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  1.  57
    The Relationship of Critical Thinking to Success in College.Robert L. Williams & Stephen L. Worth - 2001 - Inquiry: Critical Thinking Across the Disciplines 21 (1):5-16.
    The definition, assessment, predictive validity, demographic correlates, and promotion of critical thinking at the college level are addressed in this article. Although the definitions of critical thinking vary substantially, a common theme is the linkage of conclusions to relevant evidence. Assessment measures range from quasi-standardized instruments to informal class assessment and include both generic and subject-specific formats. Although critical thinking potentially serves both as a predictor of college success and as a criterion of suceess, its greater utility may be as (...)
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  2.  41
    Knowledge and Critical Thinking as Course Predictors and Outcomes.Robert L. Williams, Renee Oliver & Jessica L. Allin - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (4):57-63.
    Pre- and postmeasures of course knowledge correlated more strongly and consistently with course performance variables than did pre- and postmeasures of generic critical thinking. In addition, the total sample improved significantly on course knowledge from the pre- to the postassessment but changed minimally on critical thinking. The extent and pattern of change in critical thinking differed somewhat for students making high and low grades in the course. High-grade students achieved significantly more favorable changes on both critical thinking and course knowledge (...)
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  3.  32
    Creative Performance in the Classroom.Robert L. Williams - 2002 - Inquiry: Critical Thinking Across the Disciplines 22 (1):7-20.
    The article describes practical and systematic procedures for assessing and promoting creativity in the classroom. Specifically, the article examines the possibility of operationally defining creativeperformance, assessing both the quantity and quality of creative responding, making the school environment more conducive to creative behavior, identifying instructional practices that promote creative performance, and strengthening creative behavior through appropriate consequences. the article concludes with the prospect of producing gains in creative behavior that generalize across time and tasks.
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  4.  24
    Critical Thinking and Sociopolitical Values Reflective of Political Ideology.Robert L. Williams, Kathleen B. Aspiranti & Katherine R. Krohn - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (3):22-30.
    Critical thinking measures have often been empirically associated with other cognitive dimensions but seldom with sociopolitical perspectives. Consequently, the current study examined the relationship of critical thinking to sociopolitical values reflective of political ideology, namely respect for civil liberties, emphasis on national security, militarism, and support for the Iraq War. In a sample of 232 undergraduates attending a Southeastern university, critical thinking correlated significantly with respect for civil liberties, emphasis on national security, militarism, and support for the Iraq War. A (...)
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  5.  20
    Role of Critical Thinking in Judging Accuracy and Sources of Claims Regarding Human Development.Robert L. Williams, Sherry K. Bain & Susan L. Stockdale - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (4):65-72.
    Teacher-education students in a large Human Development course took a generic critical thinking test and 2 companion questionnaires related to the accuracy of human-development claims andperceived sources of information for evaluating those claims. Based on their initial critical thinking scores, some students were identified as high or low critical thinkers and subsequently compared ontheir evaluations of developmental claims and perceived sources of information for their evaluations. The critical thinking groups differed in the following respects: High critical thinkers better judged theaccuracy (...)
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  6.  4
    Response Strength as a Function of Pre- and Post-Reward Delay and Physical Confinement.Robert L. Williams - 1967 - Journal of Experimental Psychology 74 (3):420-424.