Explanation of each barrier -

hind
Time Pressure Bias
and Its Impact on
Cognitive Bias and
Critical Thinking
Its Impact on
Critical Thinking

What is Time Pressure Bias?

What is Cognitive Bias?
Time pressure bias is the tendency to make rushed
Cognitive bias refers to systematic
decisions or judgments due to limited time, leading
patterns of deviation from rationality in
to cognitive shortcuts, errors in reasoning, and
judgment and decision-making. These
suboptimal outcomes.
biases occur because the human brain
This bias occurs when individuals feel they must act
relies on mental shortcuts (heuristics) to
quickly, often at the expense of thoroughly analyzing
process vast amounts of information
a situation. Under time constraints, the brain
quickly. While heuristics can be useful in
prioritizes efficiency over accuracy, relying on
making quick decisions, they can also
heuristics (mental shortcuts) instead of deliberate,
lead to errors in reasoning, distorted How Time Pressure Bias Impedes Critical Thinking
logical thinking.
perceptions, and irrational conclusions.
Cognitive biases impede critical 1. Reduces Information Processing
thinking by: • Under time constraints, individuals filter out information
• Distorting reality, making it difficult to too quickly, often overlooking important details.
• This leads to incomplete analysis, increasing the risk of
evaluate situations objectively.
flawed conclusions.
• Reinforcing pre-existing beliefs, 2. Increases Reliance on Heuristics
preventing openness to new information. • Instead of carefully evaluating all available evidence,
• Encouraging faulty reasoning, leading people rely on past experiences, stereotypes, or gut feelings to
to poor decision-making.
-hind

Ambiguity Intolerance Communication Bias and

Bias and Its Impact on Its Impact on Critical
Criticalbias
Ambiguity intolerance Thinking
is the tendency to feel discomfort Thinking
Communication bias occurs when information is distorted,
or distress when faced with uncertainty, complex problems, misinterpreted, or selectively shared based on personal beliefs,
or unclear information, leading to a preference for simple, emotions, or external influences. This bias can manifest in how
clear-cut answers—even when reality is more nuanced. people send, receive, or process messages, leading to
misunderstandings and flawed reasoning.
This bias arises because the human brain prefers certainty and
predictability, and when faced with ambiguous situations, This bias can be caused by:
individuals may rush to premature conclusions or reject
• Preconceived beliefs (interpreting messages based on existing
conflicting information to regain a sense of control.
opinions).
How Ambiguity Intolerance Bias Impedes Critical Thinking
• Emotional influence (reacting emotionally rather than rationally).
1. Encourages Black-and-White Thinking
• Selective exposure (seeking out only information that aligns with
Instead of acknowledging complexity, people default to personal views).
simplistic, either-or thinking (e.g., good vs. bad, right vs. wrong).
• Framing effects (the way information is presented affects how it
This ignores nuances and reduces the ability to consider is understood).
multiple perspectives.
How Communication Bias Impedes Critical Thinking
2. Prevents Open-Mindedness
1. Distorts Information Interpretation
Individuals with ambiguity intolerance are less likely to explore
alternative viewpoints because they prefer quick resolutions. • People may misunderstand messages due to their
personal biases, leading to incorrect conclusions.
This limits exposure to new ideas and insights, weakening
intellectual flexibility. • This reduces objective analysis and promotes
3. Increases Susceptibility to Misinformation miscommunication.
A strong desire for certainty makes individuals more likely to 2. Encourages Selective Listening and Reading
accept misleading or oversimplified explanations rather than • Individuals may only pay attention to information that
critically analyzing evidence.
supports their existing beliefs.
• This prevents them from considering opposing
-hind

Emotional influence bias occurs when emotions—such as fear,

Emotional Influence anger, excitement, or sadness—affect judgment and decision-
Bias and Its Impact making, leading to irrational conclusions instead of logical
on Critical Thinking reasoning.

Emotions play a natural role in human thought processes, but

when they dominate decision-making, they can override
objective analysis, leading to biased thinking and poor choices.

1. Reduces Objectivity
• Strong emotions can skew perception and cause
individuals to focus on feelings rather than facts.
• This makes it difficult to evaluate information logically
and fairly.
How Emotional 2. Leads to Impulsive Decisions
Influence Bias • Under emotional stress, individuals may act rashly
Impedes Critical rather than taking the time to analyze a situation.
Thinking • This can result in regretful choices or overreactions.
3. Encourages Confirmation Bias
• When emotionally invested in a belief, people tend to
seek evidence that supports their feelings while ignoring
COMMON - Reem Ahmed

EXAMPLES
Real-life examples of barriers
we could come across.

Barrier 1: cognitive bias

Preconceived notions or
mental shortcuts, like
Limited perspective: a political figure
confirmation bias or
dismisses the need for renewable
stereotyping, distort objective
reasoning. energy policies because their region
has abundant fossil fuel resources.
Stereotyping: students may make
(Issue: while not a cognitive bias
assumptions about others based on their
appearance, accent, personal details or even itself, a narrow worldview can foster
nationality, potentially leading to cliques and biases like confirmation bias or
excluding those perceived to be "different". stereotyping.)
(Issue: you limit yourself to a reductionist  Additionally, this could lead to
approach, underestimating many aspects of a someone being egocentric, which
situation that should be considered, which in is where an individual cannot put
this case, you aren't allowing yourself to themselves in a different person's
develop your social skills and meet perspective. This usually occurs to
personalities you normally don’t come across.)
You don't us at our early developmental
have the
latest bag
yet. You must
stages in life (ages 1-7), but some
be boring. people can have this as a trait.
COMMON - Reem Ahmed

EXAMPLES
Real-life examples of barriers
we could come across.

Barrier 1: cognitive
biases
Positive: a job candidate may
assume their interview went well Wishful thinking: a person buys a
because the interviewer smiled lottery ticket every week, convinced
and seemed friendly, even though they'll win despite astronomical
their responses weren't as strong odds as they believe "it's their turn" to
as they'd hoped. (Issue: optimism get lucky. (Issue: this could lead to
might prevent them from future consequences, such as
reflecting on areas to improve for symptoms of gambling addiction.)
future interviews.)
Negative: a person hears about a mild side effect
of a medication and fixates on it, believing the
worst-case scenario will happen to them. (Issue:
even though the medication is overwhelmingly
safe, their focus on the negative outweighs logical
consideration of its benefits.) This is a visual
 Additionally: a pattern of negative thoughts representation of estimated
funds gone towards
could trigger learned helplessness; a theory
gambling throughout the
that suggests an individual stops trying to next few years.
change their circumstances when they
continuously face a negative, uncontrollable
situation, even when they have the ability to do
so.
COMMON - Reem Ahmed
Barrier 4:
EXAMPLES
Real-life examples of barriers
we could come across. Communication
(Mental reminder: there are three methods of communication
that could arise barriers to critical thinking.)

Misinformation -
(Mental reminder:
Barrier 2: Time A person sees a social media post claiming a misinformation exploits
pressure health treatment has amazing benefits but cognitive biases, such as
A CEO hastily approves a business deal doesn't verify the source or evidence. confirmation bias, where
during a tight deadline, falling to people accept information
(Issue: they might act on the information without
thoroughly analyse potential risks or questioning its credibility.)​ that aligns with their
consequences. beliefs. Rationality and
(Issue: the likelihood of missing key evaluation of facts is not
Propaganda - present.
details or potential risks is high as there
is limited stakeholder input and A cereal company might create a cartoon ad
unrealistic cognitive shortcuts caused showing a superhero eating their cereal and
gaining superpowers. The ad might say. "Eat this
by stress.)
Barrier 3: Ambiguity cereal, and you'll be strong like the superhero!"
intolerance
A student may feel uncomfortable (Issue: it uses exaggerated claims and emotional
appeal to persuade kids to buy the cereal even
admitting they don't fully understand
though eating it won't actually give them
the lesson, choosing instead to remain
superpowers.)
silent. Miscommunicatio
(Issue: Leads to avoidance of complex n-
problems, premature conclusions or At work, a manager uses vague instructions for a
reliance on black-and-white thinking.) project, leading to employees interpreting the
tasks differently.
(Issue: miscommunication clouds clarity, making
it difficult to analyse situations effectively and, in
this case, causes delay and frustration.)
COMMON - Reem Ahmed

EXAMPLES
Real-life examples of barriers
we could come across.

Barrier 5: emotional
influence
Plays a significate role in shaping thought
process, often interacting with cognitive
biases.
Points crossed red will be important in the
next slide.
Emotion-Driven Memory Distortion: a person
attends a surprise birthday party where they
Impact on Reasoning: a person might lead initially feel overwhelmed and anxious because
someone to avoid risks that could otherwise they dislike surprises. Later, the mood shifts, and
offer great rewards, such as public speaking, they enjoy the celebration. However, despite the
while excitement might cause overly optimistic positive moments, their lasting memory of the
decisions, such as an expensive purchase. party is dominated by the initial anxiety and
(Issue: strong emotions, such as fear, anger or discomfort.
excitement can cloud judgement and make it (Issue: the individual would avoid social
harder to evaluate situations rationally when gatherings involving surprises.)
Amplifying biases: anger can intensify confirmation
dealing with interference.)  Additionally, future decisions could be biased
bias, as an individual seeks out evidence that
supports their emotional stance. by memories shaped by emotions can set a
(Issue: Emotions often fuel cognitive biases, ignoring precedent for how similar situations are
contradictory information.) approached in the future.
 Intense emotions, whether positive or
Decision- Making Under Stress: this also falls negative, can sometimes lead to inaccurate
under Time Pressure. memories.
(Issue: adding to my point, stressful situations can
lead to snap judgements fuelled by instinct, even
when critical thinking might have yielded better
outcomes.)
COMMON - Reem Ahmed

EXAMPLES
Real-life examples of barriers
we could come across.

Barrier 5: emotional Conclusion:

 Emotion arises from physiological arousal and
influence
Plays a significate role in shaping thought
process, often interacting with cognitive cognitive interpretation of the situation. Without
biases. clear explanation, people rely on environmental
Schachter and cues to label their emotions.
Singer
In summary, two scientists from the year
1962 went on to test their two theory of
emotion that suggested that emotional
experiences come from a combination of
physical arousal and (subjective) cognition
that makes the best sense of the person's
situation.
Procedure:
 Participants received an injection of adrenaline or Link to Emotional Barriers:​
placebo and were misinformed, informed or ignorant § The study highlights how emotions can skew
about its effects. reasoning when arousal is misinterpreted or
 They were exposed to either euphoria (playful stooge) influenced by external cues, serving as a barrier to
critical thinking. For example, in ​situations where
or anger (irritated stooge) conditions. things are unclear or when there is a lot at stake,
 Emotional responses were measured via observations emotions can cause people to act quickly without
Keyand self-reports.
findings: ​ thinking things through or make mistakes in
§ Euphoria: Misinformed participants reported the highest judgement.
happiness, followed by ignorant participants . Informed
participants felt the least happy, as they had an
explanation for their arousal.
§ Anger: Ignorant participants were the angriest, followed by
placebo participants. Informed participants were less
COMMON - Reem Ahmed

EXAMPLES
Real-life examples of barriers
we could come across.

Barrier 6: Social groups

It is important to note that even in
social factors, subjective aspects to
arise as well. In this case, it is Definitions of important keywords:
Emotional Contagion.  Conformity: the tendency of individuals to adjust their
Points crossed red will be important in the
behaviour, attitudes or beliefs to align with those of a group.
next slide.
 Normative social influence occurs when people conform to
the expectations of a group to gain social acceptance or
Emotional Contagion: In a tense meeting, avoid disapproval, even if they privately disagree.
one person's anxiety, as expressed by  Over-reliance on authority/tradition: unquestioningly
their body language, might cause others following the instructions or beliefs of an authority figure or
to feel uneasy, affecting the group's adhering to established traditions without critically
overall judgement. evaluating them.
(Issue: this can influence decision  Identification: when individuals adopt attitudes or
making-making or behaviour without behaviours of a person or group they admire or seek to
individuals being fully aware of it.) associate with.
 Low self-efficacy: this refers to an individual's belief in their
ability to successfully perform tasks or achieve goals. In a
group, self-efficacy could decrease if an individual feels
overshadowed, doubt their capabilities or assume others are
better suited to take the lead.
COMMON - Reem Ahmed

EXAMPLES
Real-life examples of barriers
we could come across.

Barrier 6: Social groups Bandura's study (Bobo Doll

experiment )
A researcher wanted to explore how children
Milgram's study (obedience to learn and imitate aggression through
Authority)
A researcher wanted to investigate observation of role models.
obedience when instructed by an authority Procedure:
figure, even if actions conflict with personal  Children watched an adult either aggressively or
morality.
Procedure: peacefully interact with a Bobo Doll. They were then left
 Participants were told to deliver electric shock to a alone with the doll to observe their behaviour.
"learner" (actually a confederate) for incorrect answers.
Key findings: ​
The shocks increased in intensity, but no real shocks § Identification: children imitated the adult role model they
were administered. The learner made false auditory identified with, mimicking aggression when exposed to
signs of distress which increased in severity after every violent behaviour.
level. § Conformity and normative social influence: children
Key findings: ​
§ Conformity and normative social influence: participants conformed to the observed behaviour, adhering to
continued shocking the learner, confirming to the perceived norms modelled by the adult.
Link: shows how identification with a model and group norms
authority's expectations despite visible distress. Fear of
influence behaviour, making it harder to critically act or act
disapproval contributed to compliance.
against group pressure. This study also shows that younger
§ Over-reliance on authority: participants obeyed because
kids do have skills to think critically as not all the kids within
the experimenter was perceived as an expert, even when the experiment imitated the aggression.
their actions felt wrong.
§ Low self-efficacy in groups: individuals doubted their ability
to resist. Lack of confidence in their own judgment led to
reliance on authority.
Link: demonstrates how authority figures and social norms supress
critical thinking, fostering blind obedience under pressure. + You can
develop demand characteristics (you act a certain way you believe
Strategies to Overcome
the Barriers
-Zamah
Overcoming Cognitive Biases
• Awareness: Be aware that cognitive biases like
anchoring or confirmation bias can impair
judgement. Recognise these prejudices when making
decisions.

• Look for different viewpoints: To counteract biases,

actively engage with opposing viewpoints.

• Contest presumptions: Seek out evidence that

challenges your own assumptions on a regular basis.
-Zamah
Combatting Emotional Influences
• Emotional regulation: To control intense emotions that could
obstruct rational thought, cultivate emotional intelligence
and mindfulness.

• Step back: When feelings are running high, take a break and
come back to the issue later when you're more composed.

• Put reason ahead of feelings: When analysingcomplex

issues, put logic and evidence first, despite the temptation
to follow your emotions.

-Zamah
Developing Open-Mindedness
• Be humble: by admitting that you don't know
everything and by keeping an open mind to fresh ideas
and insights.
• Ask insightful questions: Rather than taking things at
face value, ask questions to gain a deeper
understanding of other viewpoints when presented with
fresh information.

-Zamah
Improving InformationProcessing
• Describe the issue: Before you try to tackle the problem,
be sure you understand it completely. Divide it into
more manageable, smaller components.
• Employ methodical techniques: Use models or
frameworks such as SWOT analysis (Strengths,
Weaknesses, Opportunities, and Threats)
to organise your thoughts and direct your decision-
making.

-Zamah
Avoiding Over Generalisation
• Analyse the evidence: Make decisions based on the
facts, not conjecture or preconceptions. To
prevent overgeneralisation, look for trends or
exceptions.
• Pay attention to the details: Instead of
making generalisations that are too general, back up
your conclusions with specific examples and evidence.

-Zamah
Overcoming Lack of Knowledge and
Expertise
• Make a commitment to lifelong learning: Make an
effort to learn more about subjects you may not be as
knowledgeable about. Attend classes, read extensively,
and participate in conversations.
• Speak with professionals: Never hesitate to seek advice
from someone with greater expertise in particular fields.

-Zamah
Overcoming Time Pressure
• Give yourself time to think: Make sure you don't rush
crucial decisions. Your ability to think critically can be
improved by even short pauses.

• Set priorities for your tasks: Avoid becoming bogged

down by less important concerns and concentrate your
critical thinking on the most crucial ones when under
pressure.

-Zamah
Improving Communication Skills
• Engange in dialogue: Practise talking to people about
complicated concepts because doing so can help you
clarify them.

• Active listening: Listen intently to what others have to

say, since this might push your own ideas and result in
a more comprehensive understanding of problems.

-Zamah
Building a Growth Mindset
• Accept challenges: Rather than viewing challenges as
things to avoid, view them as chances to do better. This
promotes tenacity in critical thinking endeavours.

• Honour learning from mistakes: Recognise that mistakes

are a normal component of the process of critical
thinking and can teach you important lessons.

-Zamah
CONCLUSION: - Asma saadullah

To sum up, cognitive biases, emotional influences and social pressures

obstruct our capacity to come up with critical choices. You recognise these
obstacles,, to the extent by which they make it harder for you to come to the
right conclusions. Awareness can help us drive away from these barriers by
questioning our assumptions, by being aware of other perspectives and then
creating critical thinking in academic or daily life. For instance, we can strike
through these barriers by being active in asking questions about the
assumptions and looking for credible information.