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part, we see how it fits into the whole and then move on to the next part.Checking accuracyWe usually execute this disposition when we are learning something new. This commonly involves gathering information about a topic. It begins with an analysis of the source of the information we are receiving. If we are not completely sure of the accuracy of the source, we then consult sources we are more sure contain accurate information about the topic.Checking clarityWe usually execute this disposition when we are trying to understand something new. It begins by asking ourselves if we have any confusion regarding the information we have processed thus far. If we do, we stop taking in new information and seek clarification from whatever resources are available.Resisting impulsivityWe typically execute this disposition when we are making a decision or forming a conclusion. This commonly occurs when we respond to certain stimuli or form a conclusion based on new information we have processed. It begins by realizing that we have an urge to respond or form a conclusion without collecting more information. We briefly pause and allow time to think about our response or conclusion with an eye toward making revisions.Seeking cohesion and coherenceWe usually execute this disposition when we are creating something that has a number of interacting parts. Seeking cohesion means that we continually monitor the extent to which relationships between component parts are solid and stable and make adjustments if they are not. Seeking coherence means that we continually monitor whether the interaction of the parts is producing the desired effect and make adjustments if it is not.

      Once students are familiar with the mental dispositions in table 3.3, teachers can lead them in examinations of their own behaviors. During self-analysis, students assess the degree to which they exhibit a specific mental disposition in a given situation. Table 3.4 provides questions to this end.

      As seen in table 3.4, the eight dispositions examined in this chapter fall into five types of situations in which they are commonly employed.

      1. Solving a difficult problem

      2. Working on a long-term project

      3. Interacting with new knowledge

      4. Making a decision or forming a conclusion

      5. Creating something that has interacting parts

Table 3.4: Self-Analysis Questions for Mental Dispositions

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