Critical Thinking, Intelligence, and Unsubstantiated Beliefs: An Integrative Review

Abstract

A review of the research shows that critical thinking is a more inclusive construct than intelligence, going beyond what general cognitive ability can account for. For instance, critical thinking can more completely account for many everyday outcomes, such as how thinkers reject false conspiracy theories, paranormal and pseudoscientific claims, psychological misconceptions, and other unsubstantiated claims. Deficiencies in the components of critical thinking (in specific reasoning skills, dispositions, and relevant knowledge) contribute to unsubstantiated belief endorsement in ways that go beyond what standardized intelligence tests test. Specifically, people who endorse unsubstantiated claims less tend to show better critical thinking skills, possess more relevant knowledge, and are more disposed to think critically. They tend to be more scientifically skeptical and possess a more rational–analytic cognitive style, while those who accept unsubstantiated claims more tend to be more cynical and adopt a more intuitive–experiential cognitive style. These findings suggest that for a fuller understanding of unsubstantiated beliefs, researchers and instructors should also assess specific reasoning skills, relevant knowledge, and dispositions which go beyond what intelligence tests test.

A Mixed Study of Beliefs about Critical Thinking in a Sample of Trainee Teachers in Argentina and Spain

“…The role of CT has been investigated as a prerequisite for the development of good citizenship through a critical reading of the problem of hatred in societies [11]; as a crucial competence that enables responsible behavior and a critical attitude toward balanced and adequate financial management [12]; as a possible element associated with the wellbeing of people, both individually and socially [13]; as a much more comprehensive element for understanding the world and taking action than visions based on intelligence per se [14]; as a key skill that guarantees the competitive advantage of organizations [15]; as a catalytic element in the face of the irruption of artificial intelligence [16]; as a key component in higher education to prepare future professionals for both today's and the upcoming competitive labor markets [17]; as a fundamental skill, together with academic self-efficacy, that can regulate generalized anxiety and dissatisfaction with studies [18]; and as an element that contributes to the achievement of goals in both careers and higher education and may be more important than professional content knowledge [19]. CT, along with the ability to interact in an appropriate and positive way, has become an essential element of employability for many industries [20]; it can be a generator of psychological distress when mindfulness is low, although it has positive associations with cognitive functioning [8].…”