By Horvath, Christopher P.; Forte, James M.
In reflective challenge fixing and considerate choice making utilizing serious considering one considers proof, the context of judgement, the proper standards for making the judgement good, the acceptable equipment or strategies for forming the judgement, and the appropriate theoretical constructs for knowing the matter and the query to hand. during this publication, the authors current topical learn within the research of severe considering. themes mentioned contain constructing serious considering via likelihood types; the promoting of serious pondering abilities via argument mapping; an educational version for instructor education in serious considering; and, complex educational literacy and demanding considering and demanding considering and better schooling. -- Preface. Read more...
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Extra info for Critical thinking
New York: Bureau of Publications, Teachers College, Columbia University. Gleitman, L. & Papafragou, A. (2007). Language and thought. In. K. J. Holyoak & R. J. Morrison. ), The Cambridge handbook of thinking and reasoning. (pp. 633-661). Cambridge, UK: Cambridge University Press. Halford, G. S. & Andrews, G. (2007). Domain general processes in higher cognition: Analogical reasoning, schema induction, and capacity limitations. In M. J. ), Integrating the mind: Domain general versus domain processes in higher cognition.
J. (1996). Effects of pre-existing beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260-271. Keeley, S. M. & Browne, N. M. (1986). How college seniors operationalize critical thinking behavior. College Student Journal, 20, 389-395. Kennedy, R. (2004). A history of reasonableness: Testimony and authority in the art of thinking. Rochester, NY: University of Rochester Press. , & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments.
A comprehensive psychological model should include motivational and affective variables in addition to cognitive variables. To further explicate the rule-based approach, I describe a tentative proto-model that includes dispositional, affective, and metacognitive variables in addition to cognitive variables. For models that include some of these same variables, see Halpern (1998) and Perkins, Jay, and Tishman, (1993). The proto-model is offered as a part of the rule-based framework to guide research on CT and does not make strong assumptions about how CT skills, dispositions, motives, and metacognitions are related.