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Is there a relationship between first-year psychology students’ disposition towards critical thinking and their logical reasoning skills?
The development of critical thinking skills, and a critical attitude towards evaluating
information and arguments are considered to be an essential part of tertiary education.
Our study examines the extent to which tertiary students’ self-reported disposition towards
critical thinking is related to their logical reasoning skills. Other studies have looked at this issue in various forms in the past. So our study is not new. Rather, it can be thought of as a replication of past studies, using different measuresto some of the other studies. This topic provides an impetus for you to read and learn more about critical thinking skills.
You’ll find a copy of the questionnaire on the Assessment/Research report page on Blackboard.
More details of the questionnaire can also be found at the end of this document.
This questionnaire will be discussed in detail in tutorials(especially weeks 3 & 4).
• We assessed critical thinking disposition using a short version (23 questions) of the
Actively Open-Minded Thinking Scale (West, Toplak, & Stanovich, 2008).
• We assessed critical thinking skills using syllogistic reasoning tasks. There were eight
questions taken from Markovitz and Nantel (1989, p. 12); four questions were taken from the Cornell Conditional Reasoning Test (Ennis et al., 1964). We will look at these questions in detail in the week 3 tutorial.
Here are 3 starter articles that the paper should be based on, the other 3 you can choose any of your liking.
Ennis, R. (1993). Critical thinking assessment. Theory into Practice, 32, 179-186.
This reference provides useful info on critical thinking assessment, including background on the Cornell Conditional Reasoning Test, from which we used four questions. The full
test can be found here: http://www.criticalthinking.net/%20CornellConditionalReas.pdf
Markovitz, H. & Nantel, G. (1989). The belief bias effect in the production and evaluation of logical conclusions. Memory & Cognition, 17, 11-17. doi: 10.3758/BF03199552.
This article is quite old, and isn’t included in the library’s online journal collection.
However, if you ‘google’ it, you can download it directly from the publisher.
West, R.F., Toplak, M.E., & Stanovich, K.E. (2008). Heuristics and biases as measures of
critical thinking: Associations with cognitive ability and thinking dispositions. Journal of
Educational Psychology, 100, 930-941. doi: 10.1037/a0012842.
This study is a very useful starting resource. It’s much more complex than ours, with
many more variables. But it contains measures similar to ours. These researchers used a
longer version of the Actively Open-Minded Thinking Scale, and as well asthe syllogistic
reasoning questions we used from Markovitz and N
The Relationship Between Disposition Towards Critical Thinking And Their Logical Reasoning Skills?
Length: 3 pages (825 Words)
The study aimed to investigate if there exists a relationship between first-year psychology students’ disposition towards critical thinking and their logical reasoning skills. Development of critical thinking skills and a critical attitude towards evaluating information and arguments are considered to be an essential part of tertiary education. A sample of 383 participants covering a wide age range, with most participants being under 21 years old completed copies of questionnaires. The feedback from the surveys was used to calculate the correlation between the variables. The study hypothesized that a positive relationship would occur between critical thinking and logical reasoning. Being able to reason logically is a vital aspect of critical thinking, and it is always worth improving on logical reasoning. The found a moderate correlation between open-mindedness and logical reasoning. The hypothesis is supported. However, the correlation found is only moderate.
The study examines the extent to which tertiary students’ self-reported disposition towards critical thinking is related to their logical reasoning skills. Other studies have been carried on this issue in the past and in many forms. This study can be thought as a replication of the previous studies since this is not new. The study provides an impetus for the reader considering the paper to learn more about skills in critical thinking.