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Psychological Versus Generic Critical Thinking as Predictors and Outcome Measures in a Large Undergraduate Human Development Course

From: The Journal of General Education
Volume 53, Number 1, 2004
pp. 37-58 | 10.1353/jge.2004.0022

Abstract

This study examines the differential status of psychological critical thinking and generic critical thinking as predictors of test performance and as outcome measures in a large human development course. Psychological critical thinking proved to be the better predictor of test performance and more responsive to instructional procedures in the course.