Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-qxdb6 Total loading time: 0 Render date: 2024-04-29T20:04:41.713Z Has data issue: false hasContentIssue false

Chapter 12 - Is Critical Thinking a Better Model of Intelligence?

Published online by Cambridge University Press:  06 January 2018

By
Diane F. Halpern  and
Heather A. Butler
Edited by
Robert J. Sternberg
Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Nature of Human Intelligence , pp. 183 - 196
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arendasy, M., Hornke, L. F., Sommer, M., Wagner-Menghin, M., Gittler, G., Häusler, J., Bognar, B., & Wenzl,. M. (2012). Intelligenz-Struktur-Batterie (Intelligence Structure Battery; INSBAT).Google Scholar
Bangert-Drowns, R. L., & Bankert, E. (1990). Meta-analysis of effects of explicit instruction for critical thinking. ERIC, Collection of Educational Resources. Retrieved from http://eric.ed.gov/?id=ED328614.Google Scholar
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. doi:10.1037/0033-2909.128.4.612CrossRefGoogle Scholar
Burhan, K. A., Kurniawan, Y., Sidek, A. H., & Mohamad, M. R. (2014). Crimes and the Bell curve: The role of people with high, average, and low intelligence. Intelligence, 47, 12–22. doi:http://dx.doi.org/10.1016/j.intell.2014.08.005CrossRefGoogle Scholar
Butler, H. A. (2012). Halpern Critical Thinking Assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 26, 721–729. doi:10.1002/acp.2851CrossRefGoogle Scholar
Butler, H. A., Dwyer, C. P., Hogan, M. J., Franco, A., Rivas, S. F., Saiz, C., & Almeida, L. F. (2012). Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications. Thinking Skills and Creativity, 7, 112–121. doi:10.1016/j.tsc.2012.04.001CrossRefGoogle Scholar
Butler, H. A., Pentoney, C., & Bong, M. (in press). Predicting Real-World Outcomes: Critical Thinking Ability is a Better Predictor of Life Decisions than Intelligence. Thinking Skills and Creativity.Google Scholar
Cianciolo, A. T., Grigorenko, E. L., Jrvin, L., Gil, G.,Drebot, M. E., & Sternberg, R. J. (2006). Practical intelligence and tacit knowledge: Advancements in the measurement of developing expertise. Learning and Individual Differences, 16, 235–253. doi:10.1016/j.lindif.2006.04.002CrossRefGoogle Scholar
De Bie, H., Wilhelm, P., & van der Meij, H. (2015). The Halpern Critical Thinking Assessment: Toward a Dutch appraisal of critical thinking. Thinking Skills and Creativity, 1733–44. doi:10.1016/j.tsc.2015.04.001CrossRefGoogle Scholar
De Bruin, W. B., Parker, A. M., & Fischhoff, B. (2007). Individual differences in adult decision-making competence. Journal of Personality and Social Psychology, 92, 938–956.CrossRefGoogle Scholar
European Association for International Education. (2007, March 22–23). The Bologna Process: Advancing trans-Atlantic collaboration in a changing higher education landscape. www.eua.be/fileadmin/user_upload/files/Publications/EUA_Bologna_brochure_nov06_v2l.pdf.Google Scholar
Forsyth, C. M., Graesser, A. C., Walker, B., Millis, K. Pavlik, P., & Halpern, D. F. (2013). Didactic galactic: Acquiring knowledge learned in a serious game. In Lane, H. C., Yacef, K., Mostow, J., & Pavlik, P. (Eds.). Proceedings of the International Conference on Artificial Intelligence in Education: 16th International Conference (AIED 2013) (pp. 832–835). Berlin Heidelberg: Springer Verlag.Google Scholar
Forsyth, C. M., Pavlik, P., Graesser, A. C. Cai, Z., Germany, M., Millis, K., Butler, H., Halpern, D. F., & Dolan, R. (2012). Learning gains for core concepts in a serious game on scientific reasoning. In Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M., & Stamper, J. (Eds.) Proceedings of the 5th International Conference on Educational Data Mining (pp 172–175). Chania, Greece: International Educational Data Mining Society.Google Scholar
Franco, A. H. R., Butler, H. A., & Halpern, D. F. (2015). Teaching critical thinking to promote learning. In Dunn, D. S. (Ed.), The Oxford handbook of psychology education (pp. 65–74). New York: Oxford University Press. doi:0.1093/oxfordhb/9780199933815.013.007Google Scholar
Halpern, D. F. (2012). Halpern Critical Thinking Assessment. Publisher: SCHUHFRIED (Vienna Test System). www.schuhfried.com/vienna-test-system-vts/all-tests-from-a-z/test/hcta-halpern-critical-thinking-assessment-1/.CrossRefGoogle Scholar
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th Edition). New York: Routledge Publishers.Google Scholar
Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change, July/August, 2–13.Google Scholar
Halpern, D. F., Millis, K., Graesser, A., Butler, H., Forsyth, C. & Cai, Z. (2012). Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity, 7, 93–100.CrossRefGoogle Scholar
Hart Research Associates. (2015, January 20). Employers judge recent graduates ill-prepared for today’s workplace, endorse broad and project-based learning as best preparation for career opportunity and long-term success. Retrieved from www.aacu.org/press/press-releases/2015employerstudentsurveys.Google Scholar
Hunter, J. E. & Schmidt, F. L. (1996). Intelligence and job performance: Economic and social implications. Psychology, Public Policy, and Law, 2, 447–472.CrossRefGoogle Scholar
Jansen, A., Melchers, K. G., Lievens, F., Kleinmann, M., Brändli, M., Fraefel, L., & König, C. J. (2013). Situation assessment as an ignored factor in the behavioral consistency paradigm underlying the validity of personnel selection procedures. Journal of Applied Psychology, 98, 326–341. doi:10.1037/a0031257}CrossRefGoogle ScholarPubMed
Jaschik, S. (2008, May 21). Wake-up call for American higher ed. Inside Higher Ed, Retrieved from www.insidehighered.com/news/2008/05/21/bologna.Google Scholar
Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58, 439–457. doi:10.1007/s11423-009-9143-8CrossRefGoogle Scholar
Kretzschmar, A., Neubert, J. C., Wusternberg, S., & Greiff, S. (2016). Construct validity of complex problem-solving: A comprehensive view on different facts of intelligence and school grades. Intelligence, 54, 55–69. http://dx.doi.org/10.1016/j.inell.2015.11,004.CrossRefGoogle Scholar
Kuncel, N. R., Ones, D. S., & Sackett, P. R. (2010). Individual differences as predictors of work, educational, and broad life outcomes. Personality and Individual Differences, 49, 331–336.CrossRefGoogle Scholar
Lubinski, D. (2009). Exceptional cognitive ability: The phenotype. Behavior Genetics, 39, 350–358.CrossRefGoogle ScholarPubMed
Marin, L., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6, 1–13. doi:10.1016/j.tsc.2010.08CrossRefGoogle Scholar
Stanovich, K. E. (2010). What intelligence test miss: The psychology of rational thought. New Haven, CT: Yale University Press.Google Scholar
Stanovich, K. E., West, R. F., & Toplak, M. E. (2016). The Rationality Quotient: Toward a test of rational thinking. Cambridge, MA: MIT PressCrossRefGoogle Scholar
Staib, S. (2003). Teaching and measuring critical thinking. Journal of Nursing Education, 42, 498–508.CrossRefGoogle ScholarPubMed
Tremblay, K., Lalancette, D., & Roseveare, D. (2012). Assessment of higher education learning outcomes. OECD. Retrieved from www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×