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Summarize the strategies for critical reading found in Ch. 4 of The Art of Thinking. How might you apply these strategies in your life to be a better student?
Weegy: One of the concepts in critical thinking delineates intellectual standards. These are the standards by which the quality of thinking is judged, standards such as clarity, accuracy, relevance, depth, breadth, logic, significance, and fairness. [ [ [ One of the most basic intellectual standards is clarity. The ability to clarify thinking is accessible to most students, as well as an important intellectual goal. If we don t understand what someone is saying, for example, we cannot further assess the quality of what has been said. Many problems in thinking result from being vague, muddled, or confused. Therefore students should learn how to ask questions of clarification when they are unclear, many of which are quite simple. They can ask, for example, Can you say that in other words? Can you give me an example? Can you illustrate what you mean ? Students can also learn to say things in their own words to clarify what someone else is saying. They can say, for example, this is what I understand you to be saying Am I understanding you correctly ? Or I don t understand everything you said. This is the part I understand. This is the part I don t. Could you help me with the part I am having trouble with ? As you see, virtually all students can learn to clarify thinking. And it is important to realize that students with learning disabilities are often unclear about what others are saying. This works to their disadvantage in any number of ways. These students, for example, can be easily coerced into doing things against their best interest when they don t fully understand what people mean. Sometimes they end up as victims in our legal system, people who confess to crimes they did not commit, people who accept a plea bargain when they don t understand the terms. So it is vitally important that all students learn critical thinking skills, not just those we label gifted.? For another example, consider the importance of reading comprehension. Most students reach the ... (More)
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Asked 8/23/2013 1:04:47 PM
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how and when is peer pressure harmful can it ever be helpful and why
Weegy: Peer pressure is when "friends" persuade you to doing something that you do not want to do. But maybe you want to do it, and you just don't have the courage to do it and your friends talk you into it. [ Peer Pressure can be broken down into two areas; good peer pressure and bad peer pressure. Bad peer pressure is being coerced into doing something that you didn't want to do because your friends said that you should. Friends have a tendency to think that they know what is best for you, and if your friends are like some of ours, they always offer their opinion whether it is wanted or not Well, if friends are going to tell you what to do, what can you do about it? The most basic thing that you can do is to say "No, I don't wish to do that!" or if you want to do it, say "Yes, give me a try!" ] (More)
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Asked 8/26/2013 7:39:18 PM
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psychology how and when is peer pressure harmful can it ever be helpful and why
Weegy: Peer pressure is influence that a peer group, observers or individual exerts that encourages others to change their attitudes, values, or behaviors to conform the group norms. [ Social groups affected include membership groups, in which individuals are "formally" members (such as political parties and trade unions), or social cliques in which membership is not clearly defined. A person affected by peer pressure may or may not want to belong to these groups. They may also recognize dissociative groups with which they would not wish to associate, and thus they behave adversely concerning that group's behaviors. ] (More)
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Asked 8/26/2013 7:38:25 PM
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what type of changes occurs in the brain in late adulthood
Weegy: There are declines with age in speed of processing, working memory, inhibitory function, and long-term memory, as well as decreases in brain structure size and white matter integrity. [ In the face of these decreases, functional imaging studies have demonstrated, somewhat surprisingly, reliable increases in prefrontal activation. To account for these joint phenomena, we propose the scaffolding theory of aging and cognition (STAC). STAC provides an integrative view of the aging mind, suggesting that pervasive increased frontal activation with age is a marker of an adaptive brain that engages in compensatory scaffolding in response to the challenges posed by declining neural structures and function. Scaffolding is a normal process present across the lifespan that involves use and development of complementary, alternative neural circuits to achieve a particular cognitive goal. Scaffolding is protective of cognitive function in the aging brain, and available evidence suggests that the ability to use this mechanism is strengthened by cognitive engagement, exercise, and low levels of default network engagement. ] (More)
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Asked 8/26/2013 8:08:31 PM
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what do you think ruggiero means by creativity is an expression of mental health p.97 ruggiero v.r. 2012. the art of thinking : a guide to critical and creative thought 10th ed upper saddle river,nj: pearson
Weegy: Ruggiero, V. R. (2012). The art of thinking: A guide to critical and creative thought. (10thed.). Upper Saddle River, NJ: Pearson. (More)
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Asked 8/27/2013 10:02:17 AM
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