Improving critical thinking: Effects of dispositions and instructions on economics students' reasoning skills

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy

“…According to Ennis (), critical thinking may be understood as reflective and reasonable thinking focused on deciding what to believe or do (Fung, ; Kirmizi et al., ). It includes both personal dispositions and cognitive skills (Aizikovitsh‐Udi & Cheng, ; Heijltjes et al., ). Compared with critical thinking skills, critical thinking disposition is more trait‐like.…”

“…Critical thinking and creativity are among the most valuable human assets of contemporary world (Cropley, ; Guilford, ; Halpern, ; Spuzic et al., ). To flourish and develop, individuals and societies alike should integrate the skills that allow for creating new artifacts with critical analysis, meaning important during problem‐solving and implementation (Heijltjes, Gog, Leppink & Paas, ; Kirmizi, Saygi & Yurdakal, ; Usta & Akkanat, ). Although the relationship between critical thinking and creativity has been postulated for decades—note, for instance Guilford's () Structure of Intellect model and its emphasis on the role of evaluative skills—there are still gaps in scholars’ understanding of the links between these two phenomena.…”

Philosophers’ biased judgments persist despite training, expertise and reflection

“…Reyna, Chick, Corbin, and Hsia (2014) find that intelligence analysts are, in fact, more likely than college students and non-expert adults to exhibit framing effects in the Asian disease problem, and a more comprehensive meta-analysis reveals no significant effects of participant group on the magnitude of framing effects (Kühberger, 1998). There is also a substantial literature on the fairly limited effects of education on other reasoning tasks, such as the conjunction fallacy and the Wason selection task (Cheng, Holyoak, Nisbett, & Oliver, 1986;Heijltjes, van Gog, Leppink, & Paas, 2014;Lehman, Lempert, & Nisbett, 1988;Ritchhart & Perkins, 2005;Tversky & Kahneman, 1983). On the other hand, some evidence suggests that philosophers in particular might be unusually skilled at reasoning.…”

Data analysis in medical education research: a multilevel perspective

“…However, even in experimental studies, dropout can occur, and then multilevel analysis generally provides a less biased and more efficient approach than split-plot ANOVA, OLS regression or similar approaches [15]. …”

“…If then students were still measured twice (i.e., immediate and delayed test), a two-level model with individual student (level-2: j ) and measurement occasion (level-1: i ) would have been appropriate [15]. OLS could have been appropriate had treatment been administered at the level of the individual and only one test was administered (i.e., no repeated measurements).…”