Peer-pressure, self-centered thinking, close-mindedness, selective memory are the examples of: A. barriers to critical thinking 3 B. ineffective learning C. barriers to creative learning

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Answer 1

Peer-pressure, self-centered thinking, close-mindedness, and selective memory are examples of barriers to critical thinking. Option a is correct.

Critical thinking is a cognitive process that helps individuals analyze, evaluate, and make informed decisions or judgments based on evidence and reason. Critical thinking is essential to effective problem-solving, decision-making, and learning processes.

Peer pressure involves conforming to group norms or expectations, which can discourage individuals from expressing independent thoughts or opinions. Self-centered thinking, on the other hand, involves focusing on oneself and ignoring other perspectives, which can limit critical thinking abilities.

Close-mindedness involves being unwilling to consider alternative viewpoints or evidence, which can lead to biased or incomplete judgments. Finally, selective memory involves recalling information that confirms pre-existing beliefs or assumptions and ignoring contradictory information.

Therefore, a is correct.

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Related Questions

piaget would argue that as an adolescent, mildred is better able to understand calculus because she is in the sensorimotor stage.
a. true
b. false

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The answer to this question is b. False. The statement "Piaget would argue that as an adolescent, Mildred is better able to understand calculus because she is in the sensorimotor stage" is false.

The sensorimotor stage is one of Piaget's developmental stages; however, it is not the stage of development where the adolescent mind is better at understanding calculus. Explanation: Piaget's developmental theory offers that there are four stages of cognitive growth: the sensorimotor stage (birth to age 2), the preoperational stage (2 to 7 years), the concrete operational stage (7 to 12 years), and the formal operational stage (12+ years). The formal operational stage is the stage that applies to adolescence, according to Piaget. In this stage, individuals can reason in hypothetical circumstances and use abstract reasoning. Adolescents have the ability to think deductively, which means they can utilize general principles to predict specific results. They can comprehend mathematics and science ideas, including calculus, at a more sophisticated level than younger children. Thus, we can conclude that as an adolescent, Mildred is better able to understand calculus because she is in the formal operational stage.

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