Need for Cognitive Closure and Learning: Research Gaps and Future Directions

Abstract

Introduction: This review examined the interplay among need for cognitive closure, learning, emotions and prejudice. The need to explore this interplay arises from the lack of comprehensive studies addressing how need for cognitive closure affects information processing in broader contexts, especially in relation to important social issues (such as discrimination and prejudice). We sought to highlight the importance of investigating possible interventions using these materials. Methods: A comprehensive review of the academic literature was conducted using relevant databases. Results: No studies were found that comprehensively investigate the relationship between need for cognitive closure, learning, emotions and prejudice in the context of socially relevant materials (these materials may include texts, videos, interviews, etc). Specifically, no interventions were found that used these materials to address these issues. Conclusions: The lack of studies addressing the interplay between the need for cognitive closure, learning, emotions, and prejudice in relation to socially relevant materials represents an important gap in research. More research in this area is urgently needed to better understand how the need for cognitive closure affects information processing in important social contexts and how effective interventions using these materials can be developed to address these issues.