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| A set of sentences where one of the sentences is the conclusion and all the other sentences are the premises. |
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| where what a statement says matches the facts in reality |
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| a sentence that is either true or false |
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| momentary expressions or feelings |
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| conclusions indicator words |
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| therefore, hence, so, thus |
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| Was led by philip zambardo at stanford university on 1971 at a basement were they got regular people and divided them up from guard and prisoner. It was a mock trial to see how they would act given authority/power or not. |
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| was held by stanley milgra from 1960-1963 at yale university. you had two people, the learner and the teacher. the learner was in on the act and who wasn't in actual pain when the teacher pressed the voltage switch everytime the learner got the answer wrong. it was to see if the teacher would listen to an authority figure to continue with the experiment or not. |
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| 1st stage of cognitive development: dualist |
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| one assumes that all truth is black and white and authority figures have the answers to any questions |
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| 2nd stage of cognitive development |
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| one assumes that all truth is just personal opinion so all views are equal and should not be judged |
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| 3rd stage of cognitive development: commitment |
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| you commit to your own views on the basis of reason and the best evidence |
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good critical thinker:
analytical skills |
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| ability to analyze an provide logical support for your views |
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good critical thinker
effective communications |
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| listening, speaking, writing skills, and awareness of different styles of communication |
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good critical thinker
research skills |
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| ability to gather and evaluate evidence |
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good critical thinker
flexability |
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| ability to evaluate and be open to conflicting views, ability to change mind/plans |
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good critical thinker
open-minded skepticism |
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| will not believe something unless and until it has been proven beyond doubt |
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good critical thinker
creative problem solving |
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| ability to come up with creative solutions to complex problems |
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good critical thinker
collaborative learning |
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| ability to work well with others to find shared solutions to complex solutions |
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| 1st stage: one describes what the experience was without trying to understand it and why it happened |
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| 2nd stage: one tries to make sense of their experience and why it happened |
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| 3rd stage: one considers whether their initial interpretation is correct or if there is a better one |
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| when you avoid people and ideas that conflict with your views |
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| when you become angry instead of analyzing an opposing views |
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| overused one liners used to shut down a critical discussion |
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| one simply denys alernative views rather than analyzing them |
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| when one deliberately stays uniformed to avoid making a judgement |
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| one adopts the popular view to avoid standing out |
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| when one endlessly struggles with what action or view to take and never reaches a conclusion |
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| cellphones, social media, friends, drugs, etc |
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| when you can't stand up to authority and blindly assume they are alwasys absolutely right |
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| thinking that you are the center of everything/ superior to others |
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| belief in the superiority of one's own race/culture |
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| belief that mankind is the center of everything |
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| when you make a decision based on the impulse of the moment instead of critical thought |
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| cognitive/social dissonance |
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| when new ideas or social behavior conflict with our established views |
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| when you hold two opposite views at once |
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| a system of communication that involves a set of symbols either spoken, written, or non-verbal |
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| stating a assertion which is either true or false |
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| using imperatives to direct/command behavior |
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| communicate feelings and to bring about an emotional response |
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| used in specific formal situations |
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| expresses essential attributes of an objec like in a dictionary definition |
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| given to a new term in our language |
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| based on past experience and associations, can be positive or negative |
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used to reduce vagueness and ambignity
i)theoretical-def in terms of science
ii)operational-threshold set for purpose of standardization |
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| used to influence others to accept your point of view |
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| 5 criteria used to evaluate definitions |
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1)neither too broad nor too narrow
2) include all the essential attributes of the thing being define
3)not be circular
4)avoid obsure and overly technical language
5)avoid emotional language |
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| confident and able to express their needs and ideas but knows when to hold back to preserve relationships |
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| trys to get their way at all costs including doing harm to their relationships |
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| avoids confrontation at all costs and backs down easily |
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| don't express themselves openly and honestly and uses indirect strategies of manipulation |
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| replacement of a negative or neutral sounding term with a positive one in order to sugar coat the truth |
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| replacement of a positive or neutral sounding term with a negative one in order to make it seem worse |
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| use of ridicule, insult, taunting, and irony to creat disapproval |
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| use of exaggeration or overstatement to distort facts |
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i) active- deliberately saying something false
ii) passive- with holding/omitting the truth from someone |
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| information that is true, which we believe, and for which we have justification. |
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| most human knowledge comes from reason |
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| most human knowledge comes from the physical 5 senses |
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| something that proves or disproves a claim |
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| when you appear to remember something that did not happen |
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| evidence you get from a chain of testimony |
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| evidence based on one persons personal experience |
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| misperception of random data |
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| when we see order/ structure in something that is in fact random |
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| when we attach more importance/significance to an uncommon even then it deserves |
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| when we give the wrong estimate of the probability of an event |
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| the tendency to exaggerate our strengths, underestimate our weaknesses, and think we are better/more capable than we really are. |
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| self- fulfilling prophecy |
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| your expectation of an event somehow causes the event to happen |
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| one of us/ one of them error: when we classify people into "us" and "them" and then only show respect et. for "us" |
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| experiment to investigate the extent to which social pressure from a majority group could affect a person to conform. A group of people, where all of them where in on the experiment expect one person, where ask to match the line in front to match either A,B, or C. |
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| Diffusion of Responsibility, in a group setting where an individual does not feel obligated to take any action. Kitty was being murdered to death in her home and many witnesses heard or saw but did nothing about and she ultimately died |
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