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44 Cards in this Set
- Front
- Back
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Critical" refers to
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evaluating the thinking process as well as the outcomes of ones thought process. AKA Directed thinking
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Nondirected/automatic thinking
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thinking that is not engaged in for specific roles, involves little conscious evaluation - framing, habits, routines, etc.
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Critical Thinking: Attitude (6 factors)
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Willingness to Plan
Flexibility Persistence Willingness to Self-Correct Being Mindful Consensus-Seeking |
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Willingness to Plan
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examine the situation, identify the goal and what to do before taking action
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Flexibility
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open to other ideas, options, methods, etc.
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Persistence
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persevering despite
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Willingness to Self-Correct
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will admit a mistake has occurred and will make a change to address it.
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Being Mindful
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consciously monitoring progress during the process of implementing the plan towards the goal allows feedback on good progress and/or mistakes
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Consensus-Seeking
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agreement between 2+ interdependent people
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Obstacles to clear thinking (10)
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Ten obstacles to clear thinking
Unmet survival skills Prejudice, bias, and oppression Unreflective acceptance of cultural/societal attitudes Falling prey to stereotypes Blind obedience/unquestioning deference authority Loaded language (not in 4th edition) Habit and conformity Limited access to information or evidence Psychological blocks One-sided thinking (limited perspective, frame of reference) |
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Unmet survival need
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A persons's basic needs (physical) have not been met. Ex. Food, water, shelter
NOT emotional needs (under psychological blocks) These needs have to be met before person can function at level for learning, reasoning Reason for free breakfast/lunch programs in skills |
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Prejudice, bias, and Oppression
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negative feelings
Can lead to outcomes that aren't necessarily good for anyone; can be both negative/positive. Usually has connotation of positive (in favor of) Favorable feelings; refers to an action. Think of terms of discrimination |
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Unreflective acceptance of cultural/societal attitudes (demonstrated by behavior)
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Not consciously aware of cultural influences
Society has many cultures in it. Society encompasses more than one group. |
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Falling Prey to Stereotypes
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Generalizations about people based on their membership in a certain category
Identify the specific group. What the generalization is. What the generalization is. Obstacle when generalizations are not true Stereotypes may lead to prejudices/discrimination Ex. Chinese women are bad drivers |
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Blind obedience/unquestioning deference authority
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People automatically do what they are told, without evaluating if action is necessary, safe, or right
Usually, requester has signs of authority based on detain factors (job, title, education degree, expensive car/clothing/jewelry, etc...) Ex. Women harmed by policemen |
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Loaded language (not in 4th edition)
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Specific words intentionally used to evoke certain thoughts/emotions/behaviors
Ex. Calling a cop a pig. Obstacle when person doesn't evaluate situation neutrally Strategy - substitute "strong" words for neutral ones |
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Habit and conformity
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Habit: behavior that automatically occurs (without conscious thinking) once certain conditions are met
Obstacle when better ways exist (eating, not hungry) Conformity: a person chooses (not requested) to engage in behavior that fits group norm Ex. You want to fit into a group, so you dress like them (buy designer clothes) |
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Limited access to information or evidence
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Information presented may be biased/censored.
Difficulty getting information due to restriction or no access Obstacle when info is needed Strategy - seek ore sources of information |
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Psychological blocks
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Emotions can interfere with clear thinking
Obstacle when focus is on emotions/thoughts and not a situation Strategy - feel emotions, but don't act/decide |
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One-sided thinking (limited perspective, frame of reference)
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One point of view presented
Obstacle when view is biased, incomplete |
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Monitor meaning
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keeping track of comprehension of information. Comprehension improved. Memory is improved. For example, easier to remember if titled "washing clothes"
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Distribute learning
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don't cram; space study ties. Smaller amount of information should be learned across a longer period of time
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Get organized (by categories
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group information together by an underlying dimension that is common to the all the individual factors
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Generate multiple cues for recall
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associate information with many cat ores (cues) to incase likelihood of presence
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Overlearn
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reviewing information to degree that it can easily and repeatedly respond without errors
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Be aware of non cognitive factors
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Lack of sleep/fatigue
Drugs Lack of time (focus on time limits) Extreme emotions Little or no background in the subject |
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Performance-competence distinction
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has the ability to act, but chooses not to do so
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Declarative memory
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stores, facts, information, and personal life events that can be verbally stated, intentionally and consciously recall. 2 types:
Episodic memory, Semantic memory |
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Episodic memory
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personal experiences; autobiographical memories; mental diary. Highly visual.
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Semantic memory
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for general knowledge, meaning of words and objective facts and information. Mental dictionary or encyclopedia of knowledge
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Procedural memory
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for doing tasks: skills actions. Includes but is not limited to, motor skills. Usually hard to verbally explain or describe (ice dating, gymnastics)
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Automatic memory
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Remembering that is effortless in recall. Ex: habits, routine
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effortful Memory
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remembering that requires deliberate and conscious of strategies
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Implicit Memory
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"Hidden" memory, don't know information is in memory. Ex: subliminal messages, "forgotten" information, repression, suppression
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Explicit memory
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conscious memory, know we have the information stored in LTM. ex music theory
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Periodic review
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memories for bigot emotional events are often retold many times, changing the original memories and interfering with current situation.
Strong negative and positive events are replayed, not everyday events. So, emotional events are more memorable because of replays. Ex robbery, first kiss Can distort "real" memories How? We replay our and/or others account rather than actual event. So our memory contains embellished information that are not real. |
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Anxiety and stress
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- a moderate amount of anxiety/stress can improve performance (exam) because it motivates behavior.
High levels of anxiety/stress adversely affects recall for only difficult tasks Why? Difficult tasks require attention and focus. With extreme anxiety/stress, attention is on emotions and related thoughts, NOT on task. High levels do not interfere with simple, well-learned tasks Low levels of anxiety/stress do not motivate behavior, no incentive to act (no exams -- would you study?) |
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Repression
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in a ability to recall traumatic events because of inability to hand,e overwhelming emotions. Unconscious blocks memory from conscious.
How to access these memories? Retrieval Cues |
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Suppression
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intentionally forgot information using strategies.
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State-dependent memory
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event that occurs in one emotional state is best remembered when person is in same emotional state during retrieval as during acquisition
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Sensory memory
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occurs sit-in the senses while incoming messages are being transmitted to the brain
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Short term memory (STM)/ working memory
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memories stored up to 1 minute; limited capacity.
Chunking |
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Mnemonics
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rely on mental o,and or strategies to make retrieval more likely.
Key words and images Rhymes Places |
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Critical thinking
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The use of those cognitive skills or strategies that increase the probability of a desirable outcome
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