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Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
The cognitive reflection test (CRT) is a task designed to measure a person's tendency to override an incorrect "gut" response and engage in further reflection to find a correct answer. However, the validity of the assessment as a measure of "cognitive reflection" or "intuitive thinking" is under question. [ 1 ]
The Thinking Skills Assessment (TSA) is a generic admissions test, which is used as part of the admissions process for entry to some undergraduate courses at the University of Cambridge, the University of Oxford, Hanoi University of Science and Technology, and formerly, University College London.
In his brain dominance model, Herrmann identifies four different modes of thinking: A. Analytical thinking; Key words: logical, factual, critical, technical, quantitative. Preferred activities: collecting data, analysis, understanding how things work, judging ideas based on facts, criteria and logical reasoning. B. Sequential thinking
The PARCC is a new standardized test taken in the spring that is aimed to improve critical thinking skills and help get test scores quicker in multiple states. PARCC started in Ohio, New York, Colorado, Illinois, Maryland, Massachusetts, New Jersey, and Rhode Island during the 2014-2015 schoolyear. The PARCC is done electronically and it can be ...
The candle problem or candle task, also known as Duncker's candle problem, is a cognitive performance test, measuring the influence of functional fixedness on a participant's problem solving capabilities. The test was created by Gestalt psychologist Karl Duncker [1] and published by him in 1935. [2]
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There is empirical evidence that the skills developed in argument-mapping-based critical thinking courses substantially transfer to critical thinking done without argument maps. Alvarez's meta-analysis found that such critical thinking courses produced gains of around 0.70 SD, about twice as much as standard critical-thinking courses. [54]
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