1. Education 173 Cognition and Learning in Educational Settings Critical Thinking and Reasoning Fall Quarter, 2007

2. Critical Thinking Another Major Category of Cognition
What is Critical Thinking?
The evaluation of ideas for their quality, especially in judging whether they make sense
A Critical Thinker Might Ask.
Is the reasoning clear?
Does one idea follow from another?
Are the ideas backed by evidence?
Like problem solving, critical thinking embraces a lot of what human beings do--or at least potentially do. I find it helpful to separate problem solving from critical thinking, and I see the two as complementary.
Critical thinking may be a little harder to define crisply, but here is a first approximation:
Critical thinking is the evaluation of ideas for their quality, especially in judging whether or not they make sense.
Like problem solving, critical thinking is a constant feature of STEM-related cognition.
There are many standards we might apply metacognitively in thinking critically. For example, we can ask: Are the ideas clear, or are they ambiguous, vague, fuzzy?
Does one idea follow from another? Is the presentation logical, rational, coherent? Or does the argument contradict itself or make unwarranted inferences or unsupportable generalizations?
Are the claims backed by evidence, such as by trustworthy data and an analysis that is convincing and that conforms to standards of inquiry (e.g., judging probability of sampling error, establishing a control group, standardizing procedures, using reliable measurement).
In fact, the methods of inquiry in science and nonscience domains might be viewed as specialized tools to sharpen a more basic and general orientation to critical thinking.

3. Concept Learning Concrete and Abstract Concepts
Learning Concepts By Their Features
Defining features (rule formation)
A bird has [feathers]. . . A bird does [lay eggs]. . .
Typical features (prototype)
A [typically] bird flies, sings, perches in trees
Learning Concepts By Examples and Nonexamples
Borderline cases can hep (Pluto, dolphins)
Superordinate and subordinate concepts
Basic concepts (mammal, DOG, spaniel)

4. Inferential Reasoning
Inference is Going from the Known to the Unknown
The Main Types of Inferential Reasoning
Inductive reasoning
From specific instance to general principle
Scientific discoveries often involve induction
Deductive reasoning
From general principle to specific instance
Scientific applications often involve deduction
Like problem solving, critical thinking embraces a lot of what human beings do--or at least potentially do. I find it helpful to separate problem solving from critical thinking, and I see the two as complementary.
Critical thinking may be a little harder to define crisply, but here is a first approximation:
Critical thinking is the evaluation of ideas for their quality, especially in judging whether or not they make sense.
Like problem solving, critical thinking is a constant feature of STEM-related cognition.
There are many standards we might apply metacognitively in thinking critically. For example, we can ask: Are the ideas clear, or are they ambiguous, vague, fuzzy?
Does one idea follow from another? Is the presentation logical, rational, coherent? Or does the argument contradict itself or make unwarranted inferences or unsupportable generalizations?
Are the claims backed by evidence, such as by trustworthy data and an analysis that is convincing and that conforms to standards of inquiry (e.g., judging probability of sampling error, establishing a control group, standardizing procedures, using reliable measurement).
In fact, the methods of inquiry in science and nonscience domains might be viewed as specialized tools to sharpen a more basic and general orientation to critical thinking.

5. Transfer
Transfer is the Application of Knowledge Learned in One Setting to a Different Setting
Buying paint
Types of Transfer
Positive and negative transfer
Near and far transfer

6. Learning Strategies Simple Rehearsal is One Way to Learn
Repetition, total time matters
Enhancing Learning from Text
Distinguish the most important ideas: Underline/highlight
Find structure: Draw a diagram; Outline
Elaborate: Write comments
Mnemonics
Keyword mnemonic (Involves imagery)
(Haydn/Classical: “hiding” in a “class”)
Acronyms (ROY G BIV) (EGBDF)

7. More Learning Strategies
Types of Research
Concept Mapping
Nodes and links
Self Talk
What is interesting
and important?
What seems questionable
or incorrect?
Do I understand?
Correlational
Qualitative
Experimental

8. Time Management Massed vs. Distributed Practice Goal Setting
A “law” of learning
For a set amount of study time, how is it best arranged?
Spread it out rather than bunch it together
Goal Setting
Proximal goals
Rather than distal
Specific goals
Rather than general