SSR-t: Statistisch redeneren
Lecture 1: general introduction en recognizing argumentation
Ruscio (2006) en Zimmerman (2000)
• Becoming a scientist involves more than just memorizing a collection of facts:
- you will learn to generate, test and review hypotheses and theories
- you will learn to reflect on the process by which knowledge is created
• The critical thinking skills required for this are essential for:
- researcher
- therapist
- applied psychologist
What is critical thinking?
• Attitude + knowledge + thinking skills = critical thinking
- thinking that is purposeful, reasoned and goal directed, when the thinker is using skills that are
thoughtful and effective for the particular context and type of thinking tast (Halpern, 2007)
* with, among other things, the skills:
> reasoning
> analyzing arguments
> reflection
Learning critical thinking
1. Explicitly learn the skills of critical thinking: how to analyse arguments
2. Develop the disposition for effortful thinking and learning: which involves;
• Flexibility
• Persistence
• Willingness to self-correct and admit errors
• Being mindful
3. Study in ways that increase the probability of trans contextual transfer (structure training): applying
argument analysis and evaluation skills to both research as well as applied topics
4. Make metacognitive monitoring explicit and overt: thinking about thinking
Arguments vs other stuff
• Giving a argument is to attempt to persuade by giving (good) reasons
- bv: the weekly assignment was difficult, because the reference to the literature was not correct
- incorrect references make assignments more difficult
• Explanations are attempts to illustrate why something is the case, not that something is the case
- bv: the sun sets is the west, because the earth revolves around its axis
• Rhetoric is any verbal or written attempt to persuade solely through power of words used
- bv: to keep insisting that the EU is about economics is like saying the Italian Mafia is interested in
olive oil and real estate
Examples
• You should really attend all lectures, because you can ask the lecturer questions and learn more in a
shorter period of time
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
• I’m serious as cancer when I say rhythm is a dancer
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
• One course on critical thinking does not make you a critical thinker, because bananas are almost extinct.
Without bananas, no one think properly anymore
A) Argument
B) Explanation
, C) Rhetoric
D) Unsubstantiated statement
• This has become an explanation, because the writer couldn’t think of any more good reasons
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
• Shoes are boring, wear sneakers
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
- it seems less about the actual content of the sentences
- equally important here is the rhetorical power and the implications of the message -> making
strong statements about what is boring
Identifying arguments
• An argument is a set of propositions (actual content of a sentence), consisting of
- a number of premises
- a conclusion
• A sentence can contain several proportions
• Not every sentence is a proposition:
- question: is this a banjo?
- cries: omg, an SB!
• The same sentence may contain different proportions depending on the context
- I am the best (according to Roeland)
- I am the best (according to Sharon)
• Declarative sentence usually contains more information than just the proportion
- rhetoric
- implicature
• Recognizing conclusions and premises
- search indicators
* therefore, I think/follows from this
* since, for, because, given that
- rewrite as needed
- conclusions en assumptions may be implicit
- remove unnecessary material
Analyse and evaluate argumentation
• Reconstruction and analysis
- is there an argument?
- select relevant propositions and display them clearly in standard form
• Evaluation
- valid or forceful
- sound
, Lecture 3: (ir)rationality, bias and language
Normative descriptive theories
1. Logical benchmark: consistency of belief
• Making deductively valid inferences
2. Probabilistic benchmark: consistency of degrees of belief
• Updating beliefs in accordance with the rules of probability
3. Rational decision benchmark: consistency of preference and choice
• Deciding in a manner that maximizes expected utility
- bv: stel iemand vraagt aan jou ‘lust je chocola’ en je antwoord ‘ja’ en de volgende keer vraagt
deze persoon dezelfde vraag en je antwoordt ‘nee’ dan ben je niet consistent in je antwoorden
1. Logical benchmark: consistency of belief
Logic
• We’re given a stack of cards, all of which have Pokemon figures on one side and singers on the other side
• Test the rule: if there’s a Pikachu on one side, then Justin Bieber will be on the other side
Conversational implicature can be misleading
• Dit houdt in dat het niet betekend dat wanneer je wel je groenten op eet, dat je dan ook een dessert krijgt.
Er wordt alleen maar gezegd dat als je niet je groente op eet, je ook geen dessert krijgt -> hierbij wordt er
dus een aanname geïmpliceerd die niet gezegd wordt
Belief bias
• Existing assumpties are an obstacle to a fully rational analysis
Lecture 1: general introduction en recognizing argumentation
Ruscio (2006) en Zimmerman (2000)
• Becoming a scientist involves more than just memorizing a collection of facts:
- you will learn to generate, test and review hypotheses and theories
- you will learn to reflect on the process by which knowledge is created
• The critical thinking skills required for this are essential for:
- researcher
- therapist
- applied psychologist
What is critical thinking?
• Attitude + knowledge + thinking skills = critical thinking
- thinking that is purposeful, reasoned and goal directed, when the thinker is using skills that are
thoughtful and effective for the particular context and type of thinking tast (Halpern, 2007)
* with, among other things, the skills:
> reasoning
> analyzing arguments
> reflection
Learning critical thinking
1. Explicitly learn the skills of critical thinking: how to analyse arguments
2. Develop the disposition for effortful thinking and learning: which involves;
• Flexibility
• Persistence
• Willingness to self-correct and admit errors
• Being mindful
3. Study in ways that increase the probability of trans contextual transfer (structure training): applying
argument analysis and evaluation skills to both research as well as applied topics
4. Make metacognitive monitoring explicit and overt: thinking about thinking
Arguments vs other stuff
• Giving a argument is to attempt to persuade by giving (good) reasons
- bv: the weekly assignment was difficult, because the reference to the literature was not correct
- incorrect references make assignments more difficult
• Explanations are attempts to illustrate why something is the case, not that something is the case
- bv: the sun sets is the west, because the earth revolves around its axis
• Rhetoric is any verbal or written attempt to persuade solely through power of words used
- bv: to keep insisting that the EU is about economics is like saying the Italian Mafia is interested in
olive oil and real estate
Examples
• You should really attend all lectures, because you can ask the lecturer questions and learn more in a
shorter period of time
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
• I’m serious as cancer when I say rhythm is a dancer
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
• One course on critical thinking does not make you a critical thinker, because bananas are almost extinct.
Without bananas, no one think properly anymore
A) Argument
B) Explanation
, C) Rhetoric
D) Unsubstantiated statement
• This has become an explanation, because the writer couldn’t think of any more good reasons
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
• Shoes are boring, wear sneakers
A) Argument
B) Explanation
C) Rhetoric
D) Unsubstantiated statement
- it seems less about the actual content of the sentences
- equally important here is the rhetorical power and the implications of the message -> making
strong statements about what is boring
Identifying arguments
• An argument is a set of propositions (actual content of a sentence), consisting of
- a number of premises
- a conclusion
• A sentence can contain several proportions
• Not every sentence is a proposition:
- question: is this a banjo?
- cries: omg, an SB!
• The same sentence may contain different proportions depending on the context
- I am the best (according to Roeland)
- I am the best (according to Sharon)
• Declarative sentence usually contains more information than just the proportion
- rhetoric
- implicature
• Recognizing conclusions and premises
- search indicators
* therefore, I think/follows from this
* since, for, because, given that
- rewrite as needed
- conclusions en assumptions may be implicit
- remove unnecessary material
Analyse and evaluate argumentation
• Reconstruction and analysis
- is there an argument?
- select relevant propositions and display them clearly in standard form
• Evaluation
- valid or forceful
- sound
, Lecture 3: (ir)rationality, bias and language
Normative descriptive theories
1. Logical benchmark: consistency of belief
• Making deductively valid inferences
2. Probabilistic benchmark: consistency of degrees of belief
• Updating beliefs in accordance with the rules of probability
3. Rational decision benchmark: consistency of preference and choice
• Deciding in a manner that maximizes expected utility
- bv: stel iemand vraagt aan jou ‘lust je chocola’ en je antwoord ‘ja’ en de volgende keer vraagt
deze persoon dezelfde vraag en je antwoordt ‘nee’ dan ben je niet consistent in je antwoorden
1. Logical benchmark: consistency of belief
Logic
• We’re given a stack of cards, all of which have Pokemon figures on one side and singers on the other side
• Test the rule: if there’s a Pikachu on one side, then Justin Bieber will be on the other side
Conversational implicature can be misleading
• Dit houdt in dat het niet betekend dat wanneer je wel je groenten op eet, dat je dan ook een dessert krijgt.
Er wordt alleen maar gezegd dat als je niet je groente op eet, je ook geen dessert krijgt -> hierbij wordt er
dus een aanname geïmpliceerd die niet gezegd wordt
Belief bias
• Existing assumpties are an obstacle to a fully rational analysis
