i need help can you give in example for this assigment "Article Review Application" that you will include just after your "Narrative Summary" segment of the assignment.

1. Rewrite the paper in accord with feedback from your instructor/CA and from your scored rubric as well as information garnered from the article linked below. WRITE ALL CHANGES IN RED "INK" (RED FONT). Failure to write all changes in red ink will result in a considerable point-deduction. Do not include "comments" or "track changes" in your assignment submission. DO NOT "TRACK" your changes/edits; submit ALL changes/edits in RED FONT.

2. Write a summary of your changes and overall editing/rewriteprocess. Please use appropriate grammar and APA format in this summary - of note, you MAY WRITE in the first-person in the narrative summary as this section is about your personal reflection on the rewrite of a formal writing assignment. For this section,you createa page after your reference page and use the subheading"Narrative Summary" to delineate this section.

3. Read this article: httpswaccolostateeduwritingspacesdasbenderpd://../books/2/--critical-thinkingLinks to an external site.&Write about your experiences with our first writing assignment (WA-1) using the article above to guide your review ; make certain to:

• Place this summary after your "Narrative Summary" and label this section "Article Review Application"
• Respond to these instructional prompts in your "Article Review Application":
  • Discuss the core critical thinking skills (Facione & Gittens, 2016) you employed in writing the WA-1.
  • What seemed to be the most difficult portion of the assignment?
  • What approaches did you use in your attempts to overcome this difficulty?
• Cite the article in-text and in your reference section in APA format.
• Your Full Title Goes Here
• Your NameArizona State UniversityClass NameProfessor's NameDue Date[LC1]

Your Full Title Goes Here

Begin your paper here. Provide introduction here.Introduce the topic that will be discussed. Use any subheadings you feel necessary for clarity and ease of reading.

Begin your paper here. Provide introduction here.Introduce the topic that will be discussed. Place changes and edits in red print.This portion of the paper should be written in the third person. Edit in red.Any time you use any information that you learned from another source, you should always use an in-text citation to give credit to the original author (Last Name, Year). Change in red.Introduce a quote, "if you use a direct quotation, you must also include the page number that the quotation came from in your citation" (Smith, 2001, p. 17). Delete instructor comments, track changes, and edits when submitting the revision. Remember to submit all changes as your own edits. Do not track changes; submit all edits in red print.

If you are a psychology major, please consider getting a current copy of the APA formatting manual. This template will help with some of the formatting guidelines, but you should not rely on it to give you all of the information you will need.

Level One Heading

Your first level headings should be centered, bold, and written in title case heading (Capital Letters for Each Word). For this class, use headings where you feel they will help with clarity and organization within your paper.

Level Two Heading

Discuss and define your second core critical thinking skill, here. Remember to cite the textbook. Compare and contrast this skill with nonconscious thinking discussed in the assigned article. Continue with edits in red print throughout.

Conclusion

Provide a clear conclusion that incorporates major themes and findings from your analyses. Please recall that a novel source should not be cited within a conclusion section as a conclusion section of a paper of this nature wraps up content that has already been addressed within the body of the paper. Remember to omit all comments within this document prior to turning in this document if you elect to use this template to structure your assignment. Remember to stay in the third person throughout your writing of this assignment.

References

Last, F. M. (Year). Title of the article in lower case letters. Name of the Journal in Upper and Lower Case Letters, Vol#(Iss#), page numbers. doi:####

Smith, J. (2017). Update to the paper. Journal of Thinking, 8(4), 51-55. doi:10.1167/13.3.32

Wolfe, J., Brunelli, D. N., Rubinstein, J., & Horowitz, T. S. (2013). Prevalence effects in newly trained airport checkpoint screeners: Trained observers miss rare targets, too. Journal of Vision, 13(3), 1-9. doi:10.1167/13.3.33

(Note that the references should be ordered alphabetically by last name of first author)

(You may include your DasBender reference citation here if you selected Option #2)

Narrative Summary

Provide a summary of your edits and updates to your paper indicated above. Please discuss your experiences with the rewrite process as well as the writing center process if applicable. Please make certain to meet word minimum requirements. You may write in the first and third person in this personal narrative section.

Article Review Application

Complete this section if you have elected Option #2 for our second writing assignment. Please discuss your experiences with the rewrite process as well as the writing center process if applicable. Please make certain to meet word minimum requirements. You may write in the first and third person in this section as this section includes personal narrative section. Please remember to cite the DasBender article assigned (2011). Please also make certain to address the specific prompts indicated in the third instruction of the option number 2 instructions. If you elected Option #1 of this assignment, you will provide your "evidence" of your writing center session after your narrative summary in lieu of this content. Please see the assignment instructions for how to post this "evidence".

1.Summary is presented clearly and completely

2.The summary is well-written and there are no (or almost no) typos or grammatical error, & length is at least

3.Submits the document with the described changes and ) Integrated the changes in red ink, changes are clear and complete

4.Provides evidence required evidence of writing center visit or provides review of WA-1 based on article content

Complete information provided, e.g. URL/tutor name or Stamp/tutor name or Writes review of writing assignment WA-1 and thoroughly addresses all instructional prompts associatedwith the application of the article in review of the assignment as listed in the instructions, meets word requirements and properly cites the article in-text and in reference section in accord with APA format.

this my assigment number one critical thinking strategies with nonconscious thinking

1. Summary of Bechara et al. (1997)

In their pivotal study, Bechara, Damasio, Tranel, and Damasio (1997) explored the concept of nonconscious thinkingor "thinking without explicitly thinking"and its influence on decision-making. Their research aimed to determine if people could make beneficial decisions subconsciously, relying on instinct or "gut feeling" even without conscious knowledge of advantageous strategies. The study focused on individuals with damage to the ventromedial prefrontal cortex, an area critical to decision-making, along with healthy individuals to serve as a control group.

To examine this, Bechara et al. employed a gambling task. Participants chose cards from four decks with varying levels of risk and reward. As they progressed, participants developed a sense of which decks were advantageous, even if they couldn't explicitly identify why. Importantly, the researchers measured not only the decisions but also participants' skin conductance responses (SCRs)a physiological indicator of emotional arousal. This measurement allowed the team to observe nonconscious emotional responses that potentially guided decision-making.

The findings were significant: healthy participants eventually avoided high-risk decks without necessarily understanding why, showing that their bodies detected risky choices before their conscious minds did. However, participants with prefrontal cortex damage struggled to adapt their choices, indicating an inability to rely on nonconscious cues to make advantageous decisions. Bechara et al. concluded that nonconscious, physiological cues play a crucial role in effective decision-making, especially in uncertain or ambiguous contexts (Bechara et al., 1997). Their study underscores the power of implicit thinking in guiding behavior and making decisions in real-world scenarios.

2. Contrasting Nonconscious Thinking with Core Critical Thinking Skills

The concept of nonconscious thinking, as highlighted in Bechara et al. (1997), presents an interesting contrast to traditional critical thinking. Facione and Gittens (2016) outline six core critical thinking skills, each of which requires intentional reflection, analysis, and deliberation (p. 34). Here, I will focus on contrasting nonconscious thinking with two critical thinking skills: self-regulation and evaluation.

Self-Regulation

In the study by Bechara et al. (1997), nonconscious thinking operates without deliberate self-regulation. Participants were guided by physiological responses rather than conscious, self-reflective processes. Healthy participants learned to avoid risky decks by developing a "gut feeling" or instinctive aversion, even though they couldn't articulate their reasoning. This process contrasts sharply with the critical thinking skill of self-regulation, which requires monitoring one's cognitive activities, actively reflecting on biases, and continuously adjusting one's approach to improve reasoning (Facione & Gittens, 2016, p. 34). For instance, in a structured decision-making scenario, a critical thinker using self-regulation would consciously evaluate their thought patterns, examine potential biases, and adjust as necessary.

However, nonconscious thinking bypasses these conscious adjustments. The decision-making process in Bechara et al.'s study was intuitive and automatic, suggesting that physiological responses took precedence over conscious regulation. This lack of self-reflection allows for rapid, instinct-driven decisions but may lack the nuance and correction that self-regulation offers. Thus, while nonconscious thinking can lead to quick, effective decisions, it lacks the reflective depth of self-regulation, which is essential for deliberate, unbiased judgment.

Evaluation

Nonconscious thinking also contrasts with the critical thinking skill of evaluation. Facione and Gittens (2016) describe evaluation as the process of assessing the credibility and significance of information, weighing evidence, and drawing logical conclusions (p. 34). In critical thinking, evaluation involves a careful, systematic approach to decision-making, where individuals consciously analyze information to reach an informed judgment. In Bechara et al.'s (1997) study, however, participants did not evaluate their choices based on explicit evidence; rather, they relied on instinctual responses to guide their decisions. Their behavior was informed by nonconscious cues rather than an intentional assessment of risk or benefit.

This difference highlights a unique limitation of nonconscious thinkingit bypasses systematic evaluation, relying instead on automatic, emotional responses. While this can be useful in situations requiring quick judgments, it may not be suitable for complex decisions that require in-depth analysis. Critical thinking's emphasis on evaluation promotes a thorough, reasoned approach, enhancing decision-making accuracy by systematically assessing all available evidence. Therefore, while nonconscious thinking supports instinctive responses, evaluation in critical thinking ensures that decisions are both rational and well-supported.

3. Reconciling Nonconscious Thinking and Critical Thinking

While nonconscious thinking and critical thinking may appear to be opposites, reconciling them can lead to a well-rounded approach to problem-solving. Each approach offers unique benefits that enhance different aspects of effective thinking. Nonconscious thinking facilitates rapid decision-making, which is particularly useful in ambiguous situations where overthinking might be counterproductive. The ability to act on instinct, as seen in Bechara et al.'s study, can be crucial when quick judgments are needed. The emotional and physiological signals that guide nonconscious thinking help to prioritize responses without the interference of extensive analysis, allowing for an intuitive response that often reflects past learning and experience (Bechara et al., 1997).

On the other hand, critical thinking provides structure and rigor. Skills like self-regulation and evaluation demand thoughtful reflection and systematic analysis, which prevent bias and ensure accuracy. For example, critical thinkers consciously monitor their thoughts and evaluate information critically, which makes their decision-making processes transparent and accountable (Facione & Gittens, 2016). These skills are particularly valuable for complex or high-stakes decisions that benefit from a well-examined approach. Personally, I have found that combining both methodsinitially trusting my instincts and then critically evaluating my choicesallows me to make faster decisions without sacrificing quality.

To integrate these two approaches, one might rely on nonconscious cues to narrow down options quickly, then use critical thinking to refine and verify those choices. For instance, in a personal experience during a high-stakes exam, I initially relied on instinctive responses to eliminate wrong answers, and then I used structured evaluation to confirm my final choices. This combination enabled a more effective and efficient decision-making process.

4. Scholarly Source Integration

To further support the integration of nonconscious and critical thinking, Lieberman (2000) discusses the role of social intuition as a precursor to rational thought. Lieberman's research highlights that intuition often guides initial judgments by directing attention to relevant information, which can later be assessed with critical thinking for validation. This finding aligns with Bechara et al.'s (1997) observations, emphasizing that nonconscious cues help streamline decision-making by prompting immediate reactions based on past experience. By using intuition as an entry point and then applying critical analysis, decision-making can be both efficient and thorough, combining speed with precision.

References

Bechara, A., Damasio, H., Tranel, D., & Damasio, A. R. (1997). Deciding advantageously before knowing the advantageous strategy. Science, 275(5304), 1293-1295.

Facione, P. A., & Gittens, C. A. (2016). Think critically (3rd ed.). Pearson Education.

Lieberman, M. D. (2000). Intuition: A social cognitive neuroscience approach. Psychological Bulletin, 126(1), 109-137.