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Date of Award


Document Type

Thesis - Pacific Access Restricted

Degree Name

Master of Arts (M.A.)



First Advisor

Matthew Normand

First Committee Member

Scott Jensen

Second Committee Member

Caio Miguel


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.





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