Equivalence-based instruction for a critical thinking skill

<p>Critical thinking is emphasized as a desirable and important ability across disciplines, occupations, governments, and cultures. Experts describe critical thinking as a collection of individually quantifiable skills that should be directly trained; however, existing interventions for improving critical thinking skills can be time consuming. Equivalence-based instruction reliably yields rapid and efficient acquisition of a variety of academic skills. The ability to identify logical fallacies was selected as a subset of critical thinking skills and compared across 30 college undergraduates who received either equivalence-based instruction, self-instruction, or no instruction in a pretest-train-posttest group design. Equivalence-based instruction resulted in greater mean score increases with shorter instructional duration than self-instruction and no instruction; however, mean session length and Ennis-Weir Critical Thinking Essay Test scores did not differ between groups.</p>

Name thesis:degree_name

Master of Arts (M.A.)

Level thesis:degree_level

Thesis - Pacific Access Restricted

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2015

Author dc:creator

• Ong, Triton

Contributors dc:contributor

• Matthew Normand

• Education
• Psychology
• Critical thinking
• Logical fallacies
• Stimulus equivalence
• Medicine and Health Sciences
• Psychiatry and Psychology
• Social and Behavioral Sciences

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Identifier

9781339027654

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1287