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Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

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Bachelor 1:

  • Introductory Psychology; Brain and Cognition; Research Methods and Statistics; Developmental Psychology; Work and Organisational Psychology; Social Psychology; Clinical Psychology; Neuropsychology; First year thesis

Bachelor 2 Shared Program:

  • Scientific and Statistical Reasoning; Practical training: Psychological Communication; Practical training: Psychological Research; Fundamentals of Psychology

Specialisations:

  • various courses, a.o.: Current Topics: Introduction to Cultural Psychology; Youth Interventions: Theory, Research and Practice; Clinical Skills: Developmental Psychology; Adolescence: Developmental, Clinical and School Psychology; KNP Diagnostiek; Psychotherapy and Therapeutic Skills; Teams in Organisations; Emotion

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Critical thinking a concise guide by Tracy Bowell & Gary Kemp, fourth edition – Summary chapter 7

Fallacies are arguments which make use of a mistake in reasoning. They do count as arguments, but are faulty arguments. There is an inappropriate connection between premises an conclusion. Formal fallacies are fallacies where there is an inappropriate logical connection. Substantive (informal) fallacies involve reliance or unjustified assumptions or inferences. Substantive fallacies are different from unsound arguments in the sense that the false premise is of general nature and has nothing to do specifically with the subject.

There are several formal fallacies:

  1. Affirming the consequent
    This is affirming the consequent and using this to reason that the antecedent must be true because of this.
    --------------
    If A, then B
    B
    --------------
    A
  2. Denying the antecedent
    This is denying the antecedent and using this to reason that the consequent must be false because of this.
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Critical thinking a concise guide by Tracy Bowell & Gary Kemp, fourth edition – Summary chapter 6

An argument is rationally unpersuasive if there is no good reason to accept a premise, even though the argument is deductively valid and sound. An argument is defeated if a person reasonably believes the premises, but, nevertheless, reasonably rejects the conclusion. An argument is rationally persuasive for a person if the argument is either deductively valid or inductively forceful (1), the person reasonably believes the premises (2) and the argument is not defeated for that person (3).

There are several points considering rational persuasiveness:

  1. It is not possible for the conclusion of a deductively valid argument to be defeated by a person’s total evidence. It is only possible for inductively forceful arguments.
  2. An argument does not have to be sound in order to be rationally persuasive.
  3. Rational persuasiveness is a matter of degree
  4. Rationally persuasive does not merely mean persuasive or
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Critical thinking a concise guide by Tracy Bowell & Gary Kemp, fourth edition – Summary chapter 5

A lot of things people write plays no argumentative role. It can serve the function of emphasis, rhetoric or something else. This extraneous material should not be included in the reconstructing of an argument. The word ‘since’ transforms a conditional statement into a statement that asserts both the conditional and the antecedent of that conditional. The first step in reconstructing an argument is to make a list of the argument’s premises and conclusion that leaves out extraneous material.

DEFUSING THE RHETORIC
Metaphors, slang and expressive epithets should be eliminated while reconstructing an argument. Expressive epithets are terms used to refer to some person, group or other entity, without actually using the name.

LOGICAL STREAMLINING
When reconstructing arguments, the logical relationships should be displayed in the simplest, clearest and most familiar ways possible. There are two rules of thumb when logical streamlining:

  1.        Where appropriate, rewrite sentences
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Critical thinking a concise guide by Tracy Bowell & Gary Kemp, fourth edition – Summary chapter 4

Precise generalisations make it more difficult to divert from the topic. The quantifier ‘some’ does not mean ‘most’ or ‘all’ when making generalizations, although when stating ‘some A are B’ it is possible that all A are B.

An argument is inductively forceful if the conclusion does not necessarily follow from the premises but is still ‘probably true’. It is very likely to be true and unlikely to be false. To say that an argument is inductively forceful means that the probability of A relative to the set is greater than one-half but less than one.

The proportion indicate the part of A in the total (e.g. 7/8). Frequency refers to the number of times something occurs. The degree of rational expectation refers to the degree to which a person is entitled to believe a proposition given the evidence provided. Frequency and proportion could be used to calculate probability.

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Critical thinking a concise guide by Tracy Bowell & Gary Kemp, fourth edition – Summary chapter 3

Argument reconstruction clarifies what the arguer actually said and to supplement the arguer, as some statements are implicit. The reconstruction of an argument can be presented as a bad argument or as a good argument, depending on the goal (e.g. political debate). A bad argument does not mean that the proposition is false. The principle of charity states that people should also choose the best reconstruction of an argument to discover reasons for accepting or rejecting particular prepositions, advancing the cause of knowledge.

TRUTH
The truth-value of a proposition is the truth of the proposition. The two truth-values are true and false.

DEDUCTIVE VALIDITY
A conclusion is valid if the conclusion would be true, given that the premises are also true. The truth of premises is, in principle, not relevant for the validity of an argument. Validity should be judged by disregarding

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Critical thinking a concise guide by Tracy Bowell & Gary Kemp, fourth edition – Summary chapter 2

There are several problems with linguistic phenomena that makes an argument difficult to understand. The set of things a word is about is called the extension.

Ambiguity occurs if a sentence can be interpreted in more than one way and should be avoided when trying to persuade using an argument. There are two types of ambiguity:

  1. Lexical ambiguity
    This can occur if certain words have more than one meaning. This means that a word can be lexical ambiguous if it has more extensions. Lexical ambiguous words are not ambiguous in every context. There are words that can be ambiguous in speech but not in written text, as it is written differently, but sounds the same.
  2. Syntactic ambiguity
    This can occur if the arrangement of words in a sentence is such that it can be understood in multiple ways. Syntactic ambiguity is more
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“Willingham (2007). Decision making an deductive reasoning.” – Article summary

People do not reason logically, but decision making encompasses all human behaviour. Choices can be rational (internally consistent). People expect choices to show transitivity. If a relationship holds between item one and item two and between item two and item three then the relationship should also hold between item one and item three. Utility is the personal value we attach to outcomes rather than to their absolute monetary value.

Normative theories of decision making imply that some choices are better than other choices. The optimal choice in normative theories depends on the theory.

The expected value theory states that the optimal choice is the choice that offers the largest financial payoff. People also tend to go for choices with the maximum utility. People are not always consistent in their choices with expected value and utility, as this requires a lot of time and motivation. There

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“Shadish (2008). Critical thinking in quasi-experimentation.” - Article summary

A common element in all experiments is the deliberate manipulation of an assumed cause followed by an observation of the effects that follow. A quasi-experiment is an experiment that does not uses random assignment of participants to conditions.

An inus condition is an insufficient but non-redundant part of an unnecessary but sufficient condition. It is insufficient, because in itself it cannot be the cause, but it is also non-redundant as it adds something that is unique to the cause. It is an insufficient cause.

Most causal relationships are non-deterministic. They do not guarantee that an effect occur, as most causes are inus conditions, but they increase the probability that an effect will occur. To different degrees, all causal relationships are contextually dependent.

A counterfactual is something that is contrary to fact. An effect is the difference between what did happen and what would have happened. The counterfactual cannot be

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“Simmons, Nelson, & Simonsohn (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant.” - Article summary

A false positive refers to an incorrect rejection of the null hypothesis. The decisions a researcher can make during the research process is called the researcher degrees of freedom. Four common degrees of freedom are choosing sample size (1), using covariates (2), choosing among dependent variables (3) and reporting subsets of experimental conditions (4). The researcher degrees of freedom can significantly increase the false positive rate.

There are six guidelines for authors to prevent the increased rate of false positives:

  1. Authors must decide the rule for terminating data collection before data collection begins and report this rule in the article.
  2. Authors must collect at least 20 observations per cell or else provide a compelling cost-of-data collection justification.
  3. Authors must list all variables collected in a study.
  4. Authors must report all experimental conditions, including failed manipulations
  5. If observations are eliminated,
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UvA Methodologiewinkel Wiki

Hulp nodig bij Statistiek en Onderzoeksmethoden? Check out de Methodologiewinkel van de Universiteit van Amsterdam! Op deze wiki vind je informatie over de statistische aspecten van wetenschappelijk onderzoek. Deze wiki is gemaakt door researchmaster studenten van de opleiding psychologie. Zij hebbe...

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Verificationism states that a proposition is scientific only if it can be verified through objective, value-free observation Problems with this are:

  • It is logically impossible to prove the truth of a conclusion on the basis of repeated observations.
  • Many scientific theories include...

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Er zijn een aantal redenen voor het gebruik van persoonlijkheidstests

  • Persoonlijkheid is relatief stabiel
  • Persoonlijkheidskenmerken hebben vergaande consequenties Het geeft een risico op pathologie
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What can I find on this page? On this page, you can find a summary for all the study materials you need for the developmental specialization of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into ...

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What can I find on this page? On this page, you can find a summary for all the study materials you need in the second year of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into so-called bundles, whic...

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