Difference between revisions of "Critical Thinking Study Guide"
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Note: On concepts be sure to be able to identify, define, and explain the significance of each concept. | Note: On concepts be sure to be able to identify, define, and explain the significance of each concept. | ||
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1st Discipline: Reflective Voice | 1st Discipline: Reflective Voice | ||
− | # Five Disciplines of Thought | + | # Five Disciplines of Thought -- know all five, by heart! |
# Terms: Rationales, arguments, explanations, claim, premise, conclusion, reflective/deliberative context. (p. 3) | # Terms: Rationales, arguments, explanations, claim, premise, conclusion, reflective/deliberative context. (p. 3) | ||
# Thinking in Stereo: what is it, what questions are asked at each level. | # Thinking in Stereo: what is it, what questions are asked at each level. | ||
+ | # Cognitive Bias: 1 Anchoring, 2 Framing, 3 Fundamental attribution error, 4 Confirmation bias, | ||
# Thought Experiment for finding reflective ideals: What do you need to count on when you begin a serious discussion with someone? What specific values and expectations should one have? What mutual obligations follow? p. 12 and following. | # Thought Experiment for finding reflective ideals: What do you need to count on when you begin a serious discussion with someone? What specific values and expectations should one have? What mutual obligations follow? p. 12 and following. | ||
# Reflective ideals: sympathetic understanding, seeking knowledge, inviting appraisal. | # Reflective ideals: sympathetic understanding, seeking knowledge, inviting appraisal. | ||
+ | Questions on Readings: | ||
+ | |||
+ | # Haidt: How does basic information about the human brain help us thinking about the nature of thought? | ||
+ | # Stanovich: Look at specific thinking "puzzles" Stanovich consider, but also try to state his general point. | ||
+ | # Gopnik: How does Gopnik want us to think about thinking? What's her evidence? | ||
+ | |||
2nd Discipline: Reconstruction | 2nd Discipline: Reconstruction | ||
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# Distinguishing argument and explanation (skill of identification from exercise set "Distinguishing Argument from Explanation). | # Distinguishing argument and explanation (skill of identification from exercise set "Distinguishing Argument from Explanation). | ||
# 3 Criteria for Good Reconstruction. | # 3 Criteria for Good Reconstruction. | ||
− | # Reconstruction (skill) Might have a short argument to reconstruct. | + | # Reconstruction (skill) Might have a short argument to reconstruct. (Not Fall 2010) |
# Distinguishing Deductive and Inductive arguments. (skill) also, give definitions and compare. (Handbook topic: "Logical Structure in Deductive and Inductive Reasoning") | # Distinguishing Deductive and Inductive arguments. (skill) also, give definitions and compare. (Handbook topic: "Logical Structure in Deductive and Inductive Reasoning") | ||
# How do you show logical structure in deductive arguments? in inductive? in explanation? (Handbook topic: "Deductive Argument Forms" "Inductive Argument Forms", and "Form in Explanations".) | # How do you show logical structure in deductive arguments? in inductive? in explanation? (Handbook topic: "Deductive Argument Forms" "Inductive Argument Forms", and "Form in Explanations".) | ||
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# Basic inductive patterns and inductive analogies. | # Basic inductive patterns and inductive analogies. | ||
# Understand discussion of "Why Mars is Red" in "Form in Explanation" | # Understand discussion of "Why Mars is Red" in "Form in Explanation" | ||
+ | |||
+ | Reading: | ||
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+ | # Gladwell: Why is it so hard to offer cross cultural explanations of people's drinking behavior? | ||
3rd Discipline: Critical Response | 3rd Discipline: Critical Response | ||
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4th Discipline: Recognizing Knowledge | 4th Discipline: Recognizing Knowledge | ||
+ | # What does it mean to call some information authoritative in the everyday sense? in the academic sense? | ||
+ | # What is the "peer review" process and how does it contribute to the recognition of knowledge? | ||
# What does is mean to define knowledge as "justified, true belief"? | # What does is mean to define knowledge as "justified, true belief"? | ||
− | # What is the " | + | # What is the difference between "knowledge by discovery" and "knowledge by interpretation"? |
+ | |||
+ | <<--STOP HERE for MIDTERM -->> | ||
+ | |||
# Specific ways of avoiding deception from quantitative information: (use old textbook chapter and class notes) | # Specific ways of avoiding deception from quantitative information: (use old textbook chapter and class notes) | ||
:1 What is a measure? | :1 What is a measure? | ||
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:4 Baseline | :4 Baseline | ||
:5 Surveys | :5 Surveys | ||
− | :6 | + | :6 Probability |
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− | |||
− | |||
− | |||
− | |||
::1 Definition, | ::1 Definition, | ||
::2 Gambler's fallacy, | ::2 Gambler's fallacy, | ||
::3 Predictive dreams | ::3 Predictive dreams | ||
::4 SI jinx | ::4 SI jinx | ||
− | : | + | :7 Causation |
::1 Regression analysis | ::1 Regression analysis | ||
::2 Multiple regression analysis | ::2 Multiple regression analysis |
Revision as of 15:40, 12 October 2010
Return to Critical Thinking
Note: On concepts be sure to be able to identify, define, and explain the significance of each concept.
1st Discipline: Reflective Voice
- Five Disciplines of Thought -- know all five, by heart!
- Terms: Rationales, arguments, explanations, claim, premise, conclusion, reflective/deliberative context. (p. 3)
- Thinking in Stereo: what is it, what questions are asked at each level.
- Cognitive Bias: 1 Anchoring, 2 Framing, 3 Fundamental attribution error, 4 Confirmation bias,
- Thought Experiment for finding reflective ideals: What do you need to count on when you begin a serious discussion with someone? What specific values and expectations should one have? What mutual obligations follow? p. 12 and following.
- Reflective ideals: sympathetic understanding, seeking knowledge, inviting appraisal.
Questions on Readings:
- Haidt: How does basic information about the human brain help us thinking about the nature of thought?
- Stanovich: Look at specific thinking "puzzles" Stanovich consider, but also try to state his general point.
- Gopnik: How does Gopnik want us to think about thinking? What's her evidence?
2nd Discipline: Reconstruction
- Theory of Rationales - basic defintion of a rationale, distinction between argument and explanation.
- Distinguishing argument and explanation (skill of identification from exercise set "Distinguishing Argument from Explanation).
- 3 Criteria for Good Reconstruction.
- Reconstruction (skill) Might have a short argument to reconstruct. (Not Fall 2010)
- Distinguishing Deductive and Inductive arguments. (skill) also, give definitions and compare. (Handbook topic: "Logical Structure in Deductive and Inductive Reasoning")
- How do you show logical structure in deductive arguments? in inductive? in explanation? (Handbook topic: "Deductive Argument Forms" "Inductive Argument Forms", and "Form in Explanations".)
- Identify and give examples of basic deductive argument forms and formal fallacies.
- Validity. (esp. relation to truth.) Can a valid argument have a false conclusion? In a valid argument is the conclusion always true?
- Basic inductive patterns and inductive analogies.
- Understand discussion of "Why Mars is Red" in "Form in Explanation"
Reading:
- Gladwell: Why is it so hard to offer cross cultural explanations of people's drinking behavior?
3rd Discipline: Critical Response
- 3 Techniques for assessing rationales. (skill)
- What is critical response?
- What is the difference between assessing rationales and giving a critical response?
- Ad hominem fallacy
- What factors should you consider in preparing a critical response to someone's rationales?
4th Discipline: Recognizing Knowledge
- What does it mean to call some information authoritative in the everyday sense? in the academic sense?
- What is the "peer review" process and how does it contribute to the recognition of knowledge?
- What does is mean to define knowledge as "justified, true belief"?
- What is the difference between "knowledge by discovery" and "knowledge by interpretation"?
<<--STOP HERE for MIDTERM -->>
- Specific ways of avoiding deception from quantitative information: (use old textbook chapter and class notes)
- 1 What is a measure?
- 2 Percentages and rates
- 3 Linear vs. Non-linear relationships
- 4 Baseline
- 5 Surveys
- 6 Probability
- 1 Definition,
- 2 Gambler's fallacy,
- 3 Predictive dreams
- 4 SI jinx
- 7 Causation
- 1 Regression analysis
- 2 Multiple regression analysis
5th Discipline: Seeing Complexity
- 1. Simplification as part of knowledge production
- 2. Systems, complex systems, chaotic systems (links, nodes, degrees of separation)
- 3. Coupling, buffering, feedback loops
- 4. degrees of separation
- 5. Konigsburg bridge problem
- 6. Baltimore syphilis epidemic
- 7. What do good managers of complex systems do?
- 8. Thin slicing and the return of intuition
- 9. Stereotyping