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Topic 2 Critical and Creative Thinking, four quadrants of the brain and…

- - - - (a) Clarity
        
        language, critical thinkers also look for maximum clearness of thought.
      - (b) Precision
      - (c) Accuracy
        
        accurate and timely information.
      - (d) Relevance
      - (e) Consistency
        
        Logical inconsistency, which involves saying or believing inconsistent things,
        
        practical inconsistency, which involves mentioning one thing but doing another.
      - (f) Logical Correctness
      - (h) Fairness
        
        open-minded, impartial and free of bias and preconceptions
      - (g) Completeness
        
        not superficial thinking instead deep and complete thinking.
    - - classification plays a vital role in the growth of logical thinking and abstract concepts right from early childhood to adulthood
      - classification skill is vital to vocabulary-concept development and thus, to reading and preservation of information
      - all classification tasks require the identification of features and separation into categories according to some rules.
      - According to the theory of Schema, information that needs to be stored must be grouped with something already present in memory
- - - - implies the notion of change — change in response to, and possibly ahead of, circumstances or information. It implies an active interaction, as opposed to passive acquiescence.
- - - - Expanding ideas in order to incorporate them into any particular situations or organisations
    - - Choosing of the most suitable early ideas and moulding them into usable approaches.
    - - Employing unrelated input to widen the horizon of thinking.
    - - Thinking beyond the accepted ways of operating.
    - - Changing or sharpening on your focus to improve your creative effort.
    - - Employing concepts to come up with new ideas.
- - - - more and better ideas
      - more innovative
      - view a problem from different angles before choosing an appropriate one and consider many different approaches to a problem.
      - prepared to take intellectual risks, are more adventurous and imaginative.
    - - view a problem from a limited number of standpoints
      - hastily adopt the first approach their minds perceive as a solution, make hurried judgements and rarely think of more ideas.
      - they make decisions that would be expected.
  - - - ery careful and analytical.
      - aware of their limitations and predispositions, they re-check the logic of their thinking and the workability of their solutions.
      - refine their ideas by identifying any imperfection and complication, and predict any negative response that may arise from their decision.
      - have mastered ways to face their frustrations
    - - are known to make judgements too fast without thinking critically and to make decisions based on emotions and feelings rather than on evidence.
      - are also unaware of their limitations and predispositions, thus creating a possibility that there may be several flaws in their thought processes.
      - -have the habit of mourning over their situation and allowing failure to make them feel incapable and incompetent.
- - - - Plays a vital role from infancy (birth to 12 months)
    - - Shows more prominence during toddlerhood (one through three years)
    - - more important during the pre-school years (three to five years) as children have more varied strategies and representations from which to select and greater cognitive resources to dedicate to planning, self-monitoring, and other regulatory processes.