A model for the assessment of rational thought and its potential operationalization

Authored by: Richard F. West , Keith E. Stanovich

The Routledge International Handbook of Research on Teaching Thinking

Print publication date:  June  2015
Online publication date:  May  2015

Print ISBN: 9780415747493
eBook ISBN: 9781315797021
Adobe ISBN: 9781317752301

10.4324/9781315797021.ch28

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Abstract

When a layperson thinks of individual differences in reasoning they think of IQ tests. It is quite natural that this is their primary association, because IQ tests are among the most publicized products of psychological research. This association is not entirely inaccurate either, because intelligence is correlated with performance on a host of reasoning tasks (Carroll, 1993; Deary, 2000, 2001; Flynn, 2007; Hunt, 2011; Lubinski, 2004). Nonetheless, a major theme of this chapter will be that certain very important classes of individual differences in thinking are ignored if only intelligence-related variance is the primary focus. A number of these ignored classes of individual differences are those relating to rational thought.

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