Psychology 4180: Critical Thinking in Psychology
2017 - 2018
The basic skills required to gather, interpret, and critically evaluate research findings in Psychology are discussed and developed in the first part of the course. Emphasis is placed on evaluating research studies based on key criteria, such as, construct validity, internal and external validity, and statistical validity. These concepts are discussed and applied to both correlational and experimental studies and to both qualitative and quantitative studies. In addition, students acquire hands-on experience forming arguments regarding psychological topics.
As the course progresses, students apply their critical thinking skills in various scenarios. Students present the results of primary source research articles in a manner appropriate for the general public - for example, preparation of an evidence-based report for teachers on the validity of learning styles or an evidence-based report for lawyers on the reliability of eyewitness testimony. The actual topics explored are discussed in class and online and are mutually agreed upon by the students and the Course Director. Students also critically evaluate the validity and accuracy of current media reports about psychological findings.
Skills emphasized in the course include:
- Locating research articles on emerging trends and demonstrating critical thinking about research findings in Psychology.
- Critically assessing the methodology used to address specific research questions.
- Effectively interpreting results from reported research and from the application of simple statistics.
- Evaluating the credibility of scientific evidence and differentiating it from scientific conjecture.
- Communicating, in writing and orally, the methods, results, and conclusions of research studies in lay terms.
- Critically assessing and communicating, in writing and orally, the validity and accuracy of media reports about psychological studies
Ron Sheese, Course Director
- S342 Ross Building
Susannah Mulvale, Teaching Assistant
- Attendance (10%)
- Weekly exercises (10%)
- Project 1 (15%), October 18. Comparison of a popular article with its academic source.
- Project 2 (15%), December 6. Critique of a psychology research article
- Project 3 (25%), February 21. Critique of a set of related psychology articles
- Project 4 (25%), April 9. Plain-language recommendations regarding an applied psychology issue.
Adler, S., & Aronczyk, A. (November 23, 2017). Stereothreat. Radiolab. [Available: http://www.radiolab.org/story/stereothreat/]
Angelo, T. A. (1995). Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7. (first three paragraphs only)
Brookfield, S. (2011). Five critical intellectual traditions. In Chapter 2 of Teaching for Critical Thinking, 30-52.
Capehart, J. Engber interview. Midday on WNYC.
Chatfield, T. (2017). 10 Commandments for Critical Thinking. https://us.sagepub.com/en-us/nam/chatfield-ten-commandments/
Cranney, J., & Dunn, D. (2011). The psychologically literate citizen: Foundations and global perspectives. Oxford, UK: Oxford University Press. (page 34 – tip sheet handout)
Dixon, J., Durrheim, K., & Tredoux, C. (2005). Beyond the optimal contact strategy: A reality check for the contact hypothesis. American Psychologist, 60(7), 697-711.
Drake, T. (2011). Drake’s List of the Most Common Logical Fallacies. [Available: https://www.webpages.uidaho.edu/eng207-td/Logic%20and%20Analysis/most_common_logical_fallacies.htm]
Editorial Staff, (November 16, 2017). Globe editorial: Why are we killing critical thinking on campus? Globe and Mail, p. A14. [Available: https://www.theglobeandmail.com/opinion/editorials/globe-editorial-why-are-we-killing-critical-thinking-on-campus/article37008714/]
Engber, D. (Jan 3, 2018). LOL something matters. [Available: https://slate.com/health-and-science/2018/01/weve-been-told-were-living-in-a-post-truth-age-dont-believe-it.html]
Graff, G. (2003). Clueless in academe: How schooling obscures the life of the mind. New Haven: Yale University Press. (Pages 1-25, 30-32, 65-67, 275-277)
Halonen, J. (1995). Demystifying Critical Thinking. Teaching of Psychology, 22(1), 75-81.
Kahne, J. & Bowyer, B. (2017). Educating for democracy in a partisan age. American Educational Research Journal, 54(1), 3-34.
Kreps, T. A., Laurin, K., & Merritt, A. C. (2017). Hypocritical flip-flop, or courageous evolution? When leaders change their moral minds. Journal of Personality and Social Psychology, 113(5), 730-752. (abstract and method section only)
Liu, F., Sulpizio, S., Kompetpanee, S., & Job, R. (2017). It takes biking to learn: Physical activity improves learning a second language. PLoS ONE 12, e0177624.
Luhrmann, T. et al. (February 2018). The minds of others: The art of persuasion in the age of Trump. Harper’s Magazine, 336(2013), 27-36.
Mercier, H., Boudry, M., Paglieri, F., & Trouche, E. (2017). Natural-born arguers: Teaching how to make the best of our reasoning abilities. Educational Psychologist, 52(1), 1-16.
Perlstein, D. (2016). Class. In A. J. Angulo (ed.), Miseducation: A history of ignorance-making in America and abroad (pp. 125-139). Baltimore: John Hopkins University Press.
Reynolds, G. (August 16, 2017). How exercise could help you learn a new language. New York Times. [Available: www.nytimes.com/2017/08/16/well/move/how-exercise-could-help-you-learn-a-new-language.html]
Roediger, H. L., & McCabe, D. P. (2006). Evaluating experimental research: Critical issues. In R. J. Sternberg, H. L. Roediger, & D. F. Halpern (Eds.), Critical Thinking in Psychology (pp. 15 – 36). Cambridge, UK: Cambridge University Press.
Ruscio, J. (2005). Critical thinking in psychology: Separating sense from nonsense. Belmont, CA: Wadsworth. (page xiv – tip sheet handout)
Stapleton, P., & Wu, Y. (2015). Assessing the quality of arguments in students’ persuasive writing: A case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes, 17, 12-23. (Focus on pages 12-14, 20, 22)
Sundararajan, L. (2017). The selfish meme hypothesis: An evolutionary account of culture and cooperation. PsycCRITIQUES, 62(41), 9. [Available: journals.scholarsportal.info/details/15540138/v62i0041/9_tsmhaeaocac.xml]
Tafreshi, D., Slaney, K. L., & Neufeld, S. D. (2016). Quantification in psychology: Critical analysis of an unreflective practice. Journal of Theoretical and Philosophical Psychology, 36, 233-249.
Teo, T. (2005). The critique of psychology: From Kant to postcolonial theory. New York: Springer. (Chapter 2: Metatheory and the critique of psychology)
VandenBerge, L. & Ramaekers, S. (2014). Figures of disengagement: Charles Taylor, scientific parenting, and the paradox of late modernity. Educational Theory, 64(6), 607-625.
VandenBos, G. R. (2017). “My amygdala killed her, not me”. PsycCRITIQUES, 62(39), 1. [Available: journals.scholarsportal.info/browse/15540138/v62i0039/1_akhnm.xml]
Wheeler, L. K. (2017). Toulmin model of argument. [Available: web.cn.edu/kwheeler/documents/Toulmin.pdf]
Wingate, U. (2012). ‘Argument!’ helping students understand what essay writing is about. Journal of English for Academic Purposes, 11, 145-154.
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It’d be useful, but I wouldn’t use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041.