The document discusses various topics related to critical thinking, logic, argumentation, and decision making. It provides definitions of key concepts, examples to illustrate ideas, and tips or guidelines related to improving thinking skills, making effective presentations, analyzing arguments, and making creative and effective decisions. The document is a presentation that aims to enhance understanding of important thinking skills and logical reasoning.
This document defines key concepts in hypothesis and sampling. It outlines the features of a good hypothesis, including being specific, clear, simple, verifiable, consistent, and testable. There are three main types of hypotheses: descriptive, relational, and causal. Sampling is defined as selecting a small number of items from a larger population. The benefits of sampling include being more efficient and representative than a full census. There are two main types of sampling: probability sampling and non-probability sampling. Probability sampling aims to give all members of the population an equal chance of being selected.
Objective Testing (E Assessment Question)bobbyelliott
The document provides guidance on writing objective tests, including selected response questions. It discusses the advantages of objective testing, such as being quick to mark and assessing a breadth of knowledge. While objective tests have a reputation for assessing only basic knowledge, the document explains they can also be used to evaluate higher-order skills through techniques like assertion/reason questions, scenarios, and passage-based reading. It emphasizes that objective tests should not be avoided and can be a suitable assessment method when used appropriately.
When arguing values, a writer aims to shape readers' perspectives by making them see qualities or dimensions of a topic in the same way. To do this, the writer must research the topic, understand differing viewpoints, assert and support their own perspective, and counter potential counterarguments. The argument should address an issue in public discourse, not just express a private opinion. Key steps include analyzing who benefits and is harmed by the topic, inventing a thesis that reveals something unique, using evidence like analogies and testimony to support claims, and carefully examining opposing views.
1) Arguing crisis means debating potential solutions to a crucial situation that could lead to significant consequences if not addressed properly.
2) Public crises often spark persuasive debates about various responses across many contexts, including social, institutional, and political spheres.
3) When addressing a crisis through argument, it is important to look beyond the most obvious solutions and consider hidden options, as well as to take into account implications, nuances, and potential outcomes of different approaches.
This document provides an overview of rhetoric, logic, and argumentation. It discusses key concepts like the rhetorical triangle of ethos, pathos, and logos. It also examines rhetorical devices, cognitive biases, deductive and inductive arguments, logical fallacies, and the differences between valid, sound, and fallacious reasoning.
This document provides an introduction to critical thinking and the differences between deductive and inductive reasoning. It defines logic and reasoning, and explains that deductive reasoning moves from general premises to specific conclusions, while inductive reasoning moves from specific observations to broader generalizations. Examples of each type of reasoning are provided. The key differences are that deductive reasoning establishes absolute truths if the premises are true, while inductive reasoning reaches tentative conclusions.
Exploratory or qualitative research uses small sample sizes to provide insights and understandings of problems. It is used to define problems, develop approaches, and generate hypotheses. Qualitative research procedures include direct approaches like focus groups and in-depth interviews, as well as indirect approaches like projective techniques. Projective techniques encourage respondents to project underlying motivations through association, completion, construction, and expressive techniques without directly asking questions.
The document discusses the "pyramid principle" for effectively structuring written documents. It argues documents should be organized in a pyramid structure, with the main point or conclusion at the top, supported by increasingly detailed explanations below. This structure mirrors how the human mind naturally imposes order and groups related ideas. The pyramid structure forces the writer to only present information to the reader as needed. Within this structure, each level of the pyramid should contain summaries of the ideas from the level below.
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This document discusses hypotheses, hypothesis testing, and research bias. It defines a hypothesis as a tentative assumption about a population parameter that is statistically tested. The main types of hypotheses covered are the null hypothesis (H0), which is attempted to be disproven, and the alternative hypothesis (H1). The four steps of hypothesis testing are outlined as stating the hypotheses, collecting sample data, calculating sample statistics, and analyzing results to accept or reject H0. Key concepts discussed include p-values, levels of significance, type I and type II errors, and bias. Common biases explained are selection, memory/recall, confounding, and interviewer bias.
This document provides guidance on writing arguments about definitions and causes. For definitions, it suggests focusing on whether a specific situation fits a definition, arguing for a particular definition of a misunderstood term, or identifying an implicit definitional argument. For causes, it recommends analyzing events or trends to lay intellectual groundwork before asserting single or multiple causes, or challenging common views. The document offers questions to consider and provides tips on developing theses, finding support, arranging arguments, and revising.
The document is a lesson plan for teaching students how to critically analyze persuasive texts. It discusses different types of evidence an author may use to support their claim, including statistical, testimonial, anecdotal, and analogical evidence. It also warns students about logical fallacies authors may use, specifically mentioning the false dichotomy fallacy where only two options are presented when more likely exist. The lesson encourages students to separate an author's argument from unnecessary language and identify the primary claim being made and whether sufficient evidence is provided to support it.
A hypothesis is the translation of the information that we are keen on. Utilizing Hypothesis Testing, we attempt to decipher or reach inferences about the populace utilizing test information. A Hypothesis assesses two totally unrelated articulations about a populace to figure out which explanation is best upheld by the example information.
The document discusses various techniques for analyzing and constructing arguments, including understanding the values and beliefs of the arguer, identifying implicit and explicit appeals, examining ideology, analyzing arguments disguised as other forms like reports or advertisements, reading images and actions, connecting with the audience, understanding the writer's voice through word choice, pronouns, and figurative language, integrating sources, and using techniques like stasis theory and Hegelian logic to invent arguments.
This document discusses statistical hypothesis testing. It defines the p-value as the probability of observing a test statistic as extreme as the one calculated, assuming the null hypothesis is true. If the p-value is less than the significance level, the null hypothesis is rejected. It also describes the region of acceptance as the range of values where the null hypothesis is not rejected, defined to keep the chance of a Type I error at the significance level. Finally, it outlines the 7 steps to perform hypothesis testing, including writing hypotheses, finding critical values, computing test statistics, and making conclusions.
Our minds are subject to various cognitive biases that can lead to inaccurate assumptions. Some of the main biases discussed are confirmation bias, where we ignore opinions contradicting our views; in-group bias, where we favor our own groups; and gamblers fallacy, where we believe past events influence future probabilities. Other biases mentioned include post-purchase rationalization, neglecting probability, observational selection bias, status quo bias, negativity bias, bandwagon effect, projection bias, current moment bias, and anchoring effect. These unconscious biases can trick our minds and lead to faulty decisions.
The document discusses several methods of inductive argumentation described by John Stuart Mill for drawing general conclusions from specific observations or facts. These include the method of agreement, method of difference, joint method of agreement and difference, method of residues, and method of concomitant variations. Examples are provided to illustrate each method and how they can be used to infer causal relationships between phenomena based on commonalities and differences observed across multiple instances.
There are two main types of research designs: small-N and large-N. Small-N designs involve an in-depth examination of one or a few cases using qualitative methods like interviews and observation. They have weak validity but allow researchers to gather information when other designs cannot be applied. Large-N designs tend to be experimental, cross-sectional, or quasi-experimental and examine many observations to make causal inferences but provide less detail per case.
This document discusses how human behavior and decision making can be influenced through choice architecture and environmental design. It explains that System 1 thinking is fast, automatic, and emotional while System 2 thinking is slow, logical, and effortful. The document advocates using known cognitive biases and perceptual tendencies to intentionally design environments that shape behaviors and attitudes. The goal is to change behaviors by changing environments rather than trying to change people directly.
This document summarizes key concepts in causal and statistical reasoning. It discusses cause and effect relationships, associations versus causal relationships, and fallacies involving false correlations. It also outlines philosopher John Stuart Mill's methods for determining causation, including the method of agreement, method of difference, joint method, and method of concomitant variation. Finally, it discusses aspects of statistical studies such as sample size, diversity, and margin of error, as well as the forms and strength of statistical arguments.
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The document discusses critical thinking skills and how to apply them when evaluating arguments and information. It defines critical thinking as "thinking about thinking" which involves self-consciously monitoring one's thinking process, evaluating the strategy used, and what was learned. Some key critical thinking steps outlined are identifying an argument's premises and conclusions, acknowledging uncertainties, distinguishing facts from values, recognizing assumptions, and determining source reliability. Universal intellectual standards for evaluating reasoning are also defined, including clarity, accuracy, precision, relevance, depth, breadth, and logic.
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdfSyedhussinJaafar1
The passage describes a situation where a semiconductor manufacturing company plans to bring in 100 workers from Bangladesh who do not speak English or Malay. At a recent production meeting, a local supervisor expressed concern that this could lead to production problems due to miscommunication. The problem statement is to analyze the supervisor's concerns and identify root causes in order to offer suggestions for improvement. This will involve applying critical thinking skills to write an essay addressing the issue, proposing solutions, and drawing a conclusion with references.
Critical and Analytical ThinkingCritical thinkin.docxannettsparrow
Critical and Analytical Thinking
Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point.
*
Not just the bad parts
How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening
*
Need to fully understand an argument before you can be critical – be confident
Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence
Question the credibility
You are just assessing ideas not learning the answers
Only want informed opinions
Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read
*
Not just reading what is said but ‘thinking’ about it
How to think analyticallyThink about the view point in relation to the bigger picture – stand backCompare the same issue from the point of other authors – do their views differ?Should be able to see why authors have arrived at different conclusionsYou should be able to argue why you think one set of view points is preferable to anotherYou should be analytical when reading, writing and listening
*
Think about your readings together, put into context
You should be asking why a conclusion has been made – need full understanding for this
Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge
*
Not always black and white there are lots of grey areas in academics
Being analytical and critical is hard work, you have to read carefully and widely
Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory?
- set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory
Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
The document provides instructions for an assignment on analyzing arguments related to influencer marketing. Students are asked to analyze several sample texts and scholarly articles on influencer marketing and answer questions about the arguments and stances presented in each. They are then instructed to have a group discussion synthesizing the sources and forming their own arguments on influencer marketing. The document concludes by providing guidance on writing inductive, deductive, and analytical thesis statements and outlines various argument structures that could be used.
This document discusses critical thinking and analysis. It defines critical thinking as using mental processes like attention, categorization, selection and judgment to think in analytical and evaluative ways. Critical thinking skills involve identifying and evaluating different perspectives, arguments, and evidence. It also involves presenting well-reasoned arguments supported by good evidence. The document outlines questions to consider when analyzing others' reasoning, such as evaluating the quality of evidence and potential flaws in logic. It describes the typical structure of a critical analysis, which includes an introduction stating the thesis, a summary, analysis proving the thesis, and a conclusion.
The document discusses critical thinking, defining it as the identification and evaluation of evidence to guide decision making. It lists characteristics of a critical thinker such as being open-minded and well-informed. Elements of thought like purpose, assumptions, and implications are examined. Universal intellectual standards of clarity, accuracy, relevance and more are outlined. Essential traits include intellectual humility and perseverance while lacking critical thinking involves incompetence and unethical behavior.
Logic is the study of reasoning and argument. There are various types of logical reasoning including deduction, induction, abduction, and heuristics. Deduction reasons from general premises to specific conclusions, while induction reasons from specific observations to general conclusions. Fallacies are errors in logical reasoning that can undermine arguments. It is important to think logically to avoid fallacies and make well-reasoned arguments and decisions.
The document analyzes a persuasive text that argues torture is justified as a means of fighting terrorism. It discusses the author's claim that torture is justified in "ticking time bomb" scenarios where lives could be saved, and also under normal circumstances to prevent future terrorist plots. The author provides supporting arguments based on utilitarian principles that the benefits of saving many lives outweigh the costs to one person being tortured. However, the document notes readers should carefully examine claims and evidence in persuasive texts.
The document discusses strategies for integrating critical thinking skills in the ESL classroom. It provides definitions of critical thinking and examines techniques for teaching critical thinking skills to students, such as asking open-ended questions, training students to form strong arguments and recognize their own biases, and using methods like think-pair-share and jigsaw activities. The document also outlines common decision-making problems and offers advice on nurturing creativity and refining reasoning abilities.
Part 1 unit 1 lesson 2 coherence transition between ideasHome and School
The document discusses techniques for writing coherent paragraphs and connecting ideas. It begins by defining coherence and explaining that transitional words and phrases establish relationships between sentences by indicating time, spatial, or sequential order. Six categories of transitional elements are described: spatial order, time order, numerical order, cause/effect order, comparison/contrast order, and general/specific order. The document emphasizes that paragraphs need transitional elements to be understandable and coherent, with all sentences arranged in a clear, logical order. It provides examples of transitional words and phrases for different categories.
This document discusses reasoning and critical thinking skills. It defines reasoning as using the human mind to solve problems, make judgments and decisions, and learn from experience. Reasoning is a tool that can be used well or poorly. The document outlines why reasoning should be studied, such as it being part of human potential and being useful in college and career. However, reasoning must be used carefully with empathy and consideration of deeper feelings and faith. The document also defines key terms related to arguments and reasoning such as premises, conclusions, and logical order. It provides an example argument and discusses evaluating arguments based on justified premises and conclusions implied by the premises.
This document discusses logic and critical thinking. It defines critical thinking as carefully examining claims rather than accepting them blindly. It also discusses paradoxes, the difference between deduction and induction, evaluating arguments, formal logic systems, informal fallacies, and the uses of logic. The goal of logic is to distinguish good reasoning from bad reasoning in order to think effectively and make wise decisions. Developing critical thinking skills allows one to carefully evaluate beliefs and opinions rather than passively accepting them.
PHIL 2306 Intro. to Ethics Components of an Argument Pro.docxmattjtoni51554
PHIL 2306: Intro. to Ethics
Components of an Argument
Professor J. Welsh
Components of an Argument:
An argument is made up of two or more propositions, one of which is claimed to be supported by the
other.
A proposition, in logic, is a statement that expresses a complete thought. Propositions can be true or
false, and the same proposition can be stated in different ways.
example:
“Torturing children is wrong” is the same content as “It is wrong to torture children”
There are two types of propositions:
conclusions—a proposition that is affirmed or denied on the basis of the other propositions.
premise—a proposition that provides reasons or support for the conclusion.
An argument can have more than one premise.
Once a conclusion is established with premises, it is sometimes then used as a premise to establish
the soundness of another conclusion.
The process by which we move from the premise(s) to the conclusion(s) is known as inference:
Inference: Draws a conclusion on the basis of certain evidence. Inference is only justified if the
evidence is related to the conclusion in the right way. Logic is what identifies how evidence and
conclusions must be related in order for us to claim that the evidence supports the conclusion.
Therefore, you find that the foundation of the argument are the premises.
In a good argument, the premises must be strong enough to support the conclusion and withstand
challenges.
Ethical arguments may contain different types of propositions as premises:
descriptive statements—tell us what is.
prescriptive statements—tell us what ought to be; that is, they deal with values. Normative
judgments and moral principles are prescriptive statements.
definitions—sometimes premises are merely definitions of key terms that may otherwise be
ambiguous, due to having different possible meanings.
analogies—a comparison based upon similarities between two things or events . In logic, analogies
are used to support the conclusion that because things are similar in some important respects,
they are also similar in other respects.
Rhetoric vs. Logical Argumentation:
We distinguish logical argument from what is called rhetoric.
Rhetoric is a means of defending a particular worldview or opinion, rather than analyzing it.
In logical arguments we end with the conclusion; whereas with rhetoric begins with a “pseudo-
conclusion” or opinion.
A rhetorician is distinguished by their using only those statements that support their particular
position, disregarding any statements or facts that do not.
The purpose of rhetoric is to win your opponents over to your view through the power of
persuasive speech, whereas we say that the purpose of a logical argument is to discover the
truth.
Analyzing Arguments:
We analyze arguments, first, by breaking down the argument into premises and conclusion.
One page 51 in the textbook, Bos.
This document provides guidance on writing analytical assignments. It discusses developing an analytical frame of mind by using techniques like suspending judgment, defining parts and relationships, making the implicit explicit, and looking for patterns. It also covers reading analytically by paraphrasing, and responding to assignments analytically by reducing scope, studying wording for unstated questions, and beginning with questions rather than answers. The overall goal is to think and write analytically rather than descriptively by identifying issues, evaluating strengths and weaknesses, considering alternatives, and challenging logic and data.
This document discusses various theories and models of critical thinking. It begins by defining critical thinking as making reasoned judgements according to different scholars. It then examines three perspectives on critical thinking:
1) The philosophical perspective views it as a logical process involving skills like analysis, evaluation and inference. Models include Ennis's 12 abilities and Watson and Glaser's composite of attitudes, knowledge and skills.
2) The psychological perspective sees it as involving metacognition, recognition, and knowledge acquisition. Sternberg's model includes metacomponents, performance components and knowledge acquisition.
3) The educational perspective exemplified by Bloom's Taxonomy positions evaluation as the highest level of critical thinking skills. A cyclic model
This document discusses various theories and models of critical thinking. It begins by defining critical thinking as making reasoned judgements according to different scholars. It then examines three perspectives on critical thinking:
1) The philosophical perspective views it as a logical process involving skills like analysis, evaluation and inference. Models include Ennis's 12 abilities and Watson and Glaser's composite of attitudes, knowledge and skills.
2) The psychological perspective sees it as involving metacognition, recognition, and knowledge acquisition. Sternberg's model includes metacomponents, performance components and knowledge acquisition.
3) The educational perspective exemplified by Bloom's Taxonomy positions evaluation as the highest level of critical thinking skills. A cyclic model
This document provides information about critical thinking. It defines critical thinking as problem solving that looks more deeply at problems and questions rather than just accepting surface-level answers. Critical thinking involves understanding, analyzing, and evaluating ideas rather than just stating them. The document outlines four aspects of critical thinking: abstract thinking, creative thinking, systematic thinking, and communicative thinking. It also discusses what is involved in critical thinking, such as questioning, purpose, point of view, information, concepts, assumptions, and inferences. The document contrasts critical thinkers with uncritical thinkers and provides strategies for developing critical thinking skills.
This document provides guidance on developing effective argumentation and persuasion in essays. It discusses using clear thinking and logic (logos) to make sound arguments, as well as appealing to emotion and values (pathos) to persuade readers. Key aspects covered include identifying a clear, controversial thesis; supporting it with evidence while acknowledging opposing views; using inductive or deductive reasoning; and avoiding logical fallacies. The goal is to achieve balance between logos, pathos and establishing credibility/reliability (ethos).
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2. Thinking skills in the age of globalization
Globalization is changing the way we work and live.
Globalization brings about an ever quickening pace of life.
Critical thinking skill and creativity.
Become a critical thinker and solve problems.
3. Ways to improve critical thinking
Learning the theory
Deliberate practice
Developing right attitude
Developing theoretical knowledge and actual ability
4. Key questions to think about ?
What does it
mean ?
How many
supporting
reasons and
objectives?
Why is it
important or
relevant?
Which are the other
possibilities to consider ?
5. 5 Tips to make an effective presentation
Know
your
audience
What is
your
central
message &
why is it
important?
Organize
the ideas
Be
simple
and
direct
Rewrite,
rewrite
and
rewrite
7. Different types of definition
1
•Reportive definition
2
•Stipulative definition
3
•Precising definition
8. Ways to provide a meaningful definition
Avoid verbal
and factual
dispute
Avoid
circular
definition
Avoid
obscurity
Avoid
persuasive
definitions
9. •Definition of truth by , Aristotles
To say of what is that it is not ,or of what is not that it is , is
false , while
To say of what is that it is , and of what is not that it is not , is
true.
Truth
10. •Analytical truth :- statement that is true in virtue of meaning of words
contained in the statement
•Empirical truth :- depends on contingent facts about the world fact that could
have been different if the history and physical laws of universe had been any
difference
•Value truth :- is one about what is to be good or bad , what is morally right
or wrong , or what we should or should not do
Types of truth
11. •The core of logic is about consistency and deduction. It also
plays a special role in computer technology , as computers are
good at processing information because there processors can
perform a huge no. of logical information
Basic logic
12. An argument is a list of statements, one of which is the
conclusion and the others are the assumptions of the
argument. For example, it is raining so you should bring an
umbrella
Argument
13. Consistency:- a statement is consistent when and only when it is
logically possible for all of them to be true in same situation otherwise
its inconsistent
Entailment:- if p1…..pn are all true then Q must also be true
logical equivalence :- if P entails Q and Q entails P then P and Q
are logically equivalent.
Concepts of logics
14. •An argument is valid if and only if there is no logically possible
situation in which the premises are true and the conclusion is false
•If an argument is valid and all the premises are true then it is called
sound argument. An argument that is not sound is unsound.
Validity and soundness
15. Argument mapping is a way to visually show the logical structure of arguments.
The purpose of mapping is to uncover the logical structure of arguments, identify
unstated assumptions, evaluate the support an argument offers for a conclusion,
and aid understanding of debates.
Co premises are premises that work together to form a single argument for a
conclusion, where as independent premises offer distinct reasons for accepting the
conclusion.
Objections represent opposing arguments from different slides.
Argument Mapping
16. What is good argument ?
The premises are true or highly plausible.
The argument is deductively valid or inductively strong.
The premises are not question-begging.
All the premises are relevant to the conclusion.
Four ways to attack an argument
1. Attack the premises.
2. Attack the reasoning.
3. Attack the arguments indirectly by attacking the
conclusion.
4. Give an analogous arguments that is obviously bad.
Argument Analysis
17. Noteworthy features-based on evidence; hypothesis testing is fallible.
Steps in Hypothesis testing:
a. Define the hypothesis to be tested.
b. Collect the evidence for an against the hypothesis.
c. List all the alternative hypothesis.
d. Rank them and pick the best one to accept.
Mechanism is related to truthfulness.
Two kinds of Coherence:
a. Logically consistent-a theory should be internally coherent.
b. Good theories should be consistent with other well-confirmed theories and facts.
Hypothesis-Core of scientific methodology
18. The method of
agreement
The method of
concomitant
variations
The method of
residues
The joint method
Mill’s
Methods
Limitations:
1. The two cause might not be any of the
candidate causes.
2. The effect might have more than one cause.
3. Causation can be in deterministic.
Mill’s Methods
19. Good evidence for causation
Accidental Correlation
The Causal direction is reversed
Hidden common causes
A caution due to side effect
Look for reliable model of causal
mechanism
Look for covariation and
manipulability
Causation is complicated
Causes delevance
casually necessary & sufficient
Conditions
Triggers
Proximity
Randomness & casual determinace
Why correlation is not causation ?
24. Flow Chart
A flow chart is a diagram of the sequence of movements or actions of people or things
involved in a complex system or activity.
The example below describes how a busy person ruthlessly deals with the flood of emails
in his inbox: Start
Important
Urgent
Reply Immediately
End
End
End
Reply later
Delete
25. Fallacies
A fallacy is an argument that uses poor reasoning.
An argument can be fallacious whether or not its conclusion is true.
A fallacy can be either formal or informal.
Formal Fallacy: An error that stems from a poor logical form is sometimes called
a formal fallacy or simply an invalid argument.
Informal fallacy: It is an error in reasoning that does not originate in improper
logical form.
26. Cognitive biases is a common tendency to acquire and process information by
filtering it through one's own likes, dislikes, and experiences.
TYPES:
1. Memory Biases
2. Context Biases
3. Ego Biases
Cognitive Biases
27. Analogical Reasoning
Is a method of processing information that compares similarities and understood concepts.
It is form of inductive reasoning
Evaluating analogical arguments
Truth
Relevance
Number & Diversity
Disanalogy
28. 1
• Think generally about how the decision should be made.
• Do some research
2
• Come up with a list of options.
• Evaluate their props and cons & pick the best option.
3
• Prepare for contingencies.
• Monitor progress and learn from results.
29. Typical Problems In Decision Making
Plunging in
No system
Decision paralysis and procrastition
Failure to execute
Framing bias
Over confidence
No learning
Sour grapes mentality
Obession with some cost
31. Brain Storming and Group Creativity
Brain storming is a method for generating ideas in a group. It was 1st popularized by
Alex Osborn, an advertising executive around 1950’s.
Factors that diminish the
effectiveness of brain storming:
Problem of production
blocking
Group thinking
Measures that might be useful for more effective
brain storming:
An impartial group leader to structure the
discussion without introducing biases
A devil’s advocate to challenge assumptions
Consultations with outside experts