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Psychology in Action

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b. Recognizing logical fallacies and faulty reasoning . Several chapters in your textbook and their corresponding critical thinking exercises can help you recognize faulty logic. For example, the problem of "incorrect assumption of cause/effect relationships" is discussed in Chapter X, the issue of "deceptive appeals" is presented in Chapters X and X, and the "incorrect and distorted use of statistics" is discussed in Appendix A. c. Exploring the implications of conclusions . Questions such as the following can help expand your analysis of arguments. "What are the conclusions drawn by proponents of each side of the issue?" "Are there other logical alternative conclusions?" d. Recognizing and evaluating author bias and source credibility . Ask yourself questions such as, "What does the author want me to think or do?" "What qualifications does the author have for writing on this subject?" "Is the author a reliable source for information?" Although each of these steps requires additional time and energy, the payoff is substantial. Such exercises not only refine your critical thinking skills, but they also help make your decisions and opinions more educated and valuable. Instructor’s Resource Guide                               Chapter 9                                            Page  41                             
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   G ender and C ultural D iversity Gender and Cultural Diversity Activity 9.1 -Nature vs. Nurture Activity Materials: Chalkboard or overhead projector, transparencies. Procedures: Using the chalkboard or overhead projector, write the words "Nature" and "Nurture" across the top portion of the board/transparency. In a column between the two terms, write the words "Physical Development," "Language Development," and "Cognitive Development." Organize the class into small groups. Instruct each group to develop their list of theorists which correspond to the categories and also develop suggestions about the apparent or stereotypical developmental differences in people (i.e., boys are stronger than girls, she was born talkative, he'll never be any good a math). After each group has completed its list, have the group leaders write their responses on the board and whether each of these differences belong in Nature or Nurture. NATURE NURTURE Physical Development (theorist) Language Development (theorist) Cognitive Development (theorist) Conclusion: This activity takes little time and quickly demonstrates the inter-relatedness of nature and nurture concerning all aspects of development, as well as possible gender differences. Instructor’s Resource Guide                               Chapter 9                                            Page  42                             
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W riting P roject Writing Project 9.1 Given the need for improved writing skills in college students and to respond to the call for "writing across the curriculum," we offer writing projects for each chapter. In Chapter 9, we suggest a 2-3 page written response
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  • Developmental Psychology, Resource Guide                                Chapter

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