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Thinking Critically About Complex Concepts
conceptualization, the use of multiple methods of construct measurement, and the impor-
t ance of matching measurement to concept definitions (Brockway & Bryant, 1998).
The approach presented here is exemplified using the concept of stress (as taught in a
Stress and Illness course), although this approach could be used for any concept in any
course. Stress is an excellent example of a concept in psychology that is used differently in
everyday language, has multiple definitions within the psychology literature, and is often
used in the literature without definition. For example, stress is used frequently in everyday
conversation as an indication of how we feel (“I’m so stressed out”), of the demands in our
lives (“This job is so stressful”), or as an explanation for someone else’s behavior (“She
snapped at you because she is under a lot of stress”). Within the literature, two common
ways to define stress are as (a) the events in our lives that cause psychological or physical
threat (stressors), or as (b) a change in physiological activity in response to a stressor
(strain; Sarafino, 2002, p. 71). The differences in these definitions are significant, espe-
cially if stress is being discussed as a predictor of illness.
Step 1. Concept Definitions
The first step in this process resembles the typical approach to teaching concepts. The
instructor conducts a class discussion of stress. Before providing any definitions, the instructor
asks students to take a moment to write down what they believe stress is. Students then
share their definitions with the class, and the instructor writes them on the board so that
similar definitions are grouped together. The instructor informs students that there are
several definitions of stress found in the literature, two of which are (a) stress as an accumu-
lation of events in our lives (stressors) and (b) stress as a physiological response (strain;
Sarafino, 2002). Further, stressors are commonly categorized as (a) catastrophic (e.g., hurri-
canes, tornadoes), (b) major life events (e.g., loss of a loved one, divorce, retirement from
work), and (c) daily hassles (e.g., waiting for a late bus, standing in a long line to buy movie
tickets; Sarafino, 2002, p. 71). Strain is typically reflected in changes in sympathetic activity
(increased heart rate, respiration, and sweating, pupil dilation, and slowed digestion), endocrine
activity (increased cortisol levels), and immune functioning (decreases in circulating lympho-
cytes, increased inflammation; Kemeny, 2003). Students are asked to generate lists of examples
of stressors that fall under each category and to provide examples of situations in which they
have experienced physiological changes that would indicate strain.
The first two of Appleby’s critical thinking skills, retention and comprehension, are easily
assessed after this type of discussion. In order to demonstrate retention, students must be
able to remember specific information such as the different definitions of stress used in
psychology. This may be assessed, for example, through exam items that require students
to match concepts to definitions (stressor versus strain); match examples to concepts
(death of a loved one, getting married, and starting a new job are stressors; increased blood
pressure, pupil dilation, and sweating indicate strain); or to simply write out the defini-
tions for stressors, catastrophic events, major life events, daily hassles, and strain, sympa-
thetic change, endocrine change, and changes in immune functioning.
In order to demonstrate comprehension, students must be able to go beyond retaining
the definitions that have been provided; they must be able to demonstrate an understanding