Fostering Critical Thinking: Generative processing strategies to learn to avoid bias in reasoning

This dissertation focuses on fostering learning and transfer of critical thinking skills of higher education students. It has been investigated which instructional methods are effective in promoting an essential aspect of critical thinking, that is, the ability to avoid bias in reasoning and decision making

Effects of augmented exercise therapy time after stroke: a meta-analysis

<p><b>Background and Purpose:</b> To present a systematic review of studies that addresses the effects of intensity of augmented exercise therapy time (AETT) on activities of daily living (ADL), walking, and dexterity in patients with stroke.</p> <p><b>Summary of Review:</b> A database of articles published from 1966 to November 2003 was compiled from MEDLINE, CINAHL, Cochrane Central Register of Controlled Trials, PEDro, DARE, and PiCarta using combinations of the following key words: stroke, cerebrovascular disorders, physical therapy, physiotherapy, occupational therapy, exercise therapy, rehabilitation, intensity, dose–response relationship, effectiveness, and randomized controlled trial. References presented in relevant publications were examined as well as abstracts in proceedings. Studies that satisfied the following selection criteria were included: (1) patients had a diagnosis of stroke; (2) effects of intensity of exercise training were investigated; and (3) design of the study was a randomized controlled trial (RCT). For each outcome measure, the estimated effect size (ES) and the summary effect size (SES) expressed in standard deviation units (SDU) were calculated for ADL, walking speed, and dexterity using fixed and random effect models. Correlation coefficients were calculated between observed individual effect sizes on ADL of each study, additional time spent on exercise training, and methodological quality. Cumulative meta-analyses (random effects model) adjusted for the difference in treatment intensity in each study was used for the trials evaluating the effects of AETT provided. Twenty of the 31 candidate studies, involving 2686 stroke patients, were included in the synthesis. The methodological quality ranged from 2 to 10 out of the maximum score of 14 points. The meta-analysis resulted in a small but statistically significant SES with regard to ADL measured at the end of the intervention phase. Further analysis showed a significant homogeneous SES for 17 studies that investigated effects of increased exercise intensity within the first 6 months after stroke. No significant SES was observed for the 3 studies conducted in the chronic phase. Cumulative meta-analysis strongly suggests that at least a 16-hour difference in treatment time between experimental and control groups provided in the first 6 months after stroke is needed to obtain significant differences in ADL. A significant SES supporting a higher intensity was also observed for instrumental ADL and walking speed, whereas no significant SES was found for dexterity.</p> <p><b>Conclusion:</b> The results of the present research synthesis support the hypothesis that augmented exercise therapy has a small but favorable effect on ADL, particularly if therapy input is augmented at least 16 hours within the first 6 months after stroke. This meta-analysis also suggests that clinically relevant treatment effects may be achieved on instrumental ADL and gait speed.</p&gt

Psychometric properties of the Actively Open-minded Thinking scale

The Actively Open-minded Thinking scale (AOT; Stanovich & West, 2007) is a questionnaire that is used to measure the disposition towards rational thinking as a single psychological trait. Yet, despite its frequent use, also in abbreviated form, it is still unclear whether sumscores of the AOT can actually be used to order individuals on their disposition towards actively open-minded thinking and whether the questionnaire can be validly shortened. The present study aimed to obtain a valid and shorter AOT. We conducted Mokken scale analyses on the (Dutch) AOT using two samples of higher education students (N = 930; N = 509). Our analyses showed that none of the 41 items could discriminate sufficiently between respondents with varying latent trait levels. Furthermore, no item-set of the AOT could be obtained to validly order individuals on the assumed latent trait, which is a crucial assumption when using it in research. Consequently, it is questionable whether scores on the AOT provide insights into the concept it aims to measure

Identifying obstacles to transfer of critical thinking skills

This study investigated whether unsuccessful transfer of critical thinking (CT) would be due to recognition, recall, or application problems (cf. three-step model of transfer). In two experiments (laboratory: N = 196; classroom: N = 104), students received a CT-skills pretest (including learning, near transfer, and far transfer items), CT-instructions, practice problems, and a CT-skills posttest. On the posttest transfer items, students either (1) received no support, (2) received recognition support, (3) were prompted to recall acquired knowledge, or (4) received recall support. Results showed that CT could be fostered through instruction and practice: we found learning, near transfer, and (albeit small) far transfer performance gains and reduced test-taking time. There were no significant differences between the four support conditions, however, suggesting that the difficulty of transfer of CT-skills lies in problems with application/mapping acquired knowledge onto new tasks. Additionally, exploratory results on free recall data suggested suboptimal recall can be a problem as well