Chapter 12

1. How does this topic fit into what I have learned already in this course?

When we problem solve we “reason through” a situation often using our background knowledge and memory of previous events or instances to help solve a problem or make decisions. On p. 399 the author explained that “conditional reasoning relies on the central executive component of working memory and that reasoning also requires language skills.” Confirmation bias –we seek out the positive rather than the negative goes along with Theme 3 of our book. In an earlier chapter we learned about how we remember positive information more accurately and we handle positive information better than negative information. We also learned about overconfidence in test taking and then in this chapter overconfidence in decision making.

2. What am I still not clear on in this week's reading(s)?

There are many terms to keep straight. When I read them and the examples given, it makes sense. To pull it out and use in my daily conversation I would be sure to mess it up.

Would the crystal-ball technique be similar to “playing devil’s advocate”? Is it tough to think in this manner? (Conditional reasoning we tend to think of the positive rather than the negative.)?

3. Under what conditions would I apply this material to my own teaching/work?

In third grade we talk about the author’s purpose and point of view. This would be a good time to point out the “framing effect”.

After reading this chapter I can see decision making reasoning and understand perhaps how a parent/student/myself came up with a solution. (Understand that the decisions could be based on a bias of some sort/use of condition reasoning/judging according to similar characteristics)