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Descripción
Fichas por Christine Lia, actualizado hace más de 1 año
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Creado por Christine Lia
hace más de 8 años
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| Pregunta | Respuesta |
| Account for | Explain, clarify, give reasons for |
| Analyse | Resolve into its component parts. Examine critically or minutely |
| Assess | Determine the value of, weigh up |
| Compare | Look for similarities and differences between, perhaps reach conclusion about which is preferable and justify this clearly |
| Contrast | Set in opposition in order to bring out the differences sharply |
| Compare and contrast | Find some points in common ground between x and y and somewhere or how they differ |
| Criticise | Make a judgement (backed by a discussion of the evidence or reasoning involved) about the merit of theories or opinions or about the truth of facts |
| Define | State the exact meaning of a word or phrase. In some cases it may be necessary or desirable to examine different possible or often used definitions |
| Describe | Give a detailed account of... |
| Discuss | Explain, then give two sides of the issue and any implications |
| Distinguish or differentiate | Look for differences between... |
| Evaluate | Make an appraisal of the worth/validity/Effectiveness of something in the light of its truth or usefulness |
| Examine the argument that... | Look in detail at this line of argument |
| Explain | Give details about how and why it is... |
| How far... | To what extent... Usually involves looking at evidence/arguments for and against and weighing them up |
| Illustrate | Make clear and explicit. Usually requites the use of carefully chosen examples |
| Justify | Show adequate grounds for decisions or conclusions and answer the main objections likely to be made about them |
| Outline | Give the main features or general principles of a subject, omitting minor details and emphasising structure and arrangement |
| State | Present in a brief, clear form |
| Summarise | Give a concise, clear explanation or account of...presenting the chief factors and omitting minor details and explamples |
| Apply | Use the information in a similar or different context or in response to a question, assignment or project |
| Claims | Ideas that are used to support an argument. These should be based on and derived from evidence that can be clearly stated and referenced |
| Coexist | Where particular perspectives, theories and methods on a particular topic have no point of contact, they neither conflict nor compliment each other (They provide alternative explanations that 'live together') |
| Cognitive | Mental processes associated with perceiving, remembering and thinking |
| Complement | Where contrasting claims are mutually compatible and can be accommodated within a common explanatory framework (They provide explanations which complement each other) |
| Conflict | Where conflicting claims from different perspectives, theories and methods are mutually exclusive and they cannot be resolved (They disagree) |
| Description | A detailed account of the key points, assumptions, argument and evidence presented |
| Epistemology | 'Theory of knowledge' - the principles of what can be known and how we can know it; that is, how we can find out about it |
| Evidence | The data, facts, studies, etc. used to support the information presented |
| Evaluate | Assess the worth of the information in terms of its strengths, weaknesses, evidence base and its relationship to other knowledge, information and experiences |
| Implications | The effect of issues arising out of the original topic of study on other topics and areas of study |
| Interpret | Drawing together of conclusions based on the information provided |
| Notes | Summary of the information presented. Those that involve critical thinking are notes that analyse the materials, group them together as a whole, link them to other areas of study, and include your own ideas with the evidence to support these |
| Paradigm | A thought pattern and set of practices that define a discipline during a particular time period. In DSE212, the 'doing' of psychology within a given paradigm is called a perspective |
| Perspective | The term perspective refers to a particular set of theoretical assumptions about a subject matter, which will influence the types of questions asked and how these are investigated |
| Process | Take in the information (What you have read, heard, seen or touched) |
| Read, heard, seen or touched | Information which can come in many forms. You may be reading your module book, listening to some audio-visual materials, watching or feeling materials |
| Reasoned arguments | Arguments where the claims, reasoning, rationale and evidence to support the propositions being made are clear |
| Synthesize | Draw together different strands of information and make logical connections between the information |
| Think more deeply | Thinking that involves interacting with the information in ways that develop understanding of the subject, relate new knowledge, ideas & concepts to previous knowledge, ideas and experience; examine & relate evidence to conclusions you may draw in order to better examine |
| Thinking skills | A set of skills that enable you to process and make connections between information |
| Understand | Comprehend the key points, assumptions, arguments and evidence presented |
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