critical thinking in psychology slideshare

Critical Thinking

Making Sound Decisions

What is one advantage of critical thinking?

• It’s a process that helps us make only large, important decisions
• It’s a process that helps us make only small, unimportant decisions
• It’s a process that helps us create hidden issues, bias and manipulation
• It’s a process that helps us reveal hidden issues, bias and manipulation

Answer → D. It’s a process that helps us reveal hidden issues, bias and manipulation

What is the first step (of five) in the critical thinking process?

• Gather information
• Apply information
• Formulate questions
• Consider implications

Answer → C. Formulate questions

When making a decision, what is the main purpose of gathering facts and information?

• To make sure your assumptions are illogical
• To weigh out various options or choices
• To ignore the implications of your choices
• To explore your own perspective and point of view

Answer → B. To weigh out the various options or choices

Considering the implications of a decision means:

• Examining its potential outcomes and effects
• Asking questions to determine your goal
• Gathering information to weigh out options
• Determining whether information is logical

Answer → A. Examining its potential outcomes and effects

How can critical thinking improve your chances of making better choices?

• Critical thinking helps you pick the correct and best choice for all situations
• Critical thinking helps you explore only your own perspective and no others
• Critical thinking helps you examine information and make unreasonable choices
• Critical thinking provides you the tools to sift through complex information logically

Answer → D. Critical thinking provides you the tools to sift through complex information logically

“The unexamined life is not worth living.”

• Athenian Greek philosopher
• Referred to as one of the wisest humans
• Taught Plato and Xenophon
• Used philosophy as a way to discover how we should live if we were to be truly fulfilled and successful human beings
• Founder of western philosophy
• 469 BC–399 BC
• Socratic Method
• Solve problems can be broken down into a series of questions
• Uses logic and assessment to question everything
• Any/all answers followed by more questions
• A Socratic Questioner Should
• Keep the discussion focused
• Keep the discussion intellectually responsible
• Stimulate the discussion with probing questions
• Periodically summarize what has and what has not been dealt with and/or resolved
• Draw as many students as possible into the discussion.

I am the wisest man alive, for I know one thing, and that is that I know nothing.

Elements of Critical Thinking

Examine claims and/or intents of statements.

What direction am I being pulled in?

Identify clearly the problem/issue in any given line of reasoning

Find out the “WHY” and “HOW”

• Information

Use data to specific pieces of evidence and/or data points presented in the decision

Data not always numbers or figures. It can be a personal testimony or interview

• Interpretation

Reflect on possible underlying influences between claims and information

Are our ideas being connected logically or are they flawed?

Investigate the validity of laws, theories, and accepted principles which statements or decision are based off.

Ask the questions to discover the truth for yourself.

6. Assumption

What things are taken for granted.

What details are being forgotten and missed out?

7. Implications

Think about the consequences of statements, claims, and decisions.

What further effects might occur.

8. Point Of View

Reflect upon the source and perspective of claims presented during everyday life.

Identify limitations and biases.

SAVE FRED!!!!!!!!!

• NO USING HANDS TO TOUCH FRED, THE CUP< OR LIFE PRESERVER
• CAN ONLY USE 4 PAPER CLIPS TO DO THE JOB
• COMPLETE THE FLOWCHART AS YOU GO ALONG

Save Fred Wrap Up

Group Questions

→ Explain the flowchart and process your group went through to save Fred

→ Which problem that you encountered was the most difficult for your group?

What did your group do to solve/try to solve the problem?

→ List one thing that you would do the same and one thing that you would change if you attempted this challenge again.

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Thinking Critically with Psychology

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1 Impression of Psychology With hopes of satisfying curiosity, many people listen to talk-radio counselors and psychics to learn about others and themselves.

Myers’ PSYCHOLOGY (7th Ed)

Myers’ PSYCHOLOGY (7th Ed) Chapter 1 Thinking Critically with Psychological Science James A. McCubbin, PhD Clemson University Worth Publishers.

Myers’ PSYCHOLOGY Chapter 2 Thinking Critically with Psychological Science James A. McCubbin, PhD Clemson University Worth Publishers.

Ch 1 Thinking Critically Psyc Myers’ PSYCHOLOGY (7th Ed) Chapter 1 Thinking Critically with Psychological Science James A. McCubbin, PhD Clemson.

Psychological Research Methods

Research in Psychology Chapter Two

Critical Thinking.

How Psychologists Ask and Answer Questions

Myers EXPLORING PSYCHOLOGY (6th Edition in Modules)

Unit 2: Research Methods: Thinking Critically with Psychological Science.

Chapter 1: The Research Enterprise in Psychology.

Psychological Research Methods Excavating Human Behaviors.

Warm Up Journal: Please read the “One Sperm Donor” article. What questions do you have about the article? Do you think sperm banks should be more heavily.

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The Experiment Only research method capable of showing cause and effect.

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A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

• In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
• Many people may think of themselves as critical thinkers, but they actually are not.
• Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

• Why do I believe what I believe?
• Are my views based on evidence?
• Have I fairly and thoughtfully considered differing viewpoints?
• Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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Definition of Critical Thinking:

Description:

Critical thinking refers to the intellectual process of analyzing, evaluating, and interpreting information and arguments in a systematic and objective manner. It involves the careful examination of facts, evidence, and reasoning to form rational and well-informed judgments.

Components:

Critical thinking includes several essential components:

• Analysis: The ability to break down complex information into its constituent parts and examine them systematically.
• Evaluation: The capacity to assess the credibility, accuracy, and reliability of information and arguments.
• Inference: The skill to draw logical and reasoned conclusions based on available evidence.
• Interpretation: The aptitude to comprehend and explain the meaning and significance of information and evidence.
• Explanation: The capability to clarify and justify one’s own thought processes and reasoning, explicitly stating the underlying assumptions and principles.
• Self-regulation: The discipline to monitor one’s own thinking, recognizing and challenging biases, prejudices, and assumptions.
• Open-mindedness: The willingness to consider alternative viewpoints, perspectives, and hypotheses without prejudice or preconceived notions.

Importance:

Critical thinking plays a vital role in various aspects of life, including education, personal and professional relationships, problem-solving, decision-making, and understanding complex issues. It enables individuals to think independently, make informed judgments, evaluate the reliability of information, and develop well-reasoned arguments.

Developing and applying critical thinking skills can lead to numerous benefits, such as:

• Improved problem-solving abilities and decision-making skills.
• Enhanced communication and argumentation skills.
• Strengthened comprehension and interpretation of information.
• Increased objectivity and rationality in thinking.
• Heightened creativity and innovation.
• Reduced vulnerability to manipulation and misinformation.
• Greater self-awareness and personal growth.

• Preferences

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Thinking Critically in Psychology

The critic acronym. role of the claimant. who is making the claim ... the critic acronym. information backing the claim what evidence is cited to support claim ... – powerpoint ppt presentation.

• Introduction to Psychology
• Simon Fraser University
• group of 46 experts used to articulate definition of Critical Thinking (CT)
• Philosophy 52
• Education 22
• Social Sciences 20
• Physical Sciences 6
• CT found to include both skill and dispositional dimensions
• six core cognitive skills
• seven dispositions
• We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society.
• To comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures or criteria.
• Categorization
• Decoding Significance
• Clarifying Meaning
• To identify the intended and actual inferential relationships among statements, questions, concepts, descriptions or other forms of representation intended to express beliefs, judgments, experiences, reasons, information, or opinions.
• Examining Ideas
• Identifying Arguments
• Analyzing Arguments
• To assess the credibility of statements or other representations which are accounts or descriptions of a person's perception, experience, situation, judgment, belief, or opinion
• and to assess the logical strength of the actual or intend inferential relationships among statements, descriptions, questions or other forms of representation.
• Assessing Claims
• Assessing Arguments
• To identify and secure elements needed to draw reasonable conclusions
• to form conjectures and hypotheses
• to consider relevant information and to educe the consequences flowing from data, statements, principles, evidence, judgments, beliefs,opinions, concepts, descriptions, questions, or other forms of representation.
• Querying Evidence
• Conjecturing Alternatives
• Drawing Conclusions
• To state the results of one's reasoning
• to justify that reasoning in terms of the evidential, conceptual, methodological, criteriological and contextual considerations upon which one's results were based
• and to present one's reasoning in the form of cogent arguments.
• Stating Results
• Justifying Procedures
• Presenting Arguments
• Self-consciously to monitor one's cognitive activities, the elements used in those activities, and the results educed, particularly by applying skills in analysis and evaluation to one's own inferential judgments with a view toward questioning, confirming, validating, or correcting either one's reasoning or one's results.
• Self-examination
• Self-correction
• APA report on undergraduate education
• students develop skills in
• critical thinking
• students should become amiable skeptics about the information they encounter
• Differentiating between fact and opinion
• Recognizing and evaluating author bias and rhetoric
• Determining cause-and-effect relationships
• Determining the accuracy and completeness of information
• Recognizing logical fallacies and faulty reasoning
• Comparing and contrasting information and points of view
• Developing inferential skills
• Making judgments and drawing logical conclusions
• R Role of the claimant?
• I Information backing the claim?
• I Independent testing?
• C Cause proposed?
• what claim is being made?
• can claim be assessed?
• is claim falsifiable?
• Role of the Claimant
• who is making the claim?
• is the claimant objective/unbiased?
• does claimant have something to gain?
• Information backing the claim?
• what evidence is cited to support claim?
• how reliable is evidence?
• where was evidenced obtained?
• can evidence be replicated?
• how was claim tested?
• proper controls used?
• internal validity of experiment?
• correlation vs. causation?
• Independent testing?
• is there an independent/unbiased test of the claim?
• replication?
• Cause Proposed?
• is the causal explanation for the claim plausible?
• Near Death Experiences
• Darkness, Tunnels, and Light

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Critical Thinking about Psychology

Apr 07, 2019

210 likes | 513 Views

Critical Thinking about Psychology. Lecture Two Don’t Believe Your Eyes. Administration. Room change Wednesday 9am seminar is in W0.01 Seminars start next week!. Last time…. We talked about how common beliefs about behaviour can be wrong

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• our language systems
• crop circles
• electronic recording equipment
• just obvious
• imperfect information

Presentation Transcript

Critical Thinking about Psychology Lecture Two Don’t Believe Your Eyes

Administration • Room change • Wednesday 9am seminar is in W0.01 • Seminars start next week!

Last time… • We talked about how common beliefs about behaviour can be wrong • How much of the findings of psychological research are counter-intuitive • Illusion of explanatory depth. • This week we will go on to discuss other reasons why people’s conceptions about behaviour are wrong • Seeing patterns where none exist • Lack of self-knowledge

We lack self-knowledge • Often the reasons for our behaviour are not accessible to us Nisbett and Ross (1977) • asked participants to judge the quality of different pairs of tights • all of the tights were in fact identical • the order in which the tights were presented varied • Results • participants always chose the last pair presented • However, they always generated plausible explanations “this pair was a better quality” or “a nicer colour” • None stated that they had chosen them because they were the last pair

Modelling Behaviour • children and neonates model the behaviour of • similar things occur with smiling, nodding in conversations, mirroring body postures, etc. adults Provine (1986) • 55% of participants yawned within 5 minutes of watching a yawn video • contagious yawning

Why do we engage in such modelling behaviour? Chartrand and Bargh (1999) • Participants interacted with confederates during an experiment • Confederate 1: shook foot • Confederate 2: rubbed face • Participant responses matched confederate behaviour Dabbs (1969) • Confederates who mimicked them were rated as having good ideas and being well-informed • If we act like other people then they will like us more!

Seeing patterns where none exist • Often we can be fooled into thinking that a relationship exists between two variables when in fact none exists • E.g. lunar effects • This tendency underpins many curious examples from pseudoscience and parapsychology

The Face on Mars! • Viking 1 in 1976 took the following image of an apparent face on Mars • Perhaps, built by martians and indicating an ancient civilisation? • Perhaps by the same people who built the ancient airstrips in Peru? • Or by those who made crop circles in Wiltshire?

Ancient Astronauts!

Crop Circles

Kermit the Frog on Mars?

The Face on Mars revisited • Photos from later missions sadly revealed that the face was just a bunch of hills.

Pareidolia/Apophenia • These terms can be used interchangeably to describe the tendency for us to see patterns in random data • It is particularly pronounced when we try to make sense of obscure, out of focus or partial images. • It highlights the use of “top-down” processing in cognition • We are using our knowledge of the world to try to make sense of ambiguous data

What is this? • At first we just see random dots • Then a picture of a dog emerges • Clearly being able to make sense of imperfect information is beneficial • But it sometimes leads to error…

Religious artefacts • Images of mother Theresa in cinnamon buns Mother Theresa A cinnamon bun

Hearing voices • We also make errors with ambiguous sounds. • In this next section we will examine some related phenomena • Electronic Voice Phenomena (EVP) • backward masking of hidden messages in rock music

Electronic Voice Phenomena • When people die they become spirits – sources of energy • They interact with electronic recording equipment to leave messages…

Hidden Messages • In the 1970s there was much consternation that satanic messages were hidden in popular music • These messages only became apparent when they were played backwards • http://jeffmilner.com/backmasking.htm

Interpreting ambiguous sounds • Our language systems are highly developed at making sense of ambiguous sounds. • For example, Warren (1970) examined the phoneme restoration. • Replaced a phoneme with a cough in the following sentences • It was found that the (cough)eel was on the axle • It was found that the (cough)eel was on the orange • It was found that the (cough)eel was on the fishing-rod • It was found that the (cough)eel was on the table • We make sense of ambiguous sounds using our prior knowledge.

So what have we learned today? • Explaining human behaviour isn’t always straightforward • We don’t always have insights into our behaviour • We often see patterns which do not actually exist • In order to draw sensible conclusions about the nature of behaviour we need to think critically about psychology.

It’s my second week here and I really want to do some background reading… • Alcock, J.E. Electronic Voice Phenomena: Voices of the Dead? Skeptical EnquirerAvailable online at: http://www.csicop.org/specialarticles/evp.html • Stafford, T. (2007). Isn’t it all just obvious? The Psychologist, 20,2,94-95. • Wilson, Timothy D. (2002). Strangers to Ourselves: Discovering the Adaptive Unconscious. Cambridge, Ma.: Harvard University Press. Chapter 5.

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• 1. Dr. Jayesh Patidar www.drjayeshpatidar.blogspot.com THINKING
• 2.  People think-that’s obvious.  Human are rational beings & our rationality consists in our ability to think & reason.  It is because of our capacity for better thinking that we are superior to other animals in learning & in making adjustment.  During most of our waking hours, & even when we are asleep & dreaming, we are thinking,What are you thinking about right now. 2/6/20152 www.drjayeshpatidar.blogspot.com
• 3.  Thinking is an activity concerning ideas, symbolic in character initiated by a problem or task which the individual is facing, involving some trial & error but under the directing influence of that problem & ultimately leading to a conclusion or solution of the problem. --------Warren  Thinking is the organization & reorganization of current learning in the present circumstances with the help of learning & past experiences. ---------Vinacke (1968)  Thinking is the perceptual relationship which provides for the solution of the problem. --------Maier 2/6/20153 www.drjayeshpatidar.blogspot.com
• 4. 2/6/2015www.drjayeshpatidar.blogspot.com4  It is essentially a cognitive activity.  It is always directed to achieve some end or purpose.  It is described as a problem-solving behavior.  It is a symbolic activity.  It is mental exploration instead of motor exploration.  It can shift very rapidly.  It is internal activity.
• 5. 1. Perceptual or concrete thinking 2. Conceptual or abstract thinking 3. Creative thinking 4. Logical thinking/ reasoning 5. Problem solving 6. ConvergentVs Divergent thinking 2/6/20155 www.drjayeshpatidar.blogspot.com
• 6.  It is based on perception.  Perception is the process of interpretation of sensation according to one’s experience.  It is also called concrete thinking as it is carried over the perception of actual or concrete & events.  It is one-dimentional & literal thinking which has limited use of metaphor without understanding nuances of meaning.  Being the simplest form of thinking, small children are mostly benefitted by this type of thinking. 2/6/20156 www.drjayeshpatidar.blogspot.com
• 7.  It does not require the perception of actual objects or events.  It is also called abstract thinking as it makes the use of concepts or abstract ideas.  It is superior to perceptual thinking's as it economizes efforts in understanding & helps in discovery & invention.  It is ability to appreciate nuances of meaning.  It is multidimensional thinking with ability to use metaphors & hypotheses appropriately.  Language plays an important part in conceptual thinking. 2/6/20157 www.drjayeshpatidar.blogspot.com
• 8.  It refers to the ability for original thinking, to create or discover something new.  It is the ability to integrate the various elements of the situation into a harmonious whole to create something novel.  In other words, cognitive activity directed towards some creative work refers to creative thinking.  Creative thinkers are great boons to the society as they enrich the knowledge of mankind.  The creative thinker tries to achieve something new, to produce something original & something unique 2/6/20158 www.drjayeshpatidar.blogspot.com
• 9.  It is the cognitive process of looking for reasons for beliefs, conclusion,actions or feelings.  It is the process of drawing conclusions based on evidence.  It is form of controlled thinking in which the thought process is directed consciously towards the solutions of a problem.  Reasoning is the highest form of thinking to find out causes & predict effects.  An individual tries to solve a problem by incorporating two or more aspects of his past experience. 2/6/20159 www.drjayeshpatidar.blogspot.com
• 10. Count…  It is classified into; I. Inductive reasoning: This is process of reasoning from parts to the whole, from example to generalizations. It is carried out generally within the field known as informal logic or critical thinking. II. Deductive reasoning: This moves from the whole to part, from generalization to underlying concepts to examples. Formal logic is described as “the science of deduction.” III. Abductive reasoning: It is cognitive process often involves both inductive & deductive arguments. 2/6/201510 www.drjayeshpatidar.blogspot.com
• 11.  It is a tool, skill & a process.  It is a tool because it can help you solve an immediate problem or to achieve a goal.  It is a skill because once you have learnt it you can use it repeatedly, like the ability to ride a bicycle, add numbers or speak a language.  It is also a process because it involve taking a number of steps.  You can engage in problem solving if you want to reach a goal & experience obstacles on the way.  At the point at which you come up against a barrier you can engage in a problem solving process to help you achieve your goal. 2/6/201511 www.drjayeshpatidar.blogspot.com
• 12. Count…  Every time you use a problem solving process, you are increasing your problem solving skill.  A seven-step problem solving cycles; 1. Identify the problem 2. Explore the problem 3. Set goals 4. Look at alternatives 5. Select a possible solution 6. Implement a possible solution 7. evaluation 2/6/201512 www.drjayeshpatidar.blogspot.com
• 13.  Convergent thinking is cognitive processing of information around a common point, an attempt to bring thoughts from different directions into a union for common conclusion  Divergent thinking starts from a common point & moves outward into a variety of perspectives. Eg; teachers use the content as a vehicle to prompt diverse or unique thinking among students rather than a common view. 2/6/201513 www.drjayeshpatidar.blogspot.com
• 14.  There are six levels of thinking / learning within cognitive hierarchy of behaviors; 1. Level1: Knowledge 2. Level 2: Comprehension 3. Level 3:Application 4. Level 4:Analysis 5. Level 5: Synthesis 6. Level 6: Evaluation 2/6/201514 www.drjayeshpatidar.blogspot.com
• 15.  It involve recall of facts, principles & terms in the forms in which they are learned.  Key words:who, what, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select.  Eg;When did --------------------------happen? Which one ---------------------------? 2/6/201515 www.drjayeshpatidar.blogspot.com
• 16.  It represent the lowest form of understanding.  The student knows what is being communicated without relating it to other material or seeing it in its fullest meaning.  It demonstrates understanding of facts & ideas by organizing, comparing, translating, interpreting, giving descriptions & stating main ideas.  Key words:Compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify.  Eg;What facts or ideas show-------------? Which is the best answer---------- ? 2/6/201516 www.drjayeshpatidar.blogspot.com
• 17.  It involve the use of abstractions in concrete situation such as nursing or other specific situations.  It is solving problems by applying acquired knowledge, facts, techniques & rules in a different way.  Key words: apply, build, choose, construct develop, interview, make use of, organize, experiment with plan, select, solve, utilize, model, identify.  Eg;What would result if--------------? Can you make use of the facts to--------? 2/6/201517 www.drjayeshpatidar.blogspot.com
• 18.  It is examining & breaking information into parts by identifying motives or causes; making inferences & finding evidence to support generalization.  Key words:analyze, categorize, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inferences, assumption, conclusion.  Eg;What are key parts or features of-------------? What motive is there-----------------? What evidence can you find---------------? 2/6/201518 www.drjayeshpatidar.blogspot.com
• 19.  It is compiling information together in a different way by combining element in a new pattern or proposing alternative solution.  Key words:build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, makeup, originate, plan, predict, propose, solve solution etc.  Eg; Can you propose an alternative-----------? Can you formulate a theory for-----------? What facts can you compile-----------? 2/6/201519 www.drjayeshpatidar.blogspot.com
• 20. 2/6/2015www.drjayeshpatidar.blogspot.com20  It is presenting & defending opinion by making judgment about information, validity of ideas or quality of work based on a set of criteria.  Key words: award, choose, conclude, criticize, decide, defend, determine, evaluate, judge, justify, measure, compare, mark, rate, recommend, prioritize, prove, disprove etc.  Eg;What is your opinion of--------------? Would it be better if---------------? How would you rate the-----------------?
• 21. 2/6/2015www.drjayeshpatidar.blogspot.com21 1. • Clutter creates confusion. • Get organized & work with a fresh canvas. • On an average, we spend about 45 minutes a day looking for things eg;Where are my keys? • Keep only the current project you are working on in front of you.
• 22. 2/6/2015www.drjayeshpatidar.blogspot.com22  Multi-tasking is highly over-rated & causes a loss of upto 40% efficiency.  Get yourself one hour of focused seclusion to work on your important task.  It will increase both productivity, creativity & morale.
• 23. 2/6/2015www.drjayeshpatidar.blogspot.com23  Go to a gallery, pick up an art book or spend time with nature. 4. • This is a best practice that allows you to visualize & map your projects, & strategies. • It is also a life saving memory device that will help you remember more & organize your thinking.
• 24. 2/6/2015www.drjayeshpatidar.blogspot.com24  When you have been working on something for more than an hour, you start loosing concentration & focus.  So, stop, get up & walk around & then go back to your work.
• 25. THINKING IN RELATION TO LANGUAGE AND COMMUNICATION 2/6/2015www.drjayeshpatidar.blogspot.com25  Through the use of language, we can develop complex & abstract concepts.We learn through discussion the essential characteristics of concepts.  Language like thought is directed to some purpose or goal. It has a unity & organization about the goal. Language is the symbolic vehicle by which thought is carried.  Language allow new learning to be communicated to others & saved for future generations.  The use of language – the communication of information.  Language provides us with categories that we use to construct our view of people & events in the world around us.
• 26. 2/6/2015www.drjayeshpatidar.blogspot.com26 1. Psychosis 2. delusion
• 27. 1. Psychosis 2/6/2015www.drjayeshpatidar.blogspot.com27  It is a mental disorder in which reality testing is not intact; behavior may violate gross social norms.  It is just opposite to neurosis in which reality testing is intact & behavior may not violate social norms.  Many psychiatric disorders such as schizophrenia, mania, depression etc. come under psychosis.  It include various disturbances in thinking.
• 28. 2. Delusion 2/6/2015www.drjayeshpatidar.blogspot.com28  It is false, persistent, irrational belief not shared by persons of same age, race, education standard which cannot be altered by logical arguments.  Delusions are classified into:  Persecutory delusion  Delusion of reference  Delusion of influence  Delusion of guilt  Hypochondrical delusion  Nihilistic delusion  Delusion of grandeur
• 29. REASONING 2/6/2015www.drjayeshpatidar.blogspot.com29
• 30. DEFINATION OF REASONING 2/6/2015www.drjayeshpatidar.blogspot.com30  Reasoning is step-wise thinking with a purpose or goal in mind. -(Garrett - 1968)  Reasoning is combining past experience in order to solve a problem which cannot be solved by mere reproduction of earlier solutions. -(Mann - 1967)
• 31. NATURE OF REASONING 2/6/2015www.drjayeshpatidar.blogspot.com31  It is a form of logical thinking  It is characterized by rigid control that keeps it in close contact with reality.  It is always directed towards the achievement of a specific goal.  Reasoning does not occur unless a question has arisen for which there is no ready answer.
• 32. 2/6/2015www.drjayeshpatidar.blogspot.com32 TYPES OF REASONING Inductive Reasoning (Proceed from specific facts or observation to general principles.) For example, iron expand when heated Deductive Reasoning (Proceed from general principles to specific situations) For examples, matter expands when heated; iron is a form of matter & thus expands when heated.
• 33. 2/6/2015www.drjayeshpatidar.blogspot.com33 Thank you