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“Halpern (2014). Thinking, an introduction.” - Article summary

The twin pillars of critical thinking are knowing how to learn and knowing how to think. Critical thinking is a necessary skill for the future. Critical thinking is a broad term that describes reasoning in an open-ended manner with an unlimited number of solutions and involves constructing a situation and supporting the reasoning that went into a conclusion.

Nondirected or automatic thinking are not part of critical thinking. Cognitive process instruction refers to utilizing the knowledge we have accumulated about human thinking processes and mechanisms in ways that can help people improve how they think. Critical thinking is best cultivated in a school environment that encourages students to ask questions.

There are four steps to critical thinking instruction:

  1. Explicitly learn the skill of critical thinking
  2. Develop the disposition for effortful thinking and learning
  3. Direct learning activities in ways that increase the probability of trans-contextual transfer
  4. Make metacognitive monitoring explicit and overt

A good critical thinker:

  1. Has the habit of planning
  2. Has motivation for critical thinking
  3. Is flexible and open to new ideas
  4. Has persistence
  5. Acknowledges errors
  6. Is willing to change stances
  7. Does not use self-justification
  8. Is mindful
  9. Is consensus-seeking
  10. Uses metacognition
  11. Recognizes when critical thinking is necessary

Critical thinking requires motivation to exert the conscious effort needed to work in a planful manner, to check accuracy, gather information and to persist when the solution is not obvious.

Self-justification refers to making excuses for a mistaken belief in order to protect the self-image. Mindfulness refers to the simple act of drawing novel distinctions. Consensus-seeking refers to an openness in thinking that allows members of a group to agree on some aspects of a solution and disagree on others. Recognizing when critical thinking is necessary is also important. Metacognition refers to our knowledge of what we know and the use of this knowledge to direct further learning activities.
 

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Scientific & Statistical Reasoning – Article summary (UNIVERSITY OF AMSTERDAM)
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Scientific & Statistical Reasoning – Article summary (UNIVERSITY OF AMSTERDAM)

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Scientific & Statistical Reasoning – Article summary (UNIVERSITY OF AMSTERDAM)

This bundle contains all the summaries for the course "Scientific & Statistical Reasoning" given at the University of Amsterdam. It contains the following articles:

  • “Borsboom & Cramer (2013). Network analysis: An integrative
...
Borsboom & Cramer (2013). Network analysis: An integrative approach to the structure of psychopathology.
Borsboom et al. (2016). Kinds versus continua: a review of psychometric approaches to uncover the structure of psychiatric constructs.
"Cohen on item response theory” – Article summary
Cohen on the science of psychological measurement” - Article summary
Coyle (2015). Introduction to qualitative psychological research.” – Article summary
Dienes (2008). Understanding psychology as a science.” – Article summary
Dienes (2011). Bayesian versus orthodox statistics: Which side are you on?” – Article summary
Eaton et al. (2014). Toward a model-based approach to the clinical assessment of personality psychopathology.” – Article summary
Foster (2010). Causal inference and developmental psychology.” – Article summary
“Furr & Bacharach (2014). Estimating practical effects: Binomial effect size display, Taylor-Russell tables, utility analysis and sensitivity / specificity.” – Article summary
"Furr & Bacharach (2014). Estimating and evaluating convergent and discriminant validity evidence.” - Article summary
“Furr & Bacharach (2014). Scaling.” - Article summary
“Gigerenzer & Marewski (2015). Surrogate science: The idol of a universal method for scientific inference.” - Article summary
“Halpern (2014). Thinking, an introduction.” - Article summary
“Kievit et al. (2013). Simpson’s paradox in psychological science: A practical guide.” - Article summary
“LeBel & Peters (2011). Fearing the future of empirical psychology: Bem’s (2011) evidence of psi as a case study of deficiencies in modal research practice.” - Article summary
“Marewski & Olsson (2009). Formal modelling of psychological processes.” - Article summary
“Meltzoff & Cooper (2018). Critical thinking about research: Psychology and related fields.” - Article summary
“Mitchell & Tetlock (2017). Popularity as a poor proxy for utility.” - Article summary
“Nosek, Spies, & Motyl (2012). Scientific utopia: II. Restructuring incentives and practices to promote truth over publishability.” - Article summary
“Pearl (2018). Confounding and deconfounding: Or, slaying the lurking variable.” - Article summary
“Schmittmann et al. (2013). Deconstructing the construct: A network perspective on psychological phenomena.” - Article summary
“Simmons, Nelson, & Simonsohn (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant.” - Article summary
“Shadish (2008). Critical thinking in quasi-experimentation.” - Article summary
“Dennis & Kintsch (2008). Evaluating theories.” - Article summary
“Van der Maas, Kan, & Borsboom (2014). Intelligence is what the intelligence test measures. Seriously.” – Article summary
“Willingham (2007). Decision making an deductive reasoning.” – Article summary
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