system is crucial for early disease detection, minimizing the need for expert intervention and expensive analysis. Besides, transparency is essential to align these systems with critical sector applications. Explainable Artificial Intelligence (XAI) provides techniques for understanding models. However, current XAI is mostly data-driven and focused on addressing developers' requirements of improving models rather than clinical users' demands for expressing relevant insights. Among different XAI strategies, we propose a solution composed of Case-Based Reasoning paradigm to provide visual output explanations and Informed Deep Learning (IDL) to integrate medical knowledge within the system. A key aspect of our solution lies in its capability to handle data imperfections, including labeling inaccuracies and artifacts, thanks to an ensemble architecture on top of the deep learning (DL) workflow. We conducted several experimental benchmarks on a dataset collected in collaboration with medical centers. Our findings reveal that employing the IDL approach yields an accuracy of 85%, surpassing the 77% accuracy achieved by DL alone. Furthermore, we measured the human-centered explainability of the two approaches and IDL generates explanations more congruent with the clinical user demands.

The impact of unfolding case studies combined with think-aloud strategies on the clinical reasoning and self-directed learning abilities of postgraduate students: A mixed methods study.

AIM: To conduct unfolding case studies and test their effectiveness in improving clinical reasoning, teamwork and self-directed learning among postgraduate students. BACKGROUND: Postgraduate students, as advanced nursing professionals in clinical settings, are the driving force behind the rapid development of the nursing profession. Effective clinical reasoning is a fundamental nursing skill that postgraduate students must cultivate, having a direct impact on patient health outcomes. The development and usation of unfolding case studies, which reflect the evolving conditions of patients, combined with think-aloud teaching methods, can enhance postgraduate students' clinical reasoning abilities and foster communication and self-reflection, thereby achieving this goal. DESIGN: Mixed methods design. METHODS: The Nurses' Clinical Reasoning Scale and the Nursing Students' Self-Directed Learning Ability Scale were used to evaluate the clinical reasoning and self-directed learning abilities of nursing students. A qualitative exploratory design with a think-aloud interview technique was employed to explore the clinical reasoning process of nursing students in unfolding cases. Twenty-one nursing students completed the questionnaire survey. Data analysis was conducted using Wilcoxon signed-rank tests, Spearman correlations, regressions and inductive content analysis. RESULTS: After implementing the case study, there was a statistically significant improvement in students' clinical reasoning, self-directed learning and teamwork abilities. Think-aloud analysis revealed that the cognitive strategies most employed by students in clinical reasoning were 'Making choices', 'Forming relationships', 'Searched for information' and 'Drawing conclusions'. CONCLUSION: Unfolding case studies combined with think-aloud strategies provide a conducive learning environment for postgraduate students, effectively enhancing their clinical reasoning and self-directed learning abilities.

Debriefing to nurture clinical reasoning in nursing students: A design-based research study.

BACKGROUND: Students' clinical reasoning can be stimulated by guiding them to use their experiences with patients to develop own illness scripts. Debriefing during hospital shifts invites students to put patient experiences into words, link them to previously acquired knowledge and make connections. OBJECTIVES: To develop, implement and evaluate a debriefing procedure for nursing internships based on illness script theory and generate corresponding design principles. DESIGN: Qualitative design-based research. SETTING: Clinical education in dedicated educational hospital units. PARTICIPANTS: Nurse educators, nursing students. METHODS: From a collaboration between nurse educators and a researcher, a short, peer-debriefing procedure was designed, tested and enacted through four cycles of planning, action, evaluation and reflection. Students drew mind maps about patients. Nurse educators and students joined focus group discussions to evaluate outcomes and processes. Mind map and iterative thematic analysis were applied to these data. RESULTS: An adjusted design and more extensive design principles resulted. Differences in mind maps were evident over time. Three themes in the process evaluation were established: trigger to reason; energy giving and taking; and form follows function. CONCLUSIONS: This design-based investigation displays how nurse educators could design and implement a debriefing procedure to facilitate students' clinical reasoning skills and how students could learn from this. This method integrates research, innovation and collaboration. The design and enactment under real-life hospital conditions generated design principles for educators and researchers which may be useful for those seeking to improve teaching and learning clinical reasoning in practice. More clarification is needed about the path from design through enactment to real change in practice.

Neck or Shoulder? Establishing Consensus for Spine Screening in Patients with Shoulder Pain: an International Modified Delphi Study.

OBJECTIVE: There is no established consensus for screening the spine in patients with shoulder pain. The aim of this study was to explore the role of the spine in shoulder pain and generate a set of recommendations for assessing the potential involvement of the spine in patients with shoulder pain. METHODS: A modified Delphi study was conducted through use of an international shoulder physical therapist's expert panel. Three domains (clinical reasoning, history, physical examination) were evaluated using a Likert scale, with consensus defined as Aiken Validity Index ≥0.7. RESULTS: Twenty-two physical therapists participated. Consensus was reached on a total of 30 items: clinical reasoning (n = 9), history (n = 13), and physical examination (n = 8). The statement that spinal and shoulder disorders can coexist, sometimes influencing each other and at other times remaining independent issues, along with the concept of radiating pain as an explanatory phenomenon for the spine contribution to shoulder pain, achieved the highest degree of consensus. CONCLUSION: International physical therapists shoulder experts reached consensus on key aspects when screening the spine in people with shoulder pain, including consideration of the distal location of symptoms relative to the shoulder, the presence or previous history of neck pain, the changes in symptoms related to neck movements, and the presence of neuropathic-like symptoms. They also acknowledged the importance of assessing active cervical or cervicothoracic movements and the usefulness of the Spurling test and symptom modification techniques applied to the spine.

Physiotherapy educators' perceptions of physiotherapists' competencies and continuing education in the practice of musculoskeletal physiotherapy direct access.

INTRODUCTION: The aim of direct access (DA) physiotherapy practice in Finland is the treatment of musculoskeletal (MSK) conditions by physiotherapists who have completed continuing DA education. It is difficult to pinpoint the competencies of DA physiotherapists as their roles and scope of practice varies. PURPOSE: The present study aimed to explore the competencies and education of DA physiotherapists through the perceptions of DA educators. METHODS: Data were collected through individual semi-structured interviews of eleven Finnish physiotherapy educators who described their perceptions of DA physiotherapists' competencies and their continuing DA education. The interviews were recorded and transcribed verbatim and then examined using a reflexive thematic analysis. RESULTS: Two main themes were formulated on the basis of the data, conveying the educators' perceptions. The first theme, Interaction as grounds for meaningful clinical reasoning, had two subthemes: Meaningful encounter and Rationally and safely locating the core of the client's problem. The second theme, Continuing professional development in an expert role, had four subthemes: Continuous learning, Self-reflection, Deep understanding and Taking responsibility for one's own expertise. CONCLUSION: The present study revealed how DA educators perceive the competencies of DA physiotherapists. The findings highlight the perceived significance of the physiotherapists' interaction with the client as a ground for meaningful clinical reasoning, and their responsibility for their own continuing professional self-development.

Making clinical teaching visible-A time and motion study of hospital rounds in undergraduate medical teaching.

Background: Teaching medical students in the clinical setting is frequently perceived as a demanding commitment by attending physicians. There is a paucity of data measuring the duration and efficacy of teaching during clinical rounds. Aim: The aim of this study was to assess both the quantity and quality of clinical teaching time dedicated to medical students on hospital ward rounds. Methods: A cross-sectional direct structured observational study was conducted during the morning rounds of attending physicians involved in teaching undergraduate medical students at three different clinical facilities in three different specialties. A validated observational tool was used by four observers to record teaching time and quality indicators. Results: In terms of teaching duration, it was observed that 25% of the total morning round time was allocated to teaching. However, this measure varied widely between different physicians and specialties. As for teaching quality, actions categorized as active teaching by the teachers were observed in 19% of the interactions observed per round, while active learning by the students was observed in 17% of the interactions per round. Teacher high-cognition interactions were similarly observed in 23% of actions per round, while student high-cognition interactions occurred in 16% of actions per round. Internal Medicine tended to score higher than both Pediatrics and Surgery in terms of percentage teaching time as well as percentage of active teaching observed per round. Using liberal criteria, rounds characterized overall as predominantly active or high-cognition by both teachers and students were observed in only 21% of the total number of rounds observed. Conclusion: These results indicate that the percentage of teaching time during ward rounds is highly variable, and that round teaching generally consists of passive and low-cognition interactions. Future work is needed to train clinical faculty to achieve a desired level of teaching quality, and to determine if there are any changes in teaching time commitments and student outcomes.

Evaluating the effectiveness of illness script teaching on clinical reasoning skills in post-baccalaureate nursing students.

BACKGROUND: Typically, nurse education curricula are separated into the teaching of theoretical knowledge and practical skills. This separation may hinder nursing students' development of clinical reasoning skills, making it difficult for them to prioritize tasks and make decisions about interventions. Illness scripts have been shown to help medical students improve their clinical reasoning skills; however, they are rarely used in nurse education. OBJECTIVES: To evaluate the influence of illness script teaching method on post-baccalaureate nursing students' clinical reasoning skills. DESIGN: The study adopted a single-arm quantitative pre-experimental research design and incorporated qualitative focus group discussions. SETTINGS/PARTICIPANTS: This study was conducted at a university in northern Taiwan. Participants included 35 post-baccalaureate nursing students who were enrolled in an elective course focused on clinical skills. METHODS: To enhance nursing students' clinical reasoning skills, illness scripts for five clinical scenarios were developed and implemented as part of their curriculum. The Nurses Clinical Reasoning Scale was utilized to assess self-rated clinical reasoning abilities, while dual-teacher scoring was used to evaluate clinical reasoning objectively. The VARK learning preference questionnaire was used to examine how learning preferences affect learning outcomes. After the course, semi-structured focus groups were held to collect student feedback on the effectiveness of the teaching methods and the learning outcomes. RESULTS: This study's quantitative and qualitative results show that illness script-based teaching improves nursing students' clinical reasoning. Quantitative results showed significant objective reasoning score improvements. However, minimal changes in self-rated scores suggest a learning style-influenced gap between perceived and actual abilities. Qualitative findings showed that students valued linking clinical issues to practical applications but struggled with knowledge gaps and engagement. CONCLUSIONS: The illness script teaching method improved students' understanding of clinical scenarios and enhanced their clinical reasoning abilities. Incorporating illness scripts into nurse education was beneficial for nursing students.

Natural Frequencies Improve Public Understanding of Medical Test Results: An Experimental Study on Various Bayesian Inference Tasks with Multiple Scoring Methods and Non-Bayesian Reasoning Strategies.

BACKGROUND: It is well established that the natural frequencies (NF) format is cognitively more beneficial for Bayesian inference than the conditional probabilities (CP) format. However, empirical studies have suggested that the NF facilitation effect might be limited to specific groups of individuals. Unlike previous studies that focused on a limited number of Bayesian inference problems evaluated by a single scoring method, it was essential to examine multiple Bayesian problems using various scoring metrics. This study also explored the impact of numeracy on Bayesian inference and assessed non-Bayesian cognitive strategies using the numerical information in problem solving. METHODS: In a Web-based experimental survey, 175 South Korean adults were randomly assigned to 1 of 2 format groups (NF v. CP). After completing numeracy scales, participants were asked to estimate 4 Bayesian inference problems and document the numerical information used in their problem-solving process. Four scoring methods-strict rounding, loose rounding, absolute deviation, and 50-Split-were used to evaluate participants' estimations. RESULTS: The NF format generally outperformed the CP format across all problems, except in a chorionic villus sampling test problem when evaluated using the 50-Split method. In addition, numeracy levels significantly influenced Bayesian inference; participants with higher numeracy demonstrated better performance. In addition, participants used various non-Bayesian strategies influenced by the format and the nature of the problems. CONCLUSIONS: The NF facilitation effect was consistently observed across multiple Bayesian problems and scoring methods. Individuals with higher numeracy levels benefited more from the NF format. The use of various non-Bayesian strategies varied with the formats and nature of specific tasks. HIGHLIGHTS: The natural frequencies (NF) format is known to foster understanding of medical test results compared with the conditional probabilities (CP) format, but some studies have reported that this benefit is either nonexistent or limited to specific groups.This study aims to replicate previous empirical studies using various Bayesian problems using multiple scoring methods.The NF format fosters understanding of medical test results across all Bayesian problems by all scoring methods, except in the CVS problem when using a 50-Split scoring method.Participants with high numeracy perform better Bayesian inference than those with lower numeracy. Particularly, higher numerates benefit more in the NF format than lower numerates do. In addition, the public tend to use various non-Bayesian reasoning strategies depending on the format and the nature of the tasks.

Cognitive reserve as residual variance in cognitive performance: Latent dimensionality, correlates, and dementia prediction.

OBJECTIVES: Cognitive reserve (CR) is typically operationalized as episodic memory residualized on brain health indices. The dimensionality of more generalized models of CR has rarely been examined. METHODS: In a sample of N = 113 dementia-free older adults (ages 62-86 years at MRI scan; 58.4% women), the domain-specific representation of general cognition (COG) before vs. after residualization on brain indices (brain volume loss, cerebral blood flow, white matter hyperintensities) was compared (i.e., COG vs. CR). COG and CR were assessed by 15 tasks spanning five domains: processing speed, verbal memory, visuospatial memory, fluid reasoning, and vocabulary. Measurement invariance and item-construct representation were tested in a series of structural factor analyses. COG and CR were then examined in relation to 22 risk and protective factors and dementia status at time of death. RESULTS: Item-factor loadings differed such that CR more strongly emphasized fluid reasoning. More years of education, higher occupational class, more hobbies/interests, and fewer difficulties with personal mobility similarly predicted better COG and CR. Only the sub-domain of visuospatial memory (both before and after residualization) was associated with conversion to dementia by end-of-life (r = -.30; p = .01). CONCLUSIONS: Results provide tentative support for the role of fluid reasoning (intelligence) as a potential compensatory factor for age- and/or neuropathology-related reductions in processing speed and memory. Intellectually stimulating work, efforts to preserve personal mobility, and a diversity of hobbies and interests may attenuate age- and/or pathology-related reductions in cognitive functioning prior to dementia onset.

Exploring context and culture in clinical reasoning medical education: A qualitative exploratory study.

BACKGROUND: Clinical reasoning processes are complex and interwoven with culture and context. While these relationships have been explored to understand the outcomes of clinical reasoning, there has been little exploration of how to integrate these relationships when teaching and learning clinical reasoning. METHODS: Using semi-structured interviews, this research explored the role of context and culture in clinical reasoning medical education. Participants were clinical teachers recruited from across Northern Ontario. The data were analysed independently by two reviewers using both thematic analysis and critical discourse analysis, and peer reviewed by a third researcher. RESULTS: The role of context and culture is inherent to the personal, professional and pedagogical aspects of clinical reasoning, especially when teaching about the complexities of Northern Ontario. The major themes that came through were: 1) teaching and learning clinical reasoning needs reflexivity, 2) developing clinical reasoning skills needs time and 3) clinical reasoning pedagogy should acknowledge and encompass practice variation and patient diversity. CONCLUSION: Teaching clinical reasoning in Northern Ontario involves being aware of the complexities that are inherent in interacting with patients and communities. Through personal, professional and pedagogical models, the students and teachers can address the complexities of cultural and contextual clinical reasoning.

Learning by thinking in natural and artificial minds.

Canonical cases of learning involve novel observations external to the mind, but learning can also occur through mental processes such as explaining to oneself, mental simulation, analogical comparison, and reasoning. Recent advances in artificial intelligence (AI) reveal that such learning is not restricted to human minds: artificial minds can also self-correct and arrive at new conclusions by engaging in processes of 'learning by thinking' (LbT). How can elements already in the mind generate new knowledge? This article aims to resolve this paradox, and in so doing highlights an important feature of natural and artificial minds - to navigate uncertain environments with variable goals, minds with limited resources must construct knowledge representations 'on demand'. LbT supports this construction.

Increased reliance on heuristic thinking in mild cognitive impairment.

Reasoning can be fast, automatic, and intuitive or slow, deliberate, and analytical. Use of one cognitive reasoning style over the other has broad implications for beliefs, but differences in cognitive style have not previously been reported in those with mild cognitive impairment (MCI). Here, the cognitive reflection test is used to measure cognitive style in healthy older adults and those with MCI. Those with MCI performed worse than cognitively healthy older adults, indicating they are more likely to engage in intuitive thinking than age-matched adults. This association is reliable after controlling for additional cognitive, self-report, and demographic factors. Across all measures, subjective cognitive decline was the best predictor of cognitive status. A difference in cognitive style represents a novel behavioral marker of MCI, and future work should explore whether this explains a broader pattern of reasoning errors in those with MCI, such as susceptibility to scams or impaired financial reasoning.