Cheryl Willard - Lee College

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F. Your car has a red flashing light that blinks annoyingly if you start the car without buckling your seat belt. To avoid these annoying lights, you now buckle your seat belt when you first get into your car. 1. What behavior changed? Buckling seat belt 2. Was the behavior strengthened or weakened? Strengthened 3. What was the consequence of the behavior? Annoying lights are avoided 4. Was the consequence presented or removed? Removed 5. This is an example of: Negative reinforcement 24
Critical Thinking Concept #5: Building an Argument through Reasoned Judgment Abraham Maslow, a humanistic psychologist, developed a theory of human motivation based on needs. He arranged these needs into a hierarchy according to their strength. From strongest to weakest, the needs include: physiological needs, safety needs, belongingness and love needs, esteem needs, and self-actualization needs. Maslow, who did much of his work in the 1960’s and 70’s, believed that thus far, psychology had focused too much on abnormality and emotional disturbance at the expense of more positive human qualities. He also had great admiration for two individuals that he believed possessed many virtuous qualities, psychologist, Max Wertheimer, and anthropologist, Ruth Benedict (Levy, 1997). After learning that Wertheimer and Benedict shared many traits in common, Maslow went on a quest to seek out others with similar attributes. He then developed a profile identifying the characteristics of what he considered to be healthy, fully-functioning human beings, which he referred to as self-actualizers. In developing his theory, Maslow did not systematically collect data and analyze it scientifically. One of the main criticisms of his theory is that the criteria he used for choosing self-actualizers were based on his own subjective values of the qualities he admired in people rather than being based on objective standards. One of my concerns about the way in which students reason is that they sometimes base their opinions on the way they think that people should operate instead of using facts and logic to build their arguments. It is true that, in psychology, not all questions can be answered by known facts because in many cases, the jury is still out. Single causes and simple facts are rarely sufficient in explaining complex human behavior. However, Elder and Paul (1997) point out that judgments about phenomena are not limited to just facts and opinions. They offer a third category, reasoned judgment, which is based on relevant evidence, sound reasoning, and consideration of multiple points of view when interpreting the facts. The following assignment is designed to assist students in using reasoned judgment to build an argument about one aspect of Maslow’s theory. It requires providing reasons, both for and against, a position as well as rating the strength of those reasons, showing that not all reasons are equally good. Students will additionally draw a conclusion based on their analyses of the question. 25
Page 1 and 2: FACULTY LEARNING COMMUNITY TEACHING
Page 3 and 4: PSYC 2301.M05 - INTRODUCTION TO PSY
Page 5 and 6: 5. Library Scavenger Hunt. For this
Page 7 and 8: Reflective Thinking Statement No. 1
Page 9 and 10: Critical Thinking Concept #1: Consi
Page 11 and 12: Fact or Falsehood To the left of ea
Page 13 and 14: Practice #2: Correlation ≠ Causat
Page 15 and 16: Critical Thinking Concept #3: Think
Page 17 and 18: Practice #3: Thinking Critically wi
Page 19 and 20: Key for Thinking Critically with Ps
Page 21 and 22: Practice #4: Understanding Operant
Page 23 and 24: C. Frank, an air traffic controller
Page 25: Key for Understanding Operant Condi
Page 29 and 30: 6. What is your conclusion? Are you
Page 31 and 32: Practice #7: Avoiding Assimilation
Page 33 and 34: Active Learning Statement After the
Page 35 and 36: • To demonstrate the capacity of
Page 37 and 38: Practice #10: The “B” Test of I

Cheryl Willard - Lee College

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