Quiz1 Flashcards
4 part model of critical thinking
- Explicitly learn skills of CT
- Develop the disposition for effortful thinking and learning
- Direct learning activities in ways that increase the probability of transcontextual transfer
- Make meta cognitive monitoring explicit and overt
Drawbacks/ restrictions of critical thinking
Future is unknown but we can use CT skills to make desirable outcome more likely
Flexibility and persistence in ct
Thinking in different ways; close minded
Willingness and ability to keep at a task
Intelligence
Ability to comprehend our surroundings
Types of Thinking- System 1 & System 2
System 1: automatic & effortful expertise
System 2: slow and effortful thinking
Imagery and silent speech
Generate image in head
Generates thoughts, hints
Processes of memory
Acquisition
Storage
Retrieval
Types of memory
Sensory memory
Working memory
Long- term memory
Strategies for memory retrieval
Decay: use it or lose it
Chunking: combining related pieces of information to larger units
Biases in memory
Confirmation bias: Remember information that confirms what we already believe
Metamemory
Quality of learning judgements
Feelings of knowing judgements
Degree of confidence judgements
Psycholinguistics
Underlying representation- thought you want to convey
Surface structure; verbal expression in written form
Rules for clear communication
- Tell listeners what you believe they want to know
- Don’t tell listeners what they already know
- Vary the styles of your communication, depending on the knowledge, age, and status of the listeners
- Tell the truth
- Use a simple straightforward style
- Use manner and context to clarify meaning
Analogies
Comparing new information to something already known to aid understanding
Prototypical learning
Categories; stereotypes
Low effort quick thinking
