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2. Almost everyone has experienced a “flash of insight” when the solution to a problem
seemed to appear suddenly in one’s mind. Using personal experience as “data,” have the
class indicate how they would characterize the nature of insight? What sort of process
seems to occur? What triggers it?
3. What is the motivation for engaging in reasoning for its own sake, as in solving crossword
puzzles?
4. Have the class make simple judgments about the length of two lines drawn on the
chalkboard or the weight of typical classroom objects. After the students make their
decision, ask them how they arrived at it. Simple, straightforward decisions are often made
without conscious reflection or deliberation. People simply “know” the correct answer.
What does this say about cognitive processes?
5. Have the class consider the cognitive processes involved in reasoning. What sort of
differences might you expect to see in these processes between a child of 4 and a child of
16? What about those between a child of 16 and an adult of 45? What about those between
an adult of 60 and an adult of 85?
6. An interesting offshoot of this topic is the question of where is this taking us. While for
now, AI is typically used in game and simulation programs and to help operate simple
logic functions of some mechanical devices, as it gets more sophisticated its applications
will continue to expand. This raises the question of whether we will ever develop an AI
program as sophisticated as the human brain. Some researchers believe this is just a matter
of time, others are not so sure. But should we ever succeed at this, it raises some interesting
moral and spiritual questions. Would such a machine be “conscious” and self-aware?
Would such a “self-aware” machine have “personality” or a “soul?” If we succeeded in
creating a machine with full self-awareness, would it be entitled to legal rights? What
ethical considerations would come into play in regard to reprogramming this machine or
shutting it down? While right now this is a question that lies in the realm of science fiction,
it may someday become science reality. How do students feel about this? Do they believe
that we should even be trying to create such a machine? What pros and cons do they see to
these efforts?
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PSYCHOLOGY AND LIFE
SUPPLEMENTAL LECTURE MATERIAL
Fallacies in the Use of Language
We often have lapses in critical thinking as we speak and write. A fallacy is a plausible argument />
that rests on invalid or false inferences. Fallacies are often used unintentionally, but they may be
used intentionally when an effort is being made to influence the listener or reader.
. “If you know about BMW, you either own one or you want one.”
Is there anything wrong with this statement? If so, what is wrong with it? It is an example of the
false alternative fallacy. It is also called dualistic or black-and-white thinking, or bifurcation. This
fallacy occurs when it is presumed that a classification is exclusive or exhaustive. It often takes the
form of overlooking alternatives that exist between two polar opposites. One example of false
alternatives was written by an educator, suggesting that children should begin public school at the
age of four and that high school should end after the eleventh year. “Twelfth grade has become a
bore for able students and a holding tank for the rest.” Given your own abilities for critical thinking,
what are your thoughts on that statement?