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Koenig, M A; Harris, P L (2005). "Preschoolers mistrust ignorant and inaccurate speakers". Child Development. 76 (6): 1261–1277. CiteSeerX 10.1.1.501.253. doi: 10.1111/j.1467-8624.2005.00849.x. PMID 16274439. a b Facione, Peter A.; Facione, Noreen C. (March 1993). "Profiling critical thinking dispositions". Assessment Update. 5 (2): 1–4. doi: 10.1002/au.3650050202. ISSN 1041-6099. Lion Gardiner, Redesigning Higher Education: Producing Dramatic Gains in Student Learning, in conjunction with: ERIC Clearinghouse on Higher Education, 1995 Critical thinking is a type of thinking pattern that requires people to be reflective, and pay attention to decision-making which guides their beliefs and actions. Critical thinking allows people to deduct with more logic, to process sophisticated information and look at various sides of an issue so they can produce more solid conclusions." [25] Boychuk Duchscher, Judy E. (1999). "Catching the wave: understanding the concept of critical thinking". Journal of Advanced Nursing. 29 (3): 577–583. doi: 10.1046/j.1365-2648.1999.00925.x. PMID 28796334.

Searching for evidence of critical thinking in discourse has roots in a definition of critical thinking put forth by Kuhn (1991), [66] which emphasizes the social nature of discussion and knowledge construction. There is limited research on the role of social experience in critical thinking development, but there is some evidence to suggest it is an important factor. For example, research has shown that 3- to 4-year-old children can discern, to some extent, the differential creditability [67] and expertise [68] of individuals. Further evidence for the impact of social experience on the development of critical thinking skills comes from work that found that 6- to 7-year-olds from China have similar levels of skepticism to 10- and 11-year-olds in the United States. [69] If the development of critical thinking skills was solely due to maturation, it is unlikely we would see such dramatic differences across cultures. Although critical thinking could be defined in several different ways, there is a general agreement in its key component—the desire to reach for a satisfactory result, and this should be achieved by rational thinking and result-driven manner. Halpern thinks that critical thinking firstly involves learned abilities such as problem-solving, calculation and successful probability application. It also includes a tendency to engage the thinking process. In recent times, Stanovich believed that modern IQ testing could hardly measure the ability of critical thinking. [27]

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Each discipline adapts its use of critical thinking concepts and principles. The core concepts are always there, but they are embedded in subject-specific content. [ citation needed] For students to learn content, intellectual engagement is crucial. All students must do their own thinking, their own construction of knowledge. Good teachers recognize this and therefore focus on the questions, readings, activities that stimulate the mind to take ownership of key concepts and principles underlying the subject. [ citation needed] Contemporary cognitive psychology regards human reasoning as a complex process that is both reactive and reflective. [44] This presents a problem which is detailed as a division of a critical mind in juxtaposition to sensory data and memory. As a type of intellectualism the development of critical thinking, [11] is a means of critical analysis that applies rationality to develop a critique of the subject matter. [12] The U.S. National Council for Excellence in Critical Thinking [13] defines critical thinking as the "intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action." [14] Etymology and origin of critical thinking [ edit ]

Bailin, Sharon; Case, Roland; Coombs, Jerrold R.; Daniels, Leroi B. (May 1999). "Common misconceptions of critical thinking". Journal of Curriculum Studies. 31 (3): 269–283. doi: 10.1080/002202799183124. ISSN 0022-0272.

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Butler, Heather; Christopher Pentoney; Mabelle P. Bong (September 2017). "Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence". Thinking Skills and Creativity. 25: 38–46. doi: 10.1016/j.tsc.2017.06.005. - See at ResearchGate