Evidence map›Paper›PMID 37367507›Full record

ArticleJournal of Intelligence2023

An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings.

Christopher P Dwyer

Abstract read
In one paragraph

Article in Journal of Intelligence, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
14citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

14 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
  3. Article
  4. Article
  5. Article
  6. Article
  7. Article
  8. Article
  9. Article
  10. Review
  11. Article
  12. Mindware: Critical Thinking in Everyday Life.Journal of Intelligence · 2024
    Article
  13. Critical Thinking, Formation, and Change.Journal of Intelligence · 2023
    Article
  14. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

1 author.

Christopher P DwyerTechnology Education Research Group (TERG), Department of Teacher Education, Athlone Campus, Technological University of the Shannon: Midlands Midwest, N37 HD68 Westmeath, Ireland.ORCID 0000-0001-5935-4338

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Though a wide array of definitions and conceptualisations of critical thinking have been offered in the past, further elaboration on some concepts is required, particularly with respect to various factors that may impede an individual's application of critical thinking, such as in the case of reflective judgment. These barriers include varying levels of epistemological engagement or understanding, issues pertaining to heuristic-based thinking and intuitive judgment, as well as emotional and biased thinking. The aim of this review is to discuss such barriers and evaluate their impact on critical thinking in light of perspectives from research in an effort to reinforce the 'completeness' of extant critical thinking frameworks and to enhance the potential benefits of implementation in real-world settings. Recommendations and implications for overcoming such barriers are also discussed and evaluated.

Indexed as

biascritical thinkingemotionepistemologyreflective judgment

Identifiers

PMID37367507
PMCPMC10300824

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.