Overthinking as a Polymath: Turning a Challenge into a Skill

 

Overthinking in Multiple-Choice Exams: A Polymath’s Dilemma

Yesterday, I sat for an exam and came across a situation that left me reflecting on a challenge I frequently face: overthinking. One of the questions included the word "often" in its phrasing, claiming that something happens "often" without providing additional context. I found myself stuck, trying to determine often compared to what? How much is "often"? What counts as "frequent"?

This experience is a perfect example of how overthinking, though an asset in some contexts, can become a hurdle. It also highlighted how my analytical mindset as a scientist and polymath can sometimes clash with the simplicity—or vagueness—of multiple-choice exams.

Overthinking: A Common Polymath Challenge

As polymaths, we are trained to question, compare, and explore nuance. In science, for instance, vague qualifiers like "often" or "much" are avoided, especially in writing, because they lack precision (a principle enshrined in APA guidelines). Words like these don’t convey measurable or actionable information.

However, in the world of multiple-choice tests, such terms are surprisingly common. Whether their inclusion is intentional—to confuse or mislead test-takers—or simply the result of imprecise phrasing, they often catch those of us prone to analytical overthinking off guard.

When I find myself on the “student” side of the equation (rather than as a teacher or evaluator), this habit of overthinking emerges most clearly. I start dissecting every word, wondering about unstated assumptions, and losing time while I wrestle with questions that likely weren’t designed to be analysed at this level.

Strategies to Manage Overthinking

Over time, I’ve developed a few strategies to manage this tendency, especially in high-pressure exam environments. These might resonate with fellow polymaths or others who share the same challenge:

1. Recognise Linguistic Traps
   Words like "often," "much," or "frequently" can be linguistic traps in tests. They signal an emotional or imprecise assertion rather than an analytical one. Recognising these phrases as non-scientific or purely rhetorical helps me approach them with a different mindset.

2. Detach the Scientific Mind
   In exams, especially multiple-choice ones, I remind myself to momentarily “disconnect” my scientific brain. These tests often prioritise general understanding over precise accuracy. For instance, if the other options in a question are clearly false, then the "vague" answer is probably correct by elimination.

3. Emotionally Disconnect
   Overthinking can also have an emotional element—fear of getting the answer wrong or the discomfort of accepting ambiguity. Actively choosing to detach from those emotions and focus on pragmatism can help.

4. Practice Context-Based Thinking
   I train myself to think within the context of the test rather than bringing in external comparisons or frameworks. For example, instead of questioning "how much is much," I ask, "What would the test creators expect as the most reasonable answer?"

A Learning Opportunity

Interestingly, my struggles with overthinking also shape the way I design questions as a teacher or content creator. I avoid vague phrasing and aim for clarity, but I also reflect on how certain ambiguities could be intentional to gauge a deeper level of understanding.

Perhaps, as polymaths, this balance between precision and practicality is a skill we can learn and refine—not just for exams, but in everyday decision-making. Overthinking, after all, can be an asset when applied in the right circumstances. It’s about learning when to zoom in on the details and when to zoom out and accept the bigger picture.

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PS21 es un grupo de trabajo formado por personas polímatas que ponen sus habilidades al servicio de las empresas e instituciones para la innovación y creación de soluciones inteligentes facilitando así la transición hacia la economía 5.0.