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Study and Critical Thinking Skills in College

Study and Critical Thinking Skills in College. Chapter 12 Thought Patterns of Academic Disciplines. Do you know…. What thought patterns are? How recognition of thought patterns can help you master your courses? What seven common academic thought patterns are?

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Study and Critical Thinking Skills in College

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  1. Study and Critical Thinking Skills in College Chapter 12 Thought Patterns of Academic Disciplines © 2008 Pearson Education, Inc., publishing as Pearson Longman

  2. Do you know… • What thought patterns are? • How recognition of thought patterns can help you master your courses? • What seven common academic thought patterns are? • How these thought patterns can improve your memory and learning? © 2008 Pearson Education, Inc., publishing as Pearson Longman

  3. Academic Thought Patterns • Learning blueprints • Help you to learn by anticipating what comes next • Similar across disciplines © 2008 Pearson Education, Inc., publishing as Pearson Longman

  4. Thought Patterns: Guides to Learning • Help you anticipate thought development • Provide strategy or framework for comprehension • Facilitate storage and retrieval of information in memory • Provide means of understanding and analyzing assignments © 2008 Pearson Education, Inc., publishing as Pearson Longman

  5. Academic Thought Patterns • Order or sequence • Comparison and contrast • Cause and effect • Classification • Problem-solution • Definition • Listing © 2008 Pearson Education, Inc., publishing as Pearson Longman

  6. Order or Sequence • Chronology • Sequence of events in time • Used in disciplines interpreting events or works of the past • History • Anthropology • Literature © 2008 Pearson Education, Inc., publishing as Pearson Longman

  7. Order or Sequence • Process • Procedures or steps by which actions are accomplished • Similar to chronology since steps follow in time © 2008 Pearson Education, Inc., publishing as Pearson Longman

  8. Order or Sequence • Chronology and Process • In-sentence clues • in ancient times • at the start of the battle • on September 12 • the first homo sapiens • later efforts • Between sentence clues • then, later, first, before, by the time, while, afterward, as, after, meanwhile, at that point © 2008 Pearson Education, Inc., publishing as Pearson Longman

  9. Order or Sequence • Order of Importance • Preference or priority • Organized two ways: • Most important to least important • Least important to most important © 2008 Pearson Education, Inc., publishing as Pearson Longman

  10. Order or Sequence • Order of Importance • In-sentence clues • is less essential than • more revealing is • of primary interest • Between sentence clues • first, next, last, most important, primarily, secondarily © 2008 Pearson Education, Inc., publishing as Pearson Longman

  11. Order or Sequence • Spatial Order • Physical location or position • Order in space • Often accompanied by diagram © 2008 Pearson Education, Inc., publishing as Pearson Longman

  12. Order or Sequence • Spatial Order • In-sentence clues • the center • the lower portion • the outside area • Between sentence clues • next to, beside, to the left, in the center, externally © 2008 Pearson Education, Inc., publishing as Pearson Longman

  13. Question 1 • Which of the following is an example of chronological order? • World War II battles listed in the order they occurred • World War II battles listed in the order of importance to the outcome of the war • World War II battles listed according to who won them • World War II battles listed with the generals who fought them © 2008 Pearson Education, Inc., publishing as Pearson Longman

  14. Comparison and Contrast • Comparison – Similarities • Contrast – Differences • Organization patterns • Compare A and B; contrast A and B • Discuss A; discuss B; summarize similarities and differences • Discuss first characteristic of A and B, then second, then third, etc. © 2008 Pearson Education, Inc., publishing as Pearson Longman

  15. Comparison and Contrast • Contrast • In-sentence clues • unlike Bush, Clinton • lessrigid than • contrasted with • differs from • Between sentence clues • in contrast, however, on the other hand, as opposed to © 2008 Pearson Education, Inc., publishing as Pearson Longman

  16. Comparison and Contrast • Comparison • In-sentence clues • similarities between • is as powerful as • like Bush, Clinton • Clinton resembles Bush in that • Between sentence clues • in a like manner, similarly, likewise, correspondingly, in the same way © 2008 Pearson Education, Inc., publishing as Pearson Longman

  17. Question 2 • Which of these sentences shows a comparison or contrast? • Operant conditioning is a natural progression from classical conditioning. • Operant conditioning is also known as behavior modification. • Classical conditioning changes the stimulus, however operant conditioning changes the behavior. • Pavlov’s dogs is an example of classical conditioning. © 2008 Pearson Education, Inc., publishing as Pearson Longman

  18. Cause and Effect • Relationship between two or more events connected in time • One event causes the other • Organizational patterns • Explain causes, sources, reasons, motives, and actions • Explain the effects, results, or consequences of a particular action • Explain both causes and effects © 2008 Pearson Education, Inc., publishing as Pearson Longman

  19. Cause and Effect • In-sentence clues • causes, creates, leads to, stems from, produces, results in • Between sentence clues • therefore, consequently, hence, for this reason, since © 2008 Pearson Education, Inc., publishing as Pearson Longman

  20. Question 3 • “A reinforcer always leads to an increase in behavior.” In this sentence, what is the cause and what is the effect? • Increase in behavior is the cause and reinforcement is the effect • Reinforcement is the cause and increase in behavior is the effect • Reinforcement is the cause, but there is no effect • This is not a cause and effect sentence. © 2008 Pearson Education, Inc., publishing as Pearson Longman

  21. Classification • Dividing a topic into parts • Discussing each part • What is included • What is not included © 2008 Pearson Education, Inc., publishing as Pearson Longman

  22. Classification • In-sentence clues • There are several kinds of • There are numerous types of • can be classified as • is composed of • comprises • Between sentence clues • finally, another, one type of © 2008 Pearson Education, Inc., publishing as Pearson Longman

  23. Question 4 • “There are four consequences to a behavior.” What would you expect next in this classification pattern? • A description of each consequence • An example of each consequence • Nothing, that’s enough for classification • This isn’t a classification pattern © 2008 Pearson Education, Inc., publishing as Pearson Longman

  24. Problem-Solution • Define a problem and offer solutions • Combines other thought patterns • Cause and effect • Process • Organizational patterns • Several solutions offered for one problem • Several related problems presented with several solutions © 2008 Pearson Education, Inc., publishing as Pearson Longman

  25. Problem-Solution • In-sentence clues • since • why • would • if…then • why does • Between sentence clues • since, whereas, consequently, as a result © 2008 Pearson Education, Inc., publishing as Pearson Longman

  26. Question 5 • The problem-solution pattern is similar to what other two patterns? • Classification and comparison/contrast • Classification and cause/effect • Cause/effect and process • Process and comparison/contrast © 2008 Pearson Education, Inc., publishing as Pearson Longman

  27. Definition • Commonly used in introductory texts • Identifies general class or group to which term belongs • Identifies what distinguishes term from others in same class or category • Includes further explanation, characteristics, examples, or applications © 2008 Pearson Education, Inc., publishing as Pearson Longman

  28. Listing • Giving details on a topic by stating them one after another • Details listed in no particular order • Details have no specific relation to each other © 2008 Pearson Education, Inc., publishing as Pearson Longman

  29. Listing • In-sentence clues • the second • and • also • there are several • (1)…(2)…(3)… • (a)…(b)…(c)… • Between sentence clues • In addition, first, second, third, finally, another © 2008 Pearson Education, Inc., publishing as Pearson Longman

  30. Mixed patterns • Combines one or more patterns • Process combined with reason steps must be followed in order • Definition combined with comparison-contrast © 2008 Pearson Education, Inc., publishing as Pearson Longman

  31. Thought Patterns of Academic Disciplines • Chapter Review • Order or sequence • Comparison and contrast • Cause and effect • Classification • Problem-solution • Definition • Listing • Mixed Patterns © 2008 Pearson Education, Inc., publishing as Pearson Longman

  32. Questions? © 2008 Pearson Education, Inc., publishing as Pearson Longman

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