Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions.
Abstract
In this article, the authors argue that there are a range of effects usually studied within cognitive psychology that are legitimately thought of as aspects of critical thinking: the cognitive biases studied in the heuristics and biases literature. In a study of 793 student participants, the authors found that the ability to avoid these biases was moderately correlated with a more traditional laboratory measure of critical thinking—the ability to reason logically when logic conflicts with prior belief. The correlation between these two classes of critical thinking skills was not due to a joint connection with general cognitive ability because it remained statistically significant after the variance due to cognitive ability was partialed out. Measures of thinking dispositions (actively open-minded thinking and need for cognition) predicted unique variance in both classes of critical thinking skills after general cognitive ability had been controlled.
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There is reliable variance in rational thinking independent of intelligence.
“That there is reliable variance in rational thinking independent of intelligence has been suggested before (Stanovich & West, 1998c, 2008b;West et al., 2008), but the properties of this intelligence-partialed variance are largely unexplored.”
From The Cognitive Reflection Test as a predictor of performance on heuristics-and-biases tasks (2011) · cites this paper as West et al., 2008
The mobilization of cognitive resources such as those involved in critical reasoning on logical bases usually makes it possible to overcome cognitive biases and adjust one's reasoning.
“Though some cognitive biases can even be seen as normal ways of thinking and feeling, sometimes shaping human beliefs and ideologies in ways that make it completely normal—and even definitely human—not to be objective (see Thornhill-Miller and Millican 2015), the mobilization of cognitive resources such as those involved in critical reasoning on logical bases usually makes it possible to overcome”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as West et al. 2008
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Swami, V., Voracek, M., Stieger, S., Tran, U. S., & Furnham, A. (2014) · Cognition · doi:10.1016/j.cognition.2014.08.006 · Cited by 726 · see citing works
Investment and intellect: A review and meta-analysis.
von Stumm, S., & Ackerman, P. L. (2013) · Psychological Bulletin · doi:10.1037/a0030746 · Cited by 321 · see citing works
Determinants of 21st-century digital skills: A large-scale survey among working professionals
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2019.06.017 · Cited by 379 · see citing works
Toplak, M. E., West, R. F., & Stanovich, K. E. (2014) · Developmental Psychology · doi:10.1037/a0034910 · Cited by 170 · see citing works
Self-citationEvolution and Children’s Cognitive and Academic Development
Geary, D. C., & Berch, D. B. (2016) · Evolutionary Psychology · doi:10.1007/978-3-319-29986-0_9 · Cited by 101 · see citing works
- Authors
- West, R. F., Toplak, M. E., & Stanovich, K. E.
- Affiliations
- James Madison University (US)
- York University (CA)
- University of Toronto (CA)
- Venue
- Journal of Educational Psychology
- Published
- 2008-11
- Volume
- 100
- Issue
- 4
- Pages
- 930-941
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1975783365
- Cited by
- 416
- References
- 131
- Citations by year
- 2026: 9 · 2025: 22 · 2024: 27 · 2023: 47 · 2022: 25 · 2021: 38 · 2020: 39 · 2019: 36 · 2018: 26 · 2017: 23 · 2016: 25 · 2015: 20 · 2014: 15 · 2013: 18 · 2012: 16
- FWCI
- 43.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- Social Sciences and Humanities Research Council of Canada
- Canada Research Chairs program
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Decision Sciences › General Decision Sciences › Decision-Making and Behavioral Economics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- heuristics and biases, cognitive biases, critical thinking, cognitive ability, thinking dispositions, open-mindedness, need for cognition, logical reasoning, prior beliefs
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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