Abstract

The purpose of this paper is to give an overview of studies that sought to answer a number of questions about critical thinking First, studies are reviewed that looked at the correlation of scores on two major instruments, the Watson-Glaser Critical Thinking Appraisal and the California Critical Thinking Skills Test. Then, results are reported that provide information about the relation between critical thinking and academic skills, and the independence of the construct of critical thinking. Finally, findings are reported on the relation between critical thinking and critical thinking dispositions, job related skills, years of education, fields of study, classroom interactions, learning styles, and cultural factors.