Need for cognition

One of the individual differences that lends itself to the kind of open-minded thinking characteristic of intellectual humility is the “need for cognition,” which is defined as “a stable individual difference in people's tendency to engage in and enjoy effortful cognitive activity” (Cacioppo et al.

1996, p. 198). People high in need for cognition expend more effort analyzing the content and quality of arguments (Haugtvedt, Petty and Cacioppo 1992), consider arguments central to the issue rather than peripheral features (Petty, Cacioppo and Goldman 1981), enjoy complex cognitive tasks (Cacioppo and Petty 1982), and are more attracted to messages that appeal to rational argument than emotion (Haddock et al. 2008).As with any trait, the preferences identified as “need for cognition” exist in people as a matter of degree, some showing low preference for this approach, others a high preference.Those with a high need for cognition use what Petty et al. (1981) call the “central” route of analysis which employs deliberative, rational processes whereas those with a low need for cognition take the “peripheral” route which relies on heuristics and attends to surface features (Haugtvedt et al. 1992). It is important to note that those high in need for cognition are more susceptible to context bias demonstrated in mood priming and primacy-recent effects. Cacioppo et al. (1996) aver that this is because those high in need for cognition form stronger initial attitudes compared to those low in need for cognition.When perceived biases are obvious or detectable, however, individuals high in need for cognition are more likely to make the cognitive effort necessary to correct their judgments and consider all the evidence.

Since those high in need for cognition are more curious, open-minded, and enjoy the search for knowledge, it may be one of the important characteristics that makes up intellectual humility (Cacioppo et al. 1996; Stanovich and West 1997). It reflects an intrinsic motivation for effortful cognition that is more process than results oriented, which can be developed and can change over time (Cacioppo et al. 1996). However, little research has been done on the development of the need for cognition.Although there may be a heritable component, some of the antecedent experiences that would contribute to its development would be those that reinforce a love of learning, experiences of mastery over subjects, a sense of control over one's learning, and experiences of coping with interpersonal problems through reason and verbal competence. Need for cognition is correlated with many important skills for optimal development.

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Source: Alfano Mark, Lynch Michael P.. The Routledge Handbook of Philosophy of Humility. Routledge,2020. — 514 p.. 2020

Need for cognition

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