Thinking Critically in Psychology Introduction to Psychology Simon Fraser University.

Thinking Critically in Psychology

Introduction to PsychologySimon Fraser University

Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction

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

CONSENSUS STATEMENT REGARDING CRITICAL

THINKING AND THE IDEAL CRITICAL THINKER 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.

Interpretation

To comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures or criteria.

Interpretation – Sub-Skills

Categorization

Decoding Significance

Clarifying Meaning

Analysis

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.

Analysis – Sub-Skills

Examining Ideas

Identifying Arguments

Analyzing Arguments

EvaluationTo 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.

Evaluation– Sub-SkillsAssessing Claims Assessing Arguments

InferenceTo 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.

Inference – Sub-Skills

Querying Evidence

Conjecturing Alternatives

Drawing Conclusions

Explanation

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.

Explanation – Sub-Skills

Stating Results

Justifying Procedures

Presenting Arguments

Self-Regulation

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-Regulation – Sub-Skills

Self-examination

Self-correction

Skepticism

APA report on undergraduate education students develop skills in

learning critical thinking reasoning

students should become “amiable skeptics” about the information they encounter

Some tools that skeptics use:

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

The CRITIC Acronym

C Claim?R Role of the claimant?I Information backing the claim?T Test?I Independent testing?C Cause proposed?

The CRITIC Acronym

Claimwhat claim is being made?can claim be assessed? is claim falsifiable?

The CRITIC Acronym

Role of the Claimant who is making the claim? is the claimant objective/unbiased?does claimant have something to gain?

The CRITIC Acronym

Information backing the claim? what evidence is cited to support claim?how reliable is evidence?where was evidenced obtained?can evidence be replicated?

The CRITIC Acronym

Test?how was claim tested?

proper controls used?internal validity of experiment?correlation vs. causation?

The CRITIC Acronym

Independent testing? is there an independent/unbiased test of the claim?replication?

The CRITIC Acronym

Cause Proposed? is the causal explanation for the claim plausible?

The Skeptical Inquirer

Near Death Experiences Darkness, Tunnels, and Light