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Date of Award

2015

Document Type

Thesis - Pacific Access Restricted

Degree Name

Master of Arts (M.A.)

Department

Psychology

First Advisor

Matthew Normand

First Committee Member

Scott Jensen

Second Committee Member

Caio Miguel

Abstract

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.

Pages

54

ISBN

9781339027654

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