All
the levels of the CM3 include these four scales:
1.
Mental Focus / Self-Regulation
2. Learning Orientation
3. Creative Problem Solving
4. Cognitive Integrity
1.
Mental Focus / Self-Regulation
Those persons scoring high in mental
focus tend to be diligent, focused, systematic, task-oriented,
organized and clear-headed. When engaged in a mental activity
they tend to be focused in their attention and persistent. Those
persons scoring low on this scale show a compromised ability
to regulate their attention and a tendency toward disorganization
and procrastination.
2.
Learning Orientation
People scoring
high in learning orientation are apt to strive to learn
for learning's sake and to value the learning process as a means
to accomplish mastery over a task. These individuals are eager
to engage in learning, they value information and evidence gathering,
they recognize the importance of giving reasons to support a position,
and they take an active interest and are engaged in school. A
general inquisitiveness guides their interests and activities.
Those individuals scoring low on learning orientation tend
to have a narrow set of interests they are willing to explore.
They may even avoid opportunities to learn and understand. These
individuals will attempt to answer questions with the information
they have at hand rather than seeking out new information.
3.
Creative Problem Solving
The people scoring high in creative
problem solving tend to be intellectually curious, creative, to
have a preference for challenging, complicated, and novel activities,
and to be imaginative, ingenious, and artistic. Those individuals
scoring low on creative problem solving tend to be less
curious. They will choose easier activities over challenging ones.
4.
Cognitive Integrity
Individuals scoring high in cognitive
integrity display their motivation use their thinking skills.
They are positively disposed toward truthseeking and open-mindedness.
These individuals are comfortable with challenge and complexity,
they enjoy thinking about and interacting with others with potentially
varying viewpoints in the search for truth or the best decision.
Those individuals scoring low on this scale express a
viewpoint that is best characterized as cognitive resistance.
They are hasty, indecisive, uncomfortable with challenge and
change, and are likely to be anxious and close-minded.
5.
Scholarly Rigor
Scholarly Rigor is the disposition
to work hard to interpret and achieve an deeper understanding
of complex or abstract material. People with a high score
on this scale exhibit a strong positive disposition toward scholarly
rigor and detailed learning. These people would are unlikely to
be deterred by the need to read a difficult text or to analyze
complicated situations or problems. By contrast, persons with
low scores on this scale are disinclined to make a comprehensive
effort to seek new knowledge or to examine new content in depth.
These persons would be disposed to try to avoid or procrastinate
if assigned difficult, complicated, or detailed scholarly work.
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