أثر التفاعل بين طريقة المعرفة (متصلة - منفصلة) والنظرية الضمنية للذكاء (ثابت - نمائي) على التحيزات المعرفية والتفكير الثنائي لدى طلاب الدبلوم العام في التربية
The present study aimed at detecting the effect of both ways of knowing (connected - separated) and the implicit theory of intelligence (entity - incremental) and the interaction between them on cognitive biases and dichotomous thinking. The study sample included (205) general diploma in education students, Faculty of Education, Mansoura University. The Way of Knowing (prepared by Galotti, etal., 1999), the cognitive biases (prepared by Van der Gaag, etal., 2013), implicit theory of intelligence and dichotomous thinking (prepared by the current researcher) questionnaires were applied on the current sample. Using two-way analysis of variance and t- test, the study reached: 1) There is no significant effect of the way of knowing (connected - separated) on all cognitive biases and their total degree, while there is a significant effect of the implicit theory of intelligence (entity - incremental) on some cognitive biases (beliefs inflexibility, subjective cognition problems, safety behaviors) in addition to its overall degree in the direction of high belief in the fixed construction of intelligence. In addition, there is no statistically significant effect of the interaction between the way of knowing and the implicit theory of intelligence in all cognitive biases except for the bias (safety behaviors), the interaction was statistically significant. 2) There is a statistically significant effect of the way of knowing (connected - separated) on dichotomous thinking in the direction of high separated knowledge, and there is a statistically significant effect of the implicit theory of intelligence (entity- incremental) on dichotomous thinking in the direction of students with high belief in the implicit construction of intelligence, while there is no statistically significant effect of the interaction between the way of knowing and the implicit theory of intelligence in dichotomous thinking. (Published abstract)