Course Notes: Dual Process Thinking, CBT Techniques, and the 2020 Election Project

Dual Process Model

• The course introduces fixing cognitive processes: interrupt the default System 1 (fast, automatic thinking) when information conflicts with System 2 (slower, effortful thinking).
• Goal: when information is inconsistent with System 1, System 2 should activate tools to investigate rather than simply accept or reject quickly.
• Acknowledgement: thinking accurately is very difficult; expect cognitive effort and discomfort.

Cognitive Behavioral Therapy (CBT) Concepts in the Class

• CBT is the lens through which the class will apply thinking techniques; the plan is not to provide therapy but to offer practical techniques.
• Cognition is more than just beliefs; it includes bodily states, emotions, and other factors.
• Students will learn to distinguish parts of cognition, e.g.:
  • What part is a belief (and what kind of belief is it: evaluative or otherwise)?
  • What part is an emotion?
  • What part is a bodily sensation right now? What is the body telling you?
• The aim is to interpret information neutrally by breaking cognition into categories, then examining how each category relates to the others.
• Key outcomes include learning about:
  • Cognitive distortions
  • De-twisting methods (de-biasing strategies)

Cognitive Distortions and De-twisting Methods

• Cognitive distortions are common faulty thinking patterns; they resemble logical fallacies in some ways.
• Examples highlighted (as listed in the transcript):
  • All-or-nothing thinking / black-and-white thinking
  • Projecting
  • Mind reading
  • Should statements (the word “should”)
• The course may discuss alternatives to rigid thinking, suggesting more nuanced reasoning.
• The term ACT is introduced in passing:
  • If addressed, ACT (Acceptance and Commitment Therapy) techniques may be covered to improve open-minded listening to information one finds uncomfortable or challenging.
• The practice goal: listen openly to information you are exposed to, even when it is emotionally or cognitively challenging.

Methods and Practice: Co-building and Open Listening (ACT context)

• If time allows, there will be instruction related to co-building or collaborative techniques.
• The intended benefit: enable students to listen openly to information that challenges their views or biases.
• The broader aim is to become an effective communicator and thinker in the face of information adversity.

Course Structure and Schedule

• First block: approximately the first $6$ weeks focuses on cognition, CBT techniques, and open listening.
• Second block: the next block (~the following $6$ weeks) covers the method of reasoning:
  • Deductive reasoning is described as math-like; conclusions follow from true premises.
  • Inductive reasoning is probabilistic; conclusions may be true even if some premises are false.
• Assignments and major projects:
  • Paper One: a defense of a single sentence, about $1$ page, on a single data form.
  • Deductive reasoning focus: a rigorous, concise defense in the form of a short paper.
  • Inductive reasoning focus: probabilistic arguments and evaluation of evidence.
• Final project is a large, group-based research task on a controversial topic with strong emotional content.

Final Project: The 2020 Election Investigation (Primary Sources)

• The final project centers on the 2020 U.S. election, requiring students to read primary source documents only—no news articles or blogs.
• Students will distill core points into lists called gamma points (
  • Gamma points represent distilled core facts or essential points extracted from the documents).
• Part 1: Statement of phenomena
  • A neutral overview of known facts about the 2020 election (e.g., how many people voted, ballot handling, etc.).
  • The goal is an agreed-upon, neutral fact base before interpretation.
• Part 2: Explanations for Biden and for Trump
  • For each side, prepare a Biden-style explanation and a Trump-style explanation based on the legally binding documents.
  • As with Part 1, use only legally binding sources; no media or blogs.
  • Each explanation is distilled into a set of points (three short papers and three lists: one long list and two shorter lists).
• Part 3: Compare and contrast explanatory tools
  • Use official criteria to judge explanations against the data points.
  • Conclude which explanation is best and justify why.
• The end product should include access to authentic documents and the various legal filings and signatures involved in the court processes.
• Emphasis: the exercise teaches researchers to handle controversial, emotionally charged topics and to rely on primary, official documents.
• Bias handling: any indication of bias results in an automatic zero for the assignment.
• Time and workload: several weeks of preparation are anticipated; the instructor has performed this exercise multiple times.

Assignments and Assessments

• Quizzes: currently planned to be in the range of $4$–$5$ quizzes, with potential additions later in the term.
• Summaries: brief, practical notes taken during or after readings to capture key points; intended to be concise rather than exhaustive.
• Papers: a major paper (Paper One) and additional assignments aligned with the three sections described above.
• Final project: described above; a long, collaborative effort with peer evaluation.
• Participation: a significant portion of the grade (about $60\%$) built from in-class engagement and related activities.

Participation, Attendance, and Work Habits

• Participation folder: each student will receive a personal folder to collect in-class work.
  • In-class questions are posted on the board; students answer independently on paper, then discuss with peers, then place their responses in the folder.
  • In-class activities (beyond the standard questions) also go into the folder.
  • The folder is collected at the end of the semester, with occasional mid-term checks.
• Attendance: managed with a separate red folder containing a sign-in sheet; names are checked off for each date.
  • If late, students should approach the instructor to catch up; lateness is acknowledged but not condemned.
• Weekly summaries contributed to attendance folder
• Participation Explanation: a paragraph explaining what grade you feel you deserve for participation
  • Allows for genuine human circumstances and fairness (e.g., family issues) while maintaining accountability.
  • Students should communicate any special circumstances in a timely manner so accommodations can be considered.
• Realistic expectations and self-assessment: students are encouraged to be honest about their ability to attend and participate; if attendance is unlikely, dropping the course is advised.

Course Logistics and Resources

• All course materials are posted on Canvas (not using the calendar feature for scheduling).
• Modules are organized week-by-week with readings, videos, and assignments clearly posted.
• Reading plan example: e.g., in some weeks, students study a chapter from Thinking, Fast and Slow in preparation for class.
• Reading alternatives: for those who benefit from audio formats, listening to books is recommended.
  • Books mentioned: Thinking, Fast and Slow; Talking to Strangers.
  • Audio format is especially helpful for audiobook learners.
• Other notes:
  • The instructor emphasizes that the course can be challenging but valuable, and encourages students to engage with the material as best as possible.
  • If difficulties arise (e.g., with the Thinking, Fast and Slow material), the lecture is designed to help—with the expectation that summaries and board questions will reflect understanding.
• Questions: The instructor invites questions at the end of the session.

Ethical, Philosophical, and Practical Implications

• Emphasis on neutral, fact-based analysis when dealing with controversial topics (e.g., the 2020 election).
• Clear rules about bias in the final project; bias results in a zero, reinforcing the commitment to objective analysis.
• Recognizes cognitive load and discomfort inherent in challenging information; prepares students to persist through difficulty.
• Encourages open-minded listening and constructive dialog as a critical skill in both academic and real-world contexts.

Key Concepts and Connected Ideas (Recap)

• Dual Process Model: System 1 vs System 2 thinking; interruption and investigation when conflict arises.
• Cognitive Distortions: common faulty thinking patterns and strategies to de-twist.
• CBT Methods in the class: classify parts of cognition, distinguish beliefs, emotions, and bodily sensations; develop neutral interpretation.
• ACT context for open listening: practice of openness to challenging information.
• Deductive vs Inductive Reasoning: defined differences, with typical outcomes for conclusions.
• Final Project on the 2020 Election: heavy emphasis on primary sources, gamma points, statement of phenomena, and structured explanations.
• Assessment structure: quizzes, summaries, papers, final project, and heavy emphasis on participation.
• Course logistics: weekly modules on Canvas; multimedia resources; recommended audios.
• Ethics and fairness: no bias policy; honest self-assessment and accommodations within term.

$6$ weeks (first block) and $6$ weeks (second block) are used to structure the course timeline.

$1$ page for Paper One; a defense of one sentence.

$4-5$ quizzes (current plan).

$60\%$ of the grade for participation.

The content above captures the key points, concepts, assignments, and practical guidance detailed in the transcript, organized to function as a comprehensive study resource for the upcoming exam.