Here are examples of statements demonstrating each type of bias:
1. Attribution effect: "He failed the exam so he must be lazy."
2. Confirmation bias: "I don't believe the studies showing vaccines are safe because I'm convinced they cause autism."
3. Framing: "The debate focuses on tax cuts and ignores spending cuts."
4. Hindsight: "In retrospect it was obvious they would get divorced."
5. Conflict of interest: "As an employee of the company, I think their practices are ethical."
6. Cultural bias: "Their parenting style is too permissive based on my cultural upbringing."
The document outlines three methods of philosophizing: 1) distinguishing opinion from truth by analyzing situations correctly, 2) realizing that philosophical methods lead to wisdom and truth, and 3) evaluating truth and opinion in different situations using the method of philosophizing.
This document discusses the differences between truth and opinion. It states that truth is important for establishing right from wrong, upholding human rights, and maintaining integrity in democratic processes. Facts can be proven through evidence or experiments, while opinions represent personal beliefs and cannot be proven. The document provides examples to distinguish between facts and opinions, and outlines methods of analysis, distinction, and synthesis that are used in philosophy to break down and combine information. It concludes by offering hints for identifying statements as truths or opinions.
This document defines and provides examples of logical fallacies and cognitive biases. It discusses 12 common fallacies - ad hominem, ad baculum, ad misericordiam, ad populum, ad antiquitatem, ad verecundiam, ad ignorantiam, composition, division, hasty generalization, begging the question, and post hoc. It also explains three biases - fundamental attribution error, confirmation bias, and conflict of interest bias. For each fallacy and bias, it provides a definition and multiple examples to illustrate how it occurs.
This document provides examples and explanations of different types of logical fallacies, specifically appeal fallacies. It discusses 12 different appeal fallacies: appeal to fear, appeal to flattery, appeal to novelty, appeal to pity, appeal to ridicule, appeal to emotions, appeal to disgust, appeal to spite, appeal to authority, appeal to coherence, appeal to consensus, and appeal to common practice. For each fallacy, it provides a definition and an example to illustrate how that fallacy works. The document aims to help the reader identify and understand different types of appeal fallacies that exploit emotional reasoning rather than logical reasoning.
1. Philosophers emphasize determining truth through careful examination and justification rather than just belief. They subject their own knowledge and assumptions to doubt in order to learn.
2. For a statement to be considered true, it must be justified or proven through evidence, agreed upon as factual, and able to be applied and tested in the real world.
3. Philosophers distinguish truth from opinion by examining arguments closely for logical fallacies or biases that could undermine the reasoning. A variety of common fallacies and biases that weaken arguments are discussed.
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
ATP 2016 - Critical Thinking in PsychologyJamie Davies
油
This document outlines an ATP session on critical thinking in psychology. The session aims to help participants understand what critical thinking is, reflect on teaching it, and discuss strategies to embed it in the curriculum. It discusses components of critical thinking like analyzing arguments and making inferences. Examples are provided of critical thinking exercises, including designing a study and analyzing conclusions from past research. The document emphasizes the importance of critical thinking to become savvy consumers and producers of research.
The document discusses the differences between opinions and truths. It states that opinions are subjective judgments without evidence, while truths can be verified with facts and data. The document provides examples of objective, social, and personal domains of truth and examines how to distinguish opinions from truths based on whether statements can be verified or are just assumptions.
This document provides an overview of methods for determining the truth or validity of claims through philosophical analysis. It discusses key concepts like knowledge, facts, opinions, arguments, logic, and fallacies. The document encourages applying systematic doubt to statements to analyze them, using examples like claims about one's identity or abilities. Readers are advised to consider whether a statement is factual, an opinion, belief, argument, or explanation in order to distinguish truth from falsehood. Philosophical tools like logic and identifying logical fallacies can guide determining the truthfulness of different types of statements.
This document discusses various philosophical theories of truth and methods for determining truth. It defines truth as a core concept in inquiry and knowledge. The document outlines correspondence theory, which holds that something is true if it corresponds to reality, and coherence theory, which says something is true if it makes sense within a given context. It also discusses relativism, constructivism, and consensus theory. The document provides examples and analyzes factors like biases, facts vs opinions, and logical fallacies that can influence determining truth. Activities are included to help students apply these concepts.
The document provides an overview of different philosophical theories for determining truth and discusses concepts like biases, facts vs opinions, and fallacies that are relevant to assessing the truthfulness of statements or ideas. It explains key theories such as the correspondence theory, which views something as true if it corresponds to reality, and the coherence theory, which sees truth as something making sense within a given context. The document also outlines common biases like confirmation bias and cultural bias that can influence perspectives, as well as logical fallacies to watch out for in arguments. It emphasizes that determining truth requires careful consideration of evidence, perspectives, and potential biases or flaws in reasoning.
1. The document discusses various philosophical concepts and methods for determining truth, including the relationship between truth and knowledge, the nature of propositions, and how philosophers establish truth through questioning beliefs and using evidence and reason.
2. It also examines how to distinguish facts from opinions, and the role of logic and fallacies in philosophical arguments. Bias and faulty reasoning can undermine arguments and make it difficult to determine what is true.
3. Philosophers emphasize using doubt, evidence, and rigorous reasoning to separate opinions and beliefs from verifiable facts, in order to gain a clearer understanding of truth and knowledge.
This document discusses different philosophical perspectives on truth and how to distinguish truth from opinion. It explains that in phenomenology, truth is based on personal consciousness, while in existentialism it depends on choices and freedom. Postmodernism rejects absolute truth, and logic sees truth as relying on reasoning. The document also provides methods for determining truth, such as through verification using the senses, and discusses how understanding the difference between truths and opinions can lead to wisdom.
This document provides an overview of rhetoric, logic, and argumentation. It discusses key concepts like the rhetorical triangle of ethos, pathos, and logos. It also examines rhetorical devices, cognitive biases, deductive and inductive arguments, logical fallacies, and the differences between valid, sound, and fallacious reasoning.
The document discusses modal verbs in English. Modal verbs express necessity, possibility, permission, prohibition, obligation, and lack of obligation. Common modal verbs include must, shall, will, should, would, can, could, may, might, can't, and mustn't. The document also discusses parts of an argument, including the issue, claim, support, and refutation. It defines different types of claims such as claims of fact, claims of cause and effect, and claims of value. The document outlines different types of support for an argument, including reasons, evidence, and emotional appeals. It provides tips for evaluating arguments such as identifying the claim and assessing the sufficiency of evidence.
This document defines facts and opinions, outlines their distinguishing qualities, and provides examples to help distinguish between the two. Facts are defined as true statements that can be proven through evidence or observation. They contain verifiable data. Opinions are beliefs or judgments that are personal and cannot be proven as true or false. The document provides guidance on identifying facts and opinions using signal words and asking questions about whether a statement can be proven. Examples are given to help readers practice distinguishing facts from opinions.
Topic 2. methods of philosophical reasoningdan_maribao
油
This document discusses philosophical methods of reasoning and fallacies. It defines fallacies as flawed arguments. The document then provides examples of different types of fallacies, including fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. Specific fallacies discussed include appeal to force, pity, popularity, ignorance, and false analogy. The document encourages analyzing arguments to identify fallacious reasoning.
Journalistic text is a type of non-fiction writing that informs the public ab...RyanAnthonySisonAlla
油
Journalistic text is a type of non-fiction writing that informs the public about current events, issues, and topics. It is written by journalists or subject matter experts.
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This document provides examples and explanations of different types of logical fallacies, specifically appeal fallacies. It discusses 12 different appeal fallacies: appeal to fear, appeal to flattery, appeal to novelty, appeal to pity, appeal to ridicule, appeal to emotions, appeal to disgust, appeal to spite, appeal to authority, appeal to coherence, appeal to consensus, and appeal to common practice. For each fallacy, it provides a definition and an example to illustrate how that fallacy works. The document aims to help the reader identify and understand different types of appeal fallacies that exploit emotional reasoning rather than logical reasoning.
1. Philosophers emphasize determining truth through careful examination and justification rather than just belief. They subject their own knowledge and assumptions to doubt in order to learn.
2. For a statement to be considered true, it must be justified or proven through evidence, agreed upon as factual, and able to be applied and tested in the real world.
3. Philosophers distinguish truth from opinion by examining arguments closely for logical fallacies or biases that could undermine the reasoning. A variety of common fallacies and biases that weaken arguments are discussed.
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
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This document outlines an ATP session on critical thinking in psychology. The session aims to help participants understand what critical thinking is, reflect on teaching it, and discuss strategies to embed it in the curriculum. It discusses components of critical thinking like analyzing arguments and making inferences. Examples are provided of critical thinking exercises, including designing a study and analyzing conclusions from past research. The document emphasizes the importance of critical thinking to become savvy consumers and producers of research.
The document discusses the differences between opinions and truths. It states that opinions are subjective judgments without evidence, while truths can be verified with facts and data. The document provides examples of objective, social, and personal domains of truth and examines how to distinguish opinions from truths based on whether statements can be verified or are just assumptions.
This document provides an overview of methods for determining the truth or validity of claims through philosophical analysis. It discusses key concepts like knowledge, facts, opinions, arguments, logic, and fallacies. The document encourages applying systematic doubt to statements to analyze them, using examples like claims about one's identity or abilities. Readers are advised to consider whether a statement is factual, an opinion, belief, argument, or explanation in order to distinguish truth from falsehood. Philosophical tools like logic and identifying logical fallacies can guide determining the truthfulness of different types of statements.
This document discusses various philosophical theories of truth and methods for determining truth. It defines truth as a core concept in inquiry and knowledge. The document outlines correspondence theory, which holds that something is true if it corresponds to reality, and coherence theory, which says something is true if it makes sense within a given context. It also discusses relativism, constructivism, and consensus theory. The document provides examples and analyzes factors like biases, facts vs opinions, and logical fallacies that can influence determining truth. Activities are included to help students apply these concepts.
The document provides an overview of different philosophical theories for determining truth and discusses concepts like biases, facts vs opinions, and fallacies that are relevant to assessing the truthfulness of statements or ideas. It explains key theories such as the correspondence theory, which views something as true if it corresponds to reality, and the coherence theory, which sees truth as something making sense within a given context. The document also outlines common biases like confirmation bias and cultural bias that can influence perspectives, as well as logical fallacies to watch out for in arguments. It emphasizes that determining truth requires careful consideration of evidence, perspectives, and potential biases or flaws in reasoning.
1. The document discusses various philosophical concepts and methods for determining truth, including the relationship between truth and knowledge, the nature of propositions, and how philosophers establish truth through questioning beliefs and using evidence and reason.
2. It also examines how to distinguish facts from opinions, and the role of logic and fallacies in philosophical arguments. Bias and faulty reasoning can undermine arguments and make it difficult to determine what is true.
3. Philosophers emphasize using doubt, evidence, and rigorous reasoning to separate opinions and beliefs from verifiable facts, in order to gain a clearer understanding of truth and knowledge.
This document discusses different philosophical perspectives on truth and how to distinguish truth from opinion. It explains that in phenomenology, truth is based on personal consciousness, while in existentialism it depends on choices and freedom. Postmodernism rejects absolute truth, and logic sees truth as relying on reasoning. The document also provides methods for determining truth, such as through verification using the senses, and discusses how understanding the difference between truths and opinions can lead to wisdom.
This document provides an overview of rhetoric, logic, and argumentation. It discusses key concepts like the rhetorical triangle of ethos, pathos, and logos. It also examines rhetorical devices, cognitive biases, deductive and inductive arguments, logical fallacies, and the differences between valid, sound, and fallacious reasoning.
The document discusses modal verbs in English. Modal verbs express necessity, possibility, permission, prohibition, obligation, and lack of obligation. Common modal verbs include must, shall, will, should, would, can, could, may, might, can't, and mustn't. The document also discusses parts of an argument, including the issue, claim, support, and refutation. It defines different types of claims such as claims of fact, claims of cause and effect, and claims of value. The document outlines different types of support for an argument, including reasons, evidence, and emotional appeals. It provides tips for evaluating arguments such as identifying the claim and assessing the sufficiency of evidence.
This document defines facts and opinions, outlines their distinguishing qualities, and provides examples to help distinguish between the two. Facts are defined as true statements that can be proven through evidence or observation. They contain verifiable data. Opinions are beliefs or judgments that are personal and cannot be proven as true or false. The document provides guidance on identifying facts and opinions using signal words and asking questions about whether a statement can be proven. Examples are given to help readers practice distinguishing facts from opinions.
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This document discusses philosophical methods of reasoning and fallacies. It defines fallacies as flawed arguments. The document then provides examples of different types of fallacies, including fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. Specific fallacies discussed include appeal to force, pity, popularity, ignorance, and false analogy. The document encourages analyzing arguments to identify fallacious reasoning.
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Journalistic text is a type of non-fiction writing that informs the public about current events, issues, and topics. It is written by journalists or subject matter experts.
Sports writing is a type of journalism that covers sports, athletes, and other sports-related topics. It's a form of creative nonfiction that combines journalistic skills like news, investigative work, features, and columns.
Opinion writing is a type of writing that expresses a person's thoughts, feelings, or opinions about a topic. It can be used in many different ways, such as in essays, articles, or op-eds.
"Doing philosophy" is a way of thinking that involves asking questions, analysing the work of previous philosophers, and forming one's own opinions. It can also refer to books that teach people how to do philosophy
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Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
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For further information about the event please click here.
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14. Propositions are
statements about
the world or
reality which may
or may not carry
truth.
Propositions
which are
observed to be
real or truthful
are considered
FACTS.
15. There are statements, however,
that are not evidently or
immediately known to be true
and they are called CLAIMS.
They require further examination
to establish whether it is true or
false.
16. UNLEARN SO THAT WE
MAY LEARN ANEW
HOW DO WE KNOW IF
SOMETHING IS TRUE?
PHILOSOPHERS QUESTIONED WHAT THEY KNEW AND EVEN
ANALYZED THEIR METHODS OF KNOWING IN ORDER TO
UNDERSTAND.
NATURE OF KNOWLEDGE AND HOW WE KNOW WHAT WE KNOW
17. 1. A BELIEF IS TRUE IF IT CAN BE JUSTIFIED OR PROVEN
THROUGH THE USE OF ONES SENSES
I AM ALIVE
I HAVE A BODY
I CAN BREATHE.
AM I ALIVE?
DO I HAVE A BODY?
CAN I BREATHE?
I AM ALIVE!
I HAVE A BODY!
I CAN BREATHE!
18. 2. A BELIEF OR STATEMENT IS TRUE IF IT IS
BASED ON FACTS.
I AM A FILIPINO.
AM I A FILIPINO?
22. FACT
A fact is a statement that can be proven
true.
Statements that can be verified.
They can be proven true or false.
Signal words to convey facts: confirm,
discovered, according to, and demonstrated
23. OPINION
An opinion expresses someones belief,
feeling, view, idea, or judgement about
something.
They are neither true or false.
They are one persons view about a topic
or issue
24. OPINION
Signal words to convey opinion: claimed,
view, argues, and suspect
Biased words: bad, good, better, best,
worst
Qualifiers: all, always, never, seem,
possibly, probably
25. SEATWORK:
FACT OR OPINION
1. Reina Mercedes reached 42.2 degrees Fahrenheit making it the
hottest city in the Philippines.
2. Dry cough may be one of the symptoms of COVID-19.
3. Ma. Lourdes R. Saguban is the Municipal Mayor of Reina Mercedes.
4. Staying in extremely hot places can protect you from COVID.
5. Reading books of different disciplines can make you successful.
26. 6. Batil patong, a kind of pancit delicacy is the most
delicious food in Cagayan.
7. Sweeping at night according to some Filipino beliefs
drives richest away.
8. Drinking liquor is prohibited to minors ages 17 below.
9. San Juanico bridge is not only the most beautiful but
the longest bridge in the Philippines.
10. All students have the same IQ.
45. DEDUCTIVE OR INDUCTIVE
1. All animals have four legs. All
creatures who have four legs are
fast in running. Therefore, all
animals are fast in running.
Deductive
46. DEDUCTIVE OR INDUCTIVE
2. Mango is a tree. All trees are
color green. Therefore, Mango is
color green
Inductive
47. DEDUCTIVE OR INDUCTIVE
3. Some animals are dangerous.
Pigs are animals. Therefore, all
animals are pig.
Inductive
48. DEDUCTIVE OR INDUCTIVE
4. All students are doing their
homework. Maricel is doing her
homework. Therefore, Maricel is a
students. Deductive
49. DEDUCTIVE OR INDUCTIVE
5. All things are created by God.
Trees are examples of things.
Therefore, Trees are created by
God
Deductive
51. CLASSIC JOKE
Teacher: Juan, do you believe in God?
Juan: Yes Sir.
Teacher: Juan, have you seen God?
Juan: Not yet Sir?
Teacher: Juan, to see is to believe. If you
have not seen God, therefore, there is no
God.
52. Juan: May I ask you sir?
Teacher: Yes Juan.
Juan: Have you seen your brain Sir?
Teacher: NO?
Juan: Classmates, lets go home, our
teacher do not have brain.
55. SOCRATIC METHOD
Give an initial definition of a thing or concept
Look for characteristics not captured in the
initial definition(question)
Give new definition by looking into its
essence or purpose
57. 1. AD HOMINEM
Attacking the person presenting the
argument instead of the argument itself.
Ex:
These soldiers who fought in the war are
all bloodthirsty murderers!
58. 2. APPEAL TO FORCE
Using the threat of force or an undesirable
event to advance an argument
Ex:
If the peace agreement will not be signed
by the government, then we will have no
recourse but go to war.
59. 3. APPEAL TO POPULAR
The idea is presented as acceptable
because a lot of people accept it
Ex:
Marriage should be between a man and a
woman. It should remain today and in the
future.
60. 4. APPEAL TO EMOTION
Using emotions such as pity or sympathy
Ex:
All these charges are baseless; this is just
plain harassment- cant you see how this
affecting my family.
61. 5. FALLACY OF DIVISION
Assuming that what is true for the whole is
true for its parts
Ex:
You came from a family of doctors and
intellectuals! Surely you can do better in
this course.
62. 6. BEGINNING THE
QUESTION
Assuming the thing or idea to be proven is
true; also known as circular argument
Ex:
I have a right to free speech; therefore, you
cannot stop me from talking.
63. 7. CAUSE AND EFFECT
Assuming a cause and effect relationship
between unrelated events
Ex:
Ever since you bought that sweater,
everything has been going wrong in your
life. You should get rid of it.
64. 8. FALLACY OF COMPOSITION
Assuming that what is true of a part is true
for the whole
Ex:
These cases of robbery in this district have
convinced me that the city has become a den
of thieves and criminals.
65. ACTIVITY
EXAMPLE:
89% of the entire Philippine population believes
that he is corrupt, and I do not want to support
this kind of government official.
Appeal to popular
67. 1. ATTRIBUTION EFFECT
Tendency to judge a persons personality
by his or her actions, w/out regard for
external factors.
Ex:
These soldiers who fought in the war are
all bloodthirsty murderers!
69. 2. CONFIRMATION BIAS
Tendency to look for and readily accept
information w/c fits ones own beliefs and
to reject ideas that go against it.
Ex:
How can I accept his view that there is no
God? I am a Christian.
71. Example: Confirmation bias During presidential elections, people tend to
seek information that paints the candidate they support in a positive light,
while dismissing any information that paints them in a negative light.
72. 3. FRAMING
Focusing on a certain aspect of a problem
while ignoring other aspects.
Ex:
Investigators are focusing on the
possibility of pilot error.
74. 4. HINDSIGHT
Tendency to see past events as
predictable.
Ex:
There will come a time that the Philippines
will be colonized again by the Americans.
76. 5. CONFLICT OF INTEREST
A person or group is connected to or has a
vested interest in the issue being discussed.
Ex:
As daughter of the accused, I believe I have
the right to express my opinion on the issue.
78. 6. CULTURAL BIAS
Analyzing an event or issue based on ones
cultural standards.
Ex:
I do not agree with this Western practice of
placing aged parents in the retirement homes.
We Filipinos take care of our family members.
#56: Maling pananaw
a油mistaken油belief, especially one based on油unsound油argument.
"the notion that the camera never lies is a fallacy"
#57: Ang argumentong ad hominem, mas kilala sa tawag na argumentum ad hominem na may pakahulugan sa latin na argumento laban sa tao, ay isang logical fallacy na nagtataglay ng katangian katulad ng pag-atake sa personalidad ng nagbibigay ng argumento kaysa sa mismong argumento.
In a debate, an ad hominem argument might look like: You have no idea what you're talking about; you've only lived here for six months.油It's hard to take your claims seriously because you spend your days playing video games.
#58: Might makes right
A friend who means a great deal to you desperately wants to be the top runner in the school.
Before a track meet, your friend says to you, 'If you don't let me win the race, I can't be your friend anymore. Letting me win the race makes sense, don't you think?'
#59: Majority: Most people want to buy a house, so it must be the best investment.油It's just common knowledge.
#60: They're saying that what I did was a crime, but I'm not guilty, because if I am then I'll have to spend many horrible years in jail.
#61: The United States is the richest country in the world. Therefore, everyone in the United States must be rich and live well.
Because professional sports players are paid outrageous salaries, every professional sports player must be rich.
#62: pagsusumamo sa tanong o hingin ang tanong o ipagmakaawa ang tanong ay isang lohikal na palasiya, na nangyayari kapag ang premisa ng argumento ay nagpapalagay na ang konklusyon ay totoo nang walang patunay na ito ay totoo
Bakit mo siya mahal? Mahal ko siya kasi nga mahal ko siya
#63: For example,油if we eat too much food and do not exercise, we gain weight. Eating food without exercising is the cause; weight gain is the effect. There may be multiple causes and multiple effects.
#64: "This tire is made of rubber, therefore the vehicle of which it is a part is also made of rubber."油This is fallacious, because vehicles are made with a variety of parts, most of which are not made of rubber.
Composition:油Each part of this chair is cheap, so the whole chair for sale must be cheap. Division: Healthy brains think. Healthy brains are comprised of nothing but brain cells. If healthy brains think, then the individual brain cells can think too.
Kung sa division nilahat mo for example kilala ang family niyng matalino lahat damay matalinp, sa composition may isang magnanakaw sa family ang tingin mo na sa buong angkan ay mag nanakaw.
#67: ttribution bias is油the tendency to explain a person's behaviour by referring to their character rather than any situational factor.
Situation 油You're driving along the motorway and another car cuts in front of you in an erratic, haphazard way. Biased interpretation You might draw some conclusions about the other driver's character based on their poor driving. Perhaps you think they're rude, arrogant, or aggressive.
#68: ttribution bias is油the tendency to explain a person's behaviour by referring to their character rather than any situational factor.
Situation 油You're driving along the motorway and another car cuts in front of you in an erratic, haphazard way. Biased interpretation You might draw some conclusions about the other driver's character based on their poor driving. Perhaps you think they're rude, arrogant, or aggressive.
#69: How would you can found a man, if you already dedicated to your career
#70: How would you can found a man, if you already dedicated to your career
#71: Ang pagkiling/bias sa kompirmasyon' ay kagawian ng mga tao na pumabor o pumili ng impormasyon na kumukumpirma o nagpapatunay ng kanilang mga paniniwala o pananaw
#73: The油framing effect油is when our decisions are influenced by the way information is presented. Equivalent information can be more or less attractive depending on what features are highlighted.
#75: you predicted you would earn 80 percent on your test but you only earned 70 percent.
#76: 油occurs when an individual's personal interests family, friendships, financial, or social factors could compromise his or her judgment, decisions, or actions in the workplace
#77: Representing a family member in court.
Starting a business that competes with your full-time employer.
Advising a client to invest in a company owned by your spouse.
Hiring an unqualified relative or friend.
#79: Examples of cultural bias in the workplace include油assuming that all Asians are good at math. If a manager sees John as an Asian person who is good with numbers but not people, he may never be given the opportunity to develop his people skills and he may eventually leave the company due to lack of opportunities.