The issue focused on how students learn to think about specific problems. A study showed that in a low-stakes context, students are most likely to use automatic analysis when they need to weigh possibilities. Their automatic thinking generally focuses on a simple concept like how to do something, or what to expect in future events. But high-stakes problems will prompt them to think about everything that can happen to the students or the broader world and use more automatic thinking. This is how researchers and experts say teaching automatic thinking requires the input