Teaching Critical Thinking in Psychology 9781405174039_1_Pretoc.indd i 9781405174039_1_Pretoc.indd i 6/27/2008 4:38:18 PM 6/27/2008 4:38:18 PM Teaching Critical Thinking in Psychology: A Handbook of Best Practices Edited by D. S. Dunn, J. S. Halonen, and R. A. Smith © 2008 Blackwell Publishing Ltd. ISBN: 978-1-405-17402-2 Teaching Critical Thinking in Psychology A Handbook of Best Practices Edited by Dana S. Dunn, Jane S. Halonen, and Randolph A. Smith A John Wiley & Sons, Ltd., Publication 9781405174039_1_Pretoc.indd iii 9781405174039_1_Pretoc.indd iii 6/27/2008 4:38:18 PM 6/27/2008 4:38:18 PM This edition first published 2008 © 2008 Blackwell Publishing Ltd Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing pro- gram has been merged with Wiley’s global Scientific, Technical, and Medical business to form Wiley- Blackwell. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/ wiley-blackwell. The right of Dana S. Dunn, Jane S. Halonen, and Randolph A. Smith to be identified as the authors of the editorial material in this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor men- tioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Library of Congress Cataloging-in-Publication Data Teaching critical thinking in psychology : a handbook of best practices / edited by Dana S. Dunn, Jane S. Halonen, and Randolph A. Smith. p. cm. Includes bibliographical references and indexes. ISBN 978-1-4051-7402-2 (pbk. : alk. paper) – ISBN 978-1-4051-7403-9 (hardcover : alk. paper) 1. Critical thinking–Study and teaching. 2. Thought and thinking–Study and teaching. 3. Psychology– Study and teaching. I. Dunn, Dana S. II. Halonen, Jane S. III. Smith, Randolph A., 1951- BF441.T35 2008 150.71–dc22 2008011373 A catalogue record for this book is available from the British Library. Set in 10.5/12.5pt Adobe Garamond by SPi Publisher Services, Pondicherry, India Printed in Singapore by Markono Print Media Pte Ltd 1 2008 9781405174039_1_Pretoc.indd iv 9781405174039_1_Pretoc.indd iv 6/27/2008 4:38:18 PM 6/27/2008 4:38:18 PM In memory of my grandmother, Yvonne Harman, ever a critical thinker. DSD In honor of my amazing colleagues at Alverno College who helped me find such satisfaction in the mystery of teaching critical thinking. JSH To my parents—Anna and Hugh—and my mentors—Phil, Dick, Eric, and Mrs. Flowers—who encouraged my early efforts at critical thinking. RAS 9781405174039_1_Pretoc.indd v 9781405174039_1_Pretoc.indd v 6/27/2008 4:38:18 PM 6/27/2008 4:38:18 PM Contents List of Contributors xi About the Editors xiii Foreword xv Diane F. Halpern Preface xvii Dana S. Dunn, Jane S. Halonen, and Randolph A. Smith Acknowledgments xix 1 Engaging Minds: Introducing Best Practices in Teaching Critical Thinking in Psychology 1 Dana S. Dunn, Jane S. Halonen, and Randolph A. Smith Part I The Case for Teaching Critical Thinking in Psychology 9 2 Critical Thinking: Needed Now More Than Ever 11 Carole Wade 3 Have We Demystified Critical Thinking? 23 Natalie Kerr Lawrence, Sherry L. Serdikoff, Tracy E. Zinn, and Suzanne C. Baker 4 Are They Ready Yet? Developmental Issues in Teaching Thinking 35 Laird R. O. Edman 5 Simple Strategies for Teaching Your Students to Think Critically 49 William Buskist and Jessica G. Irons 9781405174039_2_toc.indd vii 9781405174039_2_toc.indd vii 6/28/2008 1:42:22 PM 6/28/2008 1:42:22 PM viii Part II Assessing Critical Thinking 59 6 Measure for Measure: The Challenge of Assessing Critical Thinking 61 Jane S. Halonen 7 Programmatic Assessment of Critical Thinking 77 Kevin J. Apple, Sherry L. Serdikoff, Monica J. Reis-Bergan, and Kenneth E. Barron 8 A Process Approach to Thinking Critically About Complex Concepts 89 Stacie M. Spencer and Marin Gillis Part III Critical Thinking in Critical Psychology Courses 99 9 Integrating Critical Thinking with Course Content 101 David W. Carroll, Allen H. Keniston, and Blaine F. Peden 10 Critical Thinking on Contemporary Issues 117 Susan L. O’Donnell, Alisha L. Francis, and Sherrie L. Mahurin 11 The Repertory Grid as a Heuristic Tool in Teaching Undergraduate Psychology 127 Joseph A. Mayo 12 Critical Thinking in Critical Courses: Principles and Applications 137 Janet E. Kuebli, Richard D. Harvey, and James H. Korn 13 Teaching Critical Thinking in Statistics and Research Methods 149 Bryan K. Saville, Tracy E. Zinn, Natalie Kerr Lawrence, Kenneth E. Barron, and Jeffrey Andre Part IV Integrating Critical Thinking Across the Psychology Curriculum 161 14 Writing as Critical Thinking 163 Dana S. Dunn and Randolph A. Smith 15 Using Service Learning to Promote Critical Thinking in the Psychology Curriculum 175 Elizabeth Yost Hammer 16 Beyond Standard Lectures: Supporting the Development of Critical Thinking in Cognitive Psychology Courses 183 Jordan P. Lippman, Trina C. Kershaw, James W. Pellegrino, and Stellan Ohlsson 17 Why We Believe: Fostering Critical Thought and Scientific Literacy in Research Methods 199 Bernard C. Beins 18 Teaching Critical Thinking About Difficult Topics 211 Paul C. Smith and Kris Vasquez Contents 9781405174039_2_toc.indd viii 9781405174039_2_toc.indd viii 6/28/2008 1:42:23 PM 6/28/2008 1:42:23 PM ix Part V Thinking Critical Beyond the Classroom 223 19 Thinking Critically About Careers in Psychology 225 Deborah S. Briihl, Claudia J. Stanny, Kiersten A. Jarvis, Maria Darcy, and Ronald W. Belter Part VI Critical Briefings: Short Reports on Critical Thinking 235 1 Best and Worst: Learning to Think Like a Psychologist 237 Dana Gross 2 Personal Mission Statements as Tools for Developing Writing and Reflection Skills 241 Lawrence Benjamin Lewis and Elizabeth Yost Hammer 3 A Module-Based Research Project: Modeling Critical Thinking in Psychology 247 Nina Lamson and Katherine Kipp 4 Effectively Using Literature Circles in the Psychology Classroom 251 Rebecca Wenrich Wheeler 5 Introducing Controversial Issues in Psychology Through Debate and Reflection 257 Sherri B. Lantinga 6 The Critical Thinking Lab: Developing Student Skills Through Practical Application 263 Todd J. Wilkinson, Bryan J. Dik, and Andrew P. Tix 7 Encouraging Students to Think Critically About Psychotherapy: Overcoming Naïve Realism 267 Scott O. Lilienfeld, Jeffrey M. Lohr, and Bunmi O. Olatunji 8 Effectiveness of a Web-Based Critical Thinking Module 273 Beth Dietz-Uhler 9 An Introductory Exercise for Promoting Critical Thinking About Psychological Measurement 277 Jeffrey D. Holmes Author Index 281 Subject Index 290 Contents 9781405174039_2_toc.indd ix 9781405174039_2_toc.indd ix 6/28/2008 1:42:23 PM 6/28/2008 1:42:23 PM List of Contributors Jeffrey Andre, James Madison University – andrejt@jmu.edu Kevin J. Apple, James Madison University – applekj@jmu.edu Suzanne C. Baker, James Madison University – bakers@jmu.edu Kenneth E. Barron, James Madison University – barronke@jmu.edu Bernard C. Beins, Ithaca College – beins@ithaca.edu Ronald W. Belter, University of West Florida – rbelter@uwf.edu Deborah S. Briihl, Valdosta State University – dbriihl@valdosta.edu William Buskist, Auburn University – buskiwf@auburn.edu David W. Carroll, University of Wisconsin-Superior – dcarroll@uwsuper.edu Maria Darcy, Private practice, Orlando, FL – drmariadarcy@cfl.rr.com Beth Dietz-Uhler, Miami University – uhlerbd@muohio.edu Bryan J. Dik, Colorado State University – Bryan.dik@ColoState.edu Dana S. Dunn, Moravian College – dunn@moravian.edu Laird R. O. Edman, Northwestern College – ledman@nwciowa.edu Alisha L. Francis, Northwest Missouri State University – ALISHAF@nwmissouri.edu Marin Gillis, University of Nevada School of Medicine – mgillis@ medicine.nevada.edu Dana Gross, St. Olaf College – grossd@stolaf.edu Jane S. Halonen, University of West Florida – jhalonen@uwf.edu Diane F. Halpern, Claremont McKenna College – diane.halpern@ claremontmckenna.edu Elizabeth Yost Hammer, Xavier University of Louisiana – eyhammer@xula.edu Richard D. Harvey, Saint Louis University – harveyr@slu.edu Jeffrey D. Holmes, Ithaca College – jholmes@ithaca.edu Jessica G. Irons, James Madison University – ironsjg@jmu.edu Kiersten A. Jarvis, University of North Florida – kiersten.jarvis@unf.edu Allen H. Keniston, University of Wisconsin-Eau Claire – kenistah@ uwec.edu Trina C. Kershaw, University of Massachusetts Dartmouth – tkershaw@umassd.edu 9781405174039_3_Postoc.indd xi 9781405174039_3_Postoc.indd xi 6/27/2008 6:09:28 PM 6/27/2008 6:09:28 PM xii Katherine Kipp, Gainesville College-Oconee Campus – kkipp@gsc.edu James H. Korn, Saint Louis University – kornjh@earthlink.net Janet E. Kuebli, Saint Louis University – kueblije@slu.edu Nina Lamson, Gainesville College–Oconee Campus – nlamson@gsc.edu Sherri B. Lantinga, Dordt College – lantinga@dordt.edu Natalie Kerr Lawrence, James Madison University – lawrennk@jmu.edu Lawrence Benjamin Lewis, Loyola University of New Orleans – lewis@loyno.edu Scott O. Lilienfeld, Emory University – slilien@emory.edu Jordan P. Lippman, University of Illinois at Chicago – jlippman@uic.edu Jeffrey M. Lohr, University of Arkansas – jlohr@uark.edu Sherrie L. Mahurin, George Fox University – slmahurin@comcast.net Joseph A. Mayo, Gordon College – joe _m@gdn.edu Susan L. O’Donnell, George Fox University – sodonnell@georgefox.edu Stellan Ohlsson, University of Illinois at Chicago – stellan@uic.edu Bunmi O. Olatunji, Vanderbilt University – olubunmi.o.olatunji@ vanderbilt.edu Blaine F. Peden, University of Wisconsin-Eau Claire – pedenbf@uwec.edu James W. Pellegrino, University of Illinois at Chicago – pellejw@uic.edu Monica J. Reis-Bergan, James Madison University – reisbemj@jmu.edu Bryan K. Saville, James Madison University – savillbk@jmu.edu Sherry L. Serdikoff, James Madison University – serdiksl@jmu.edu Paul C. Smith, Alverno College – paul.smith@alverno.edu Randolph A. Smith, Lamar University – randolph.smith@lamar.edu Stacie M. Spencer, Massachusetts College of Pharmacy and Health Sciences – stacie. spencer@mcphs.edu Claudia J. Stanny, University of West Florida – cstanny@uwf.edu Andrew P. Tix, Normandale Community College – andrew.tix@ normandale.edu Kris Vasquez, Alverno College – kris.vasquez@alverno.edu Carole Wade, Dominican University of California – cwade2@sbcglobal.net Rebecca Wenrich Wheeler, Southeast Raleigh Magnet High School – rwheeler1@ wcpss.net Todd J. Wilkinson, University of Minnesota – wilk0159@umn.edu Tracy E. Zinn, James Madison University – zinnte@jmu.edu List of Contributors 9781405174039_3_Postoc.indd xii 9781405174039_3_Postoc.indd xii 6/27/2008 6:09:28 PM 6/27/2008 6:09:28 PM About the Editors Dana S. Dunn , a social psychologist, is professor of psychology and director of the Learning in Common Curriculum at Moravian College, Bethlehem, PA. He received his PhD from the University of Virginia, having graduated previously with a BA in psychology from Carnegie Mellon University. A Fellow of the American Psychological Association, Dunn is active in the Society for the Teaching of Psychology, and served as the Chair of Moravian’s Department of Psychology from 1995 to 2001. He writes frequently about his areas of research interest: the teaching of psychology, social psychology, and rehabilitation psychology. Dunn is the author of five previous books— The Practical Researcher: A Student Guide to Conducting Psychological Research , Statistics and Data Analysis for the Behavioral Sciences , A Short Guide to Writing about Psychology, Research Methods for Social Psychology, and Psychology Applied to Modern Life (with Wayne Weiten, Margaret Lloyd, and Elizabeth Y. Hammer)—and the coeditor of three others— Measuring Up: Educational Assessment Challenges and Practices for Psychology (with Chandra M. Mehrotra and Jane S. Halonen), Best Practices for Teaching Introduction to Psychology (with Stephen L. Chew), and Best Practices for Teaching Statistics and Research Methods in the Behavioral Sciences (with Randolph Smith and Bernard C. Beins). Jane S. Halonen , a clinical psychologist by training, is Dean of Arts and Sciences at the University of West Florida. Jane began her career at Alverno College, an institution widely recognized as a leader in higher education assessment. She served as Director of the School of Psychology at James Madison University from 1998 to 2002. She received her bach- elor’s degree from Butler University and her advanced degrees from the University of Wisconsin-Milwaukee. A Fellow of the American Psychological Association’s Division 2 (Teaching), she has served as both president of the division and associate editor of its journal, Teaching of Psychology. Named an Eminent Woman in Psychology by the APA in 2002, her service contributions to the teaching community have been recognized by Division 2, which named its Early Career Achievement award in her honor. The award is 9781405174039_3_Postoc.indd xiii 9781405174039_3_Postoc.indd xiii 6/27/2008 6:09:28 PM 6/27/2008 6:09:28 PM xiv given annually to the most compelling national candidate in the first five years of an academic career. Jane has been an academic consultant to universities on critical thinking and faculty development as well as a department reviewer for nearly two dozen psychology departments. She served on the steering committees of both the St. Mary’s Conference and the Psychology Partnerships Project, both national forums to address quality in under- graduate programs. She has been involved with every project undertaken by the American Psychological Association to help establish student performance standards since the initial project on high school student learning outcomes. She has authored and collaborated on a variety of publications, including Your Guide to College Success, a first year experience textbook coauthored with John Santrock, which is going into its seventh edition. She codirects the annual international Improving University Teaching Conference with Peter Seldin. Jane is completing her final year as Chief Reader in managing the Advanced Placement Psychology Reading. Randolph A. Smith is currently Professor and Chair of the Department of Psychology at Lamar University. He taught at Kennesaw State University from 2003 to 2007; prior to that time, he spent 26 years at Ouachita Baptist University (Arkadelphia, AR). Randy is a Fellow of the American Psychological Association (Divisions 1 and 2) and has filled a variety of positions within the Society for the Teaching of Psychology. Currently, he is editor of Teaching of Psychology , a post he has held since 1997. He is coauthor (with Steve Davis) of a research methods textbook ( The Psychologist as Detective: An Introduction to Conducting Research in Psychology ) and a combined statistics/research methods text (An Introduction to Statistics and Research Methods: Becoming a Psychological Detective ). In addi- tion, he has authored a critical thinking book ( Challenging Your Preconceptions: Thinking Critically About Psychology ) and has edited the Instructor’s Manual for Wayne Weiten’s introductory psychology text. Randy has more than 50 publications, including books, journal articles, and book chapters. In addition, he has given over 100 presentations and has supervised almost 150 undergraduate conference presentations. Randy’s interests and research revolve around the scholar