Hockenbury Discovering Psychology 5th txtbk

Appendix C: APA Goals and Outcomes C-53.1 Use critical thinking effectively.a. Evaluate the quality of information, including differentiatingempirical evidence from speculation and the probable fromthe improbableb. Identify and evaluate the source, context, and credibility ofinformationc. Recognize and defend against common fallacies in thinkingd. Avoid being swayed by appeals to emotion or authoritye. Evaluate popular media reports of psychological researchf. Demonstrate an attitude of critical thinking that includespersistence, open-mindedness, tolerance for ambiguity andintellectual engagementg. Make linkages or connections between diverse facts,theories, and observations3.2 Engage in creative thinking.a. Intentionally pursue unusual approaches to problemsb. Recognize and encourage creative thinking and behaviors inothersc. Evaluate new ideas with an open but critical mind• (3.1) To complement the powerful and student-friendly narrativeof the Hockenbury & Hockenbury text are in-text Critical Thinkingboxes, which appear throughout Discovering Psychology. A list ofthese critical thinking topics can be found on p. xxviii.• (3.1a) To help students evaluate the quality of information, thenarrative approach is complemented with Science VersusPseudoscience in-text box features. For example, Chapter 1(Introduction and Research Methods) includes a Science VersusPseudoscience in-text box titled “What Is a Pseudoscience?” onpp. 22–23. Topics for other Science Versus Pseudoscience in-textboxes can be found on p. xxvii.• (3.1b) To help students evaluate sources, Chapter 1 includes anEnhancing Well-Being with Psychology feature titled “Psychologyin the Media: Becoming an Informed Consumer” on pp. 37–38.• (3.1c) See the Critical Thinking in-text boxes titled “ThePersistence of Unwarranted Beliefs” on p. 288 and “ESP: CanPerception Occur Without Sensation?” on pp. 116–117.• (3.1e) The evaluation of popular media reports or psychologicalresearch is addressed in a Chapter 1 Enhancing Well-Being withPsychology feature titled “Psychology in the Media: Becoming anInformed Consumer” on pp. 37–38 and a Critical Thinking in-textbox titled “‘His’ and ‘Her’ Brains” on p. 75.• (3.1f) Hockenbury & Hockenbury emphasizes critical thinkingattitudes with questions that ask students to actively consider theevidence of different points of view; these questions concludeeach Critical Thinking in-text box feature. For example, see thequestions that conclude the Critical Thinking boxes titled “DoesExposure to Media Violence Cause Aggressive Behavior?” on pp.224–225 and “The Effects of Child Care on Attachment andDevelopment” on pp. 380–381.• (3.1g) The Hockenburys actively connect diverse elementsthroughout the text. In the Critical Thinking in-text box “IsHypnosis a Special State of Consciousness?” students arepresented with three competing theories, and observationalevidence is interpreted in different ways. See also “Applicationsof Observational Learning” on pp. 222–223.• (3.2a–c) Hockenbury & Hockenbury gives students tools forexploring new problem-solving methods; this concept ishighlighted in the Chapter 7 (Thinking, Language, andIntelligence) section titled “Enhancing Well-Being withPsychology: A Workshop on Creativity” on pp. 312–313.3.3 Use reasoning to recognize, develop, defend, and criticizearguments and other persuasive appeals.a. Identify components of arguments (e.g., conclusions,premises/assumptions, gaps, counterarguments)b. Distinguish among assumptions, emotional appeals,speculations, and defensible evidencec. Weigh support for conclusions to determine how wellreasons support conclusionsd. Identify weak, contradictory, and inappropriate assertionse. Develop sound arguments based on reasoning and evidence• (3.3c) The Hockenburys’ focus in the following Critical Thinkingin-text boxes addresses reasoned conclusions: “What Is CriticalThinking?” on p. 17, “Does Exposure to Media Violence CauseAggressive Behavior?” on pp. 224–225, and “The Effects of ChildCare on Attachment and Development” on pp. 380–381.3.4 Approach problems effectively.a. Recognize ill-defined and well-defined problemsb. Articulate problems clearlyc. Evaluate the quality of solutions and revise as neededd. Generate multiple possible goals and solutionse. Select and carry out the best solution• (3.4) See Chapter 7 (Thinking, Language, and Intelligence),especially pp. 277–287, in which building blocks of thought aswell as problem-solving strategies, obstacles to solving problems,and decision-making strategies are explored.