These five dimensions are Neuroticism, or vulnerability to emotional instability and self-consciousness, Extraversion, or the tendency to be warm and outgoing; Openness, or the cognitive disposition to creativity and aesthetics; Agreeableness, or the tendency to be comfortable with social interactions, and Conscientiousness, or the tendency towards dutifulness and competence [ 12, 15].
We define "competence" in line with Hartig, Klieme and Leutner ([2008]) as a cognitive disposition that is learnable and focused on a certain field of action (domain-specific).
How individuals in a specific position acquire and process evidence, depends as much on their cognitive disposition as on the overall network formation and the exogenous environment in which their action is embedded.
For all of these reasons, many scholars believe that religion arose as "a byproduct of our cognitive disposition", says Robert McCauley, director of the Center for Mind, Brain and Culture at Emory University in Atlanta, Georgia, and author of Why Religion Is Natural and Science Is Not.
We assume that competence, as a cognitive disposition, influences the solution of domain-specific situations and tasks, so it is therefore reasonable to deduce back from the solving of authentic situations to cognitive structures through adequate item design and psychometric procedures (e.g., Wilson [2008]; Shavelson [2008]).
This change in cognitive disposition was largely attributed to perceived compatibility between science and religion or to social factors involving exposure to people with diverse ideas.
The cognitive disposition in question has to do with the way that human [End Page 227] beings conceptualize the things we encounter as we interact with the world.
Following the state of international research, we understand PC in BA as the cognitive disposition necessary for successful decision-making in professional situations within a company (see in detail Zlatkin-Troitschanskaia et al. 2014).
Factors related to critical thinking skills, epistemological views and cognitive dispositions are apparently similarly important, and perhaps, therefore, ought to be addressed prior to, and in preparation for, exposure to material on the scientific factors involving the evidence for and the mechanisms of evolution.
o Critical thinking skills, epistemological views, and cognitive dispositions.
