Critical Thinking and Informal Logic:  Neuropsychological Perspectives

Thagard, Paul

doi:10.22329/il.v31i3.3398

Cited by 19 publications

(11 citation statements)

References 32 publications

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“…Beyer (1995) also highlighted that critical thinkers are those who are skeptical, openminded, value fair-mindedness, appreciate evidence and reasoning, and are capable of taking account of different points of view. Critical thinking ability is assumed to improve awareness, so that one could avoid emotional (Thagard, 2011) and irrational (Johnson & Blair, 2006) thinking, by deliberating and arguing in a correct manner.…”

Section: Introductionmentioning

confidence: 99%

Partisan Selective Exposure to Fake News Content

Ardi¹

2019

Makara Hubs-Asia

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Selective exposure to political news in social media in Indonesia is escalating along with the increasing polarization of Indonesian people. This research aims to investigate: 1) differences in selective exposure to fake news content among incumbent and opposition supporters; 2) the association between critical thinking ability and partisans' selective exposure. Repeated measures design was employed as the experiment design. Respondents were student activists of extra-campus organizations with particular political ideologies, who have pro-incumbent or pro-opposition preference. Seventy-one respondents were recruited, consisting of 34 incumbent (Jokowi) supporters and 37 opposition (Prabowo) supporters. Data was analyzed using independent t-test, a paired sample t-test, and correlational analysis. Results show that the opposition side was more inclined to demonstrate selective exposure by believing in fake news about their political enemy, compared to the incumbent supporters. This is shown by their tendency to believe and spread discrediting news about their political opponents rather than doing so for news which discredits their side. No association between critical thinking and partisan selective exposure was found. The implication of these results is that the critical point in debiasing is not necessarily predicated merely on analytical thinking ability but might also rest on one's ability to think open-mindedly. Selective Exposure Partisan pada Konten-konten Berita Palsu Abstrak Fenomena terjadinya selective exposure atas berita-berita politik di media sosial di Indonesia semakin menguat seiring tajamnya polarisasi di antara masyarakat di Indonesia. Penelitian ini bertujuan untuk menginvestigasi: 1) perbedaan selective exposure atas konten berita palsu pada pendukung presiden petahana dan oposisi; 2) asosiasi antara kemampuan berpikir kritis dengan selective exposure pada partisan pendukung kandidat presiden. Repeated measures design digunakan sebagai desain eksperimen. Responden merupakan aktivis organisasi mahasiswa ekstra kampus yang memiliki ideologi politik tertentu dan memiliki preferensi pro terhadap petahana atau pro terhadap oposisi. Didapatkan 71 responden yang terdiri dari 34 pendukung petahana (Jokowi) dan 37 pendukung oposisi (Prabowo). Analisis data dilakukan dengan menggunakan independent t-test, paired sample t-test, dan analisis korelasi. Hasil analisis data mengindikasikan pendukung oposisi cenderung menunjukkan adanya selective exposure dengan mempercayai berita palsu atas lawan politik dibandingkan pada kubu pendukung petahana. Hal ini ditunjukkan dengan tendensi untuk percaya dan menyebarkan berita yang mendiskreditkan lawan politiknya dibandingkan dengan berita yang mendiskreditkan kubu yang didukungnya. Tidak terdapat asosiasi antara berpikir kritis dengan selective exposure pada partisan. Implikasi hasil ini adalah titik kritis pada debiasing bukan semata pada kemampuan berpikir analitik namun dimungkinkan pada kemampuan berpikir secara lebih terbuka.

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Section: Introductionmentioning

confidence: 99%

Partisan Selective Exposure to Fake News Content

Ardi¹

2019

Makara Hubs-Asia

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“…As a result, students are not prepared to handle these biases and reason according to the normative standards of critical thinking (Thagard, 2011). Worse, it might turn out that these biases are recalcitrant, and pedagogical efforts aimed at developing critical thinking are helpless against them.…”

Section: The Problemmentioning

confidence: 99%

Critical Thinking and Cognitive Bias

Maynes¹

2015

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Abstract:Teaching critical thinking skill is a central pedagogical aim in many courses. These skills, it is hoped, will be both portable (applicable in a wide range of contexts) and durable (not forgotten quickly). Yet, both of these virtues are challenged by pervasive and potent cognitive biases, such as motivated reasoning, false consensus bias and hindsight bias. In this paper, I argue that a focus on the development of metacognitive skill shows promise as a means to inculcate debiasing habits in students. Such habits will help students become more critical thinkers. I close with suggestions for implementing this strategy.Résumé: L'enseignement des habiletés associées à la pensée critique est un objectif pédagogique central dans de nombreux cours. On souhaite que ces habiletés soient à la fois transférables-applicables dans un large éventail de contexts-, et durables. Toutefois, développer des habiletés ayant ces deux propriétés est rendu difficile par des biais cognitifs qui sont à la fois puissants et omniprésents, tels le biais de la conclusion agréable, le biais de faux consensus et le biais rétrospectif. Dans cet article, je défendrai l'idée qu'il est prometteur de mettre l'accent sur le développement d'habiletés métacognitives comme moyen d'inculquer des attitudes permettant de combattre les biais. De telles attitudes aideront à dé-velopper la pensée critique des étud-iants. Je terminerai par des suggestions quant aux manières de mettre en pratique cette stratégie.

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“…Theorists and practitioners of critical thinking education are increasingly arguing that mitigating cognitive bias should be one of its proper aims (Bishop and Trout 2005;Kenyon 2008;Maynes 2015;Thagard 2011). At the same time, some are exploring instructional strategies that target not only the knowledge, skills, and dispositions of individual agents but also features of the physical, social, and institutional environments that agents inhabit and construct (Kenyon andBeaulac 2014, 2018).…”

Section: Introductionmentioning

confidence: 99%

Come Now, Let Us Reason Together

Dacey

2020

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In defending a new framework for incorporating metacognitive debiasing strategies into critical thinking education, Jeffrey Maynes (2015; 2017) draws on ecological rationality theory to argue that in felicitous environments, agents will achieve greater epistemic success by relying on heuristics rather than more ideally rational procedures. He considers a challenge presented by Mercier and Sperber’s (2011; 2017) “interactionist” thesis that individual biases contribute to successful group reasoning. I argue that the challenge can be met without assuming an individualist ideal of the critical thinker as a solitary reasoner. Focusing on cognitive laziness and myside bias, I then argue that a more complete reckoning with the implications of interactionism about reasoning will require us to transcend individualism more fully to embrace the selection, design, regulation, and navigation of dialogic environments as central pedagogical aims of critical thinking education.

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Critical Thinking and Informal Logic: Neuropsychological Perspectives

Cited by 19 publications

References 32 publications

Partisan Selective Exposure to Fake News Content

Partisan Selective Exposure to Fake News Content

Critical Thinking and Cognitive Bias

Come Now, Let Us Reason Together

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