· psychological phenomena by first evaluating the validity of the source of the information...

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Page 1:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 2:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 3:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 4:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 5:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 6:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 7:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 8:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 9:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 10:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 11:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 12:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 13:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 14:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before