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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]
Pesut studied the three generations of traditional nursing process and proposed a third generation model, called the Outcome Present State Test (OPT) model, that highlighted the importance of critical, metacognitive, and thinking skills that support outcome specification and testing in clinical reasoning. [9]
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Despite the ongoing debate about the cognitive processes involved in human reasoning, recent research has shown that multiple approaches can be useful in modeling human thinking. For instance, studies have found that people's reasoning is often influenced by their prior beliefs, which can be modeled using Bayesian probability theory. [21]
Some forms of thinking may involve the representation of objects without any propositions, as when someone is thinking about their grandmother. [6] Reasoning is one of the most paradigmatic forms of thinking. It is the process of drawing conclusions from premises or evidence. Types of reasoning can be divided into deductive and non-deductive ...
Praxis may be described as a form of critical thinking and comprises the combination of reflection and action. Praxis can be viewed as a progression of cognitive and physical actions: Taking the action; Considering the impacts of the action; Analysing the results of the action by reflecting upon it
Cognitive restructuring (CR) is a psychotherapeutic process of learning to identify and dispute irrational or maladaptive thoughts known as cognitive distortions, [1] such as all-or-nothing thinking (splitting), magical thinking, overgeneralization, magnification, [1] and emotional reasoning, which are commonly associated with many mental health disorders. [2]
It thus attempts to assess a certain range of mental abilities and behavioural attributes identified as useful. These mental abilities include critical thinking, logical reasoning, and inference. The UCAT consists of five subtests, including four cognitive tests and one testing professional demeanour. Each test has a time allocation as below: [6]