How can we challenge our own confirmation bias? Our brains are great …
How can we challenge our own confirmation bias? Our brains are great at using past experiences to make quick decisions on the fly, but these shortcuts can also lead to bias. "Confirmation bias" is our brain's tendency to seek out information that confirms things we already think we know. Help your students learn to recognize this when they encounter news online, as a way to examine competing opinions and ideas and to avoid drawing questionable conclusions. Approximately 45 mins.
LESSON OBJECTIVES: Define confirmation bias and identify why it occurs. Explore examples of confirmation bias, particularly related to news and online information. Identify strategies for challenging their own confirmation biases.
This lesson is designed to help 9th grade students be able to …
This lesson is designed to help 9th grade students be able to define confirmation bias and clickbait. It will start with class discussion and then the students will find examples on their own in current news stories.
Psychology is designed to meet scope and sequence requirements for the single-semester …
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan
By the end of this section, you will be able to: Explain …
By the end of this section, you will be able to:
Explain what a correlation coefficient tells us about the relationship between variables Recognize that correlation does not indicate a cause-and-effect relationship between variables Discuss our tendency to look for relationships between variables that do not really exist Explain random sampling and assignment of participants into experimental and control groups Discuss how experimenter or participant bias could affect the results of an experiment Identify independent and dependent variables
By the end of this section, you will be able to: Define …
By the end of this section, you will be able to:
Define and distinguish among prejudice, stereotypes, and discrimination Provide examples of prejudice, stereotypes, and discrimination Explain why prejudice and discrimination exist
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