TCM Research On Cognitive Psychology Of Thinking

To solve the problem, the individual must transform the task of problem into the problem space, forming of his own representation of the problem and understandit. The individual’s understanding of the problem situation (representation) is achieved through the interaction of contextual information and prior knowledge or cognitive schema. With the understanding of the meaning of the relevant materials, under the promoting of relevant concepts, through a series of conversion, the correct representation is gradually completed in the mind. The obtained contextual information theoretically determines the styl and the structure of the problem and to some extent stipulates the representation and processing of problems. The representation in the process of TCM syndrome differentiation is diversity, more than one sense in which we can deduce from the symptoms and signs, that the same set of symptoms and signs can be considered as different syndromes or different pathogenesis, form can be expressed as:{a, b, c, d}-â†'A∨B. This will be conducted through a questionnaire that lists a collection of signs and symptoms of different permutations to see how subjects characterize it, how to give it significance, what is the differences of thinking during the process of syndrome differentiation by comparing different levels of TCM staffs. Focusing on solving the following questions:What is cognitive psychology foundation of TCM syndrome differentiation, thereby clarify the psychological characteristics of TCM syndromes.The purpose of this study:(1) From the perspective of cognitive psychology deeply discusses the way of thinking of TCM syndrome differentiation, and to explore the characteristics of TCM syndrome differentiation thinking and its dynamic cognitive process.(2) Use objective research methods to better reflect the thinking process of TCM syndrome differentiation from a cognitive perspective, and to understand their cognitive characteristics.(3) Reveal the differences and diversities of syndrome representation among TCM staffs; thereby demonstrates the important role of psychological representation in TCM syndrome differentiation.(4) Found the similarities and differences between TCM experts and beginners in the way of syndrome representation; seeking the role of knowledge and experience in the syndrome representation.(5) Enrich and improve the questionnaires on TCM syndrome representation.Methods:questionnaire survey in cognitive psychology was used to conduct descriptive study on different levels of TCM staffs.232subjects with different levels completed questionnaires and were grouped in accordance with the time of learning TCM, degrees, having clinical experience or not in order to compare and analyze their similarities and differences of syndrome representation.126undergraduates whitin the whole sample were grouped by different classes and then compared the3groups and compared each of them to the expert to observe the similarities and differences. Excel2010and SPSS17.0were used to establish a database and process data by descriptive statistics and chi-square test. Apply knowledge of cognitive psychology and cognitive linguistics to analyze the results and draw conclusions.Results:According to the results of descriptive statistics, when answered the questions about collecting symptoms, people constantly revised there choices with the addion of the symptoms. According to the results of the questions about TCM syndrome differentiation modle, the Eight Principle Pattern Identification and the Differentiation of Six Channels were the most widely used. The results of the questions about concerntration of the symptoms show that experts more concern about the diagnostic symptoms. In the questions about contradiction between tongue manifestation and symptoms, symptoms was more concerned in general, but experts relatively more emphasis on the tongue manifestation. The results of the questions about symptoms supplementary show that the main symptoms of one pattern are more often included in the cognitive schema.After being grouped according to the length of time to learn TCM, the sample has statistically significant differences (p<0.05) in the second question of the questions about TCM syndrome differentiation modle, the second and the forth questions of the questions about concerntration of the symptoms, the sixth question of the questions about contradiction between tongue manifestation and symptoms, the second, the third and the fourth questions of the questions about symptoms supplementary, and most of the differences were due to the group of studying TCM more than12years compared with the group of less than12years. After being grouped according to degree, the sample has statistically significant differences (p<0.05) in the sixth question of the questions about contradiction between tongue manifestation and symptoms, the second and fourth questions of questions about symptoms supplementary, and the differences were the differences between the group of undergraduates and graduates. After being grouped according to the presence or absence of clinical experience, the sample has statistically significant differences (p<0.05) in the second question of the questions about TCM syndrome differentiation modle, the third and the forth questions of the questions about concerntration of the symptoms, the first, third and fourth questions of questions about symptoms supplementary.After comparing the three undergraduate classes, there are statistically significant differences (p<0.05) in the second, the fifth and the sixth questions of the questions about collecting symptoms, the first question of the questions about TCM syndrome differentiation modle, the second and the third questions of the questions about concerntration of the symptoms, the forth question of the questions about contradiction between tongue manifestation and symptoms, and the first and the sceond questions of questions about symptoms supplementary. Each of the three classes was compared with the group in which the members have clinical experience. With the a/4=0.125standard, there are only one statistically significant difference between the group of five-year class and the group with clinical experience, and there are more differences between the group of seven-year classes and the the group with clinical experience.Conclusions:(1) Problem representation is very subjective. Cognitions will be variety of different people, and these variations come from the accumulated knowledge and experience before.(2) Problem-solving process has several well-ordered stages:evaluation of expectations—hypothesis—test hypothesis—hypothesis confirmed, and if the hypothesis is not confirm, new hypothesis emerges. In this process, there is a consciousness of amendment. In the diagnostic process, doctors will continully amend their conclusions and assumptions with the addition of symptoms. And the more comprehensive the collection of symptoms is, the more helpful to the most appropriate diagnosis.(3) Experts and novices have differences in terms of problem solving, the ones who have the longer the time of learning, the higher degree and the more extensive clinical experience, the more faster they draw the accuret conclusions. But they are still relatively cautious. Acturly they need to collect more comprehensive symptoms to make a conclusion. And they often make a comprehensive judgment by comprehensivlly analying the data gained by four diagnostic methods. When facing with a series of symptoms, experts also tend to be more willing to focus on the symptoms which are more helpful to the diagnosis.(4) The prominent words or new informations are always more attractive and will have an impact on one’s conclusions. But the salience of some elements will be enhanced or diminished by different situations or contexts.(5) The phenomenon that doctors can make the diagnosis and treatment faster with the constent accumulation of experience can be probably explained by cognitive priming effects.(6) The curriculum reform of undergraduate may be more conducive to training clinical personnel.