التحيزات المعرفية والأسلوب المعرفى(التجريدى – العيانى) في ضوء بعض المتغيرات لدى معلمات رياض الأطفال Cognitive Biases and Cognitive Method(abstract - Concrete) in light of some variables in kindergarten female teachers.

The present study aimed to detect the cognitive biases of kindergarten female teachers, as well as to identify the cognitive method(abstract - Concrete), as well as to examine the correlation between cognitive biases and the cognitive method(abstract - Concrete). A number of psychological tools were used, These tools are:
-         The measure of cognitive biases(prepared by the researcher).
-         Measure of the cognitive method(abstract - Concrete)(prepared by the researcher).
The study sample consisted of(250) randomly selected kindergarten female teachers. The researcher used the analytical descriptive method and the use of statistical methods using the SPSS program: arithmetical averages, standard deviations, percentages, Chronbach's Alpha, and T.test, and Pearson correlation coefficient.
Results showed that there are no cognitive biases in the teachers, and that the teachers use the abstract cognitive method rather than the qualitative method, as well as the existence of a statistically significant relationship between "cognitive biases" and "cognitive method"(abstract - Concrete), and that there are no significant differences and the existence of statistically significant differences in the cognitive method(abstract - Concrete) due to the variable "scientific qualification" in favor of those with a master's degree and more, There were statistically significant differences in the cognitive method(abstract - Concrete) due to the variable "age" in favor of "older" and the existence of differences of statistical significance in the cognitive method(abstract - Concrete) because of the variable "scientific qualification" for those with a master's degree and more.
In light of the results, some recommendations and proposals were reached.