Learners examine the psychological and sociological barriers that interfere with clear communication. They select examples of ad hominem fallacy, bandwagon fallacy, emotional appeals, red herrings, irrelevant appeals to authority, suggestibility and conformity, “poisoning the well’, and “shoehorning.” In an interactive exercise, learners identify ways to overcome these barriers.

The learner will identify barriers to critical thinking related to internal and external factors after viewing scenarios.

Learners examine eight different kinds of faulty logic or perception that interfere with critical thinking. They are superstition, ignorance, clustering illusion, false analogies, gambler’s fallacy, irrelevant comparisons, post hoc fallacy, and slippery slope fallacy. In an interactive exercise, learners identify ways to overcome these barriers.

The learner will explore basic human limitations that create barriers to critical thinking including selective thinking, false memories, and perceptual limitations.

Learners examine seven basic human limitations that prevent people from seeing or understanding the world with total clarity. In an interactive exercise, learners identify ways to overcome those barriers to critical thinking.

In this interactive object, learners consider the importance of demonstrating a positive attitude. They reflect on their own experiences and challenge themselves to let go of preconceived notions.

Learners choose responses in workplace situations that are compared to positive-attitude responses. They evaluate their responses, looking for areas in which they would like to improve.

Learners read the definitions of an assumption and a fact. They then provide their own examples of each and compare those to the examples provided.

Learners evaluate and respond to excuses for not reporting alcohol-related behavior they have observed on the job. This activity has audio content.