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Critical Thinking Quizzes, Questions & Answers

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30 Logical Thinking Test Questions and Answers

Logical thinking, also known as rational or critical thinking, refers to the ability to analyze information, reason logically, and draw valid conclusions based on evidence and facts. It involves employing objective and systematic approaches to problem-solving, decision-making, and evaluating arguments or situations.

Logical thinking relies on several key components, including:

1. Reasoning: The process of drawing conclusions or making inferences based on available information, facts, and evidence. It involves evaluating relationships between ideas, identifying patterns, and making logical connections.

2. Analysis: Breaking down complex information or problems into smaller, more manageable parts to understand their individual components and their relationships. This allows for a deeper understanding of the subject matter.

3. Evaluation: Assessing the validity, credibility, and relevance of information, arguments, or claims. It involves critically examining evidence and sources to determine their reliability and potential biases.

4. Decision-making: The process of selecting the most suitable course of action among various alternatives. Logical thinking helps in considering the available options, evaluating their potential outcomes, and making informed decisions based on evidence and logical analysis.

5. Objectivity: Approaching information and situations without personal biases, emotions, or preconceived notions. Logical thinking encourages individuals to focus on facts and evidence rather than subjective opinions or beliefs.

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Developing logical thinking skills is essential in various aspects of life, including academics, professional settings, problem-solving tasks, and everyday decision-making. It enables individuals to think critically, make informed choices, and effectively analyze and solve complex problems. Logical thinking helps individuals become better communicators, more effective leaders, and more proficient in understanding and navigating the world around them.

Part 1: 30 multiple-choice questions and answers to test your logical thinking skills

1. Which of the following is an example of deductive reasoning? a) All mammals have fur. A dog is a mammal. Therefore, a dog has fur. b) Some birds can fly. Penguins are birds. Therefore, penguins can fly. c) Apples are a type of fruit. Oranges are a type of fruit. Therefore, apples are oranges. d) None of the above Answer: a) All mammals have fur. A dog is a mammal. Therefore, a dog has fur.

2. If all cats have whiskers and Fluffy is a cat, what can we conclude? a) Fluffy does not have whiskers. b) Fluffy has whiskers. c) All animals with whiskers are cats. d) None of the above Answer: b) Fluffy has whiskers.

3. Which of the following is an example of inductive reasoning? a) Every time I eat strawberries, I get a headache. Therefore, strawberries cause headaches. b) All birds have wings. Penguins are birds. Therefore, penguins have wings. c) All trees are green. This tree is green. Therefore, this tree is a tree. d) None of the above Answer: a) Every time I eat strawberries, I get a headache. Therefore, strawberries cause headaches.

4. If A implies B and B implies C, what can we conclude? a) A implies C. b) C implies A. c) B implies A. d) None of the above Answer: a) A implies C.

5. Which of the following is an example of logical reasoning? a) If it is raining, then the ground is wet. The ground is wet, so it must be raining. b) If it is raining, then the ground is wet. The ground is dry, so it must be raining. c) If it is raining, then the ground is wet. The ground is wet, so it cannot be raining. d) None of the above Answer: a) If it is raining, then the ground is wet. The ground is wet, so it must be raining.

6. If all dogs have tails, and Max is a dog, what can we conclude? a) Max does not have a tail. b) Max has a tail. c) Only some dogs have tails. d) None of the above Answer: b) Max has a tail.

7. If all birds can fly, and penguins are birds, what can we conclude? a) Penguins can fly. b) Penguins cannot fly. c) Not all birds can fly. d) None of the above Answer: b) Penguins cannot fly.

8. If A is true, and A implies B, what can we conclude? a) B is true. b) A is false. c) B is false. d) None of the above Answer: a) B is true.

9. If some dogs have spots, and Max is a dog without spots, what can we conclude? a) Max must be a different species. b) Max is a dog with spots. c) Max is a dog without spots. d) None of the above Answer: c) Max is a dog without spots.

10. If all swans are white, and this bird is white, what can we conclude? a) This bird is a swan. b) This bird is not a swan. c) All birds are white. d) None of the above Answer: a) This bird is a swan.

11. If all cars have wheels, and this vehicle has wheels, what can we conclude? a) This vehicle is a car. b) This vehicle is not a car. c) All vehicles have wheels. d) None of the above Answer: a) This vehicle is a car.

12. If it is sunny, John goes for a walk. John is going for a walk. What can we conclude? a) It is sunny. b) It is not sunny. c) John always goes for a walk. d) None of the above Answer: d) None of the above

13. If all pens write, and this pen does not write, what can we conclude? a) This pen is broken. b) All pens do not write. c) This pen is not a pen. d) None of the above Answer: a) This pen is broken.

14. If all apples are fruits, and this is a fruit, what can we conclude? a) This is an apple. b) This is not an apple. c) All fruits are apples. d) None of the above Answer: b) This is not an apple.

15. If A is true and B is false, what can we conclude about “A and B”? a) “A and B” is true. b) “A and B” is false. c) It is not possible to determine the truth value of “A and B”. d) None of the above Answer: b) “A and B” is false.

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16. If all squares are rectangles, and this shape is a rectangle, what can we conclude? a) This shape is a square. b) This shape is not a square. c) All rectangles are squares. d) None of the above Answer: b) This shape is not a square.

17. If it is hot outside, and Jane is wearing a coat, what can we conclude? a) Jane is cold. b) Jane is not cold. c) It is not hot outside. d) None of the above Answer: b) Jane is not cold.

18. If all triangles have three sides, and this shape has three sides, what can we conclude? a) This shape is a triangle. b) This shape is not a triangle. c) All shapes have three sides. d) None of the above Answer: a) This shape is a triangle.

19. If all birds have beaks

, and this animal has a beak, what can we conclude? a) This animal is a bird. b) This animal is not a bird. c) All animals have beaks. d) None of the above Answer: a) This animal is a bird.

20. If A implies B and B implies C, what can we conclude about A and C? a) A implies C. b) C implies A. c) B implies A. d) None of the above Answer: a) A implies C.

21. If it is raining, then the ground is wet. The ground is wet, so it must be raining. What type of reasoning is this an example of? a) Deductive reasoning b) Inductive reasoning c) Abductive reasoning d) None of the above Answer: a) Deductive reasoning

22. If all mammals have fur, and a cat is a mammal, what can we conclude? a) All mammals are cats. b) Cats have fur. c) All animals have fur. d) None of the above Answer: b) Cats have fur.

23. If it is 5 PM and the store closes at 6 PM, what can we conclude? a) The store is open. b) The store is closed. c) It is daytime. d) None of the above Answer: a) The store is open.

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24. If A implies B, and B is false, what can we conclude about A? a) A is true. b) A is false. c) It is not possible to determine the truth value of A. d) None of the above Answer: b) A is false.

25. If all dogs have tails, and Max is a dog without a tail, what can we conclude? a) Max is not a dog. b) Max is a dog with a tail. c) Max is a dog without a tail. d) None of the above Answer: a) Max is not a dog.

26. If it is winter, then it is cold. It is winter, so it must be cold. What type of reasoning is this an example of? a) Deductive reasoning b) Inductive reasoning c) Abductive reasoning d) None of the above Answer: a) Deductive reasoning

27. If all birds can fly, and a penguin is a bird, what can we conclude about penguins? a) Penguins can fly. b) Penguins cannot fly. c) Not all birds can fly. d) None of the above Answer: b) Penguins cannot fly.

28. If A implies B, and B implies C, what can we conclude about C and A? a) C implies A. b) A implies C. c) B implies A. d) None of the above Answer: b) A implies C.

29. If all fruits are healthy, and an apple is a fruit, what can we conclude about apples? a) Apples are healthy. b) Apples are not healthy. c) All healthy things are apples. d) None of the above Answer: a) Apples are healthy.

30. If it is daytime, and John is sleeping, what can we conclude? a) It is nighttime. b) It is daytime. c) John is not sleeping. d) None of the above Answer: d) None of the above

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Critical thinking puzzles for adults (with answers)

Critical thinking can help to better navigate the information-dense and complex world we live in. By thinking critically we can better identify priorities, take a sensible approach to problem-solving and reach conclusions logically in line with evidence. Puzzles are an excellent way both to learn and practice critical thinking skills.

If you’d like to learn more about critical thinking or simply practice your skills with some puzzles, then this is the article for you. Read a little bit more about critical thinking skills and how to apply them first, or just skip straight to the puzzles and see how you get on.

What is critical thinking?

Critical thinking is a broad approach to problem solving and analysis based on logic and evidence. It brings together a wide range of intellectual competences and the ability to combine and cross-reference them. Some of the most important elements of a critical thinking approach include:

Analytical skills:

understanding of questions and concepts
differentiation of relevant / irrelevant evidence and information
identification of similarities, connections and differences
use of metaphors or analogies to communicate ideas

Powers of inference:

extraction of meaning from data using inductive or deductive reasoning
extrapolation of data or abstraction into concepts and patterns
correct identification and deployment of analogies and assumptions
grasp of causal relationships, allowing development of conclusions and theories.

Data and theory evaluation:

assessment of how strong, important or credible a theory might be
taking on board new data and new arguments which alter understanding of ideas and theory

Rational decision-making:

– application of all the skills and competences above in order to come to a rational conclusion.

Problem-solving attitude: In addition to being able to think critically, you must also be personally inclined to think critically when facing a difficult or complex challenge. Developing qualities including curiosity and fairness, while distancing yourself from ideologies and group-think, should all help to create the kind of psychological landscape where critical thinking can flourish.

How can I learn critical thinking?

Critical thinking skills are hard to develop from only reading books or listening to lectures. The most effective way to sharpen and deepen critical thinking faculties is to practice critical thinking . Critical thinking puzzles offer a fun way to learn and the eight critical thinking puzzles we’ve chosen for this article should help you make a good start.

logic and critical thinking mcqs with answers

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Eight critical thinking puzzles – with answers

Puzzle 1 – letter puzzles.

What common feature do the following words share?

Answer: All of these words begin with a vowel. This type of puzzle may send your mind off in the wrong direction, thinking about the objects or concepts described by the words, and the properties they might share. In fact, the solution lies in a far more simple consideration of the alphabet. Puzzle 1 is a simple example of a common type of letter or word puzzle.

Puzzle 2 – Commonalities and differences

What do the following items have in common and which is the odd one out?

Orange Juice

Answer: These items are all liquids and the odd one out is petrol, since all the others are drinkable liquids.

Puzzle 3 – Falling on his feet

A man who lives in a high-rise building decides to exit through the window one morning rather than using the door. Somehow he survives the fall without a scratch and walks away to work. How did this happen?

Answer: The man lived on the ground or first floor and merely stepped or jumped down to the pavement outside. By stating early on that the building in question was a high-rise building, it’s easy for someone reading quickly to assume that the man jumped from a window on a high store but this it s not necessarily the case.

Puzzle 4 – Walk this way

A group of five people enter a windowless meeting room together. An hour later when the meeting ends, four walk out of the door, leaving the room empty. What has happened to the fifth member of the group?

Answer: The fifth person was in a wheelchair and wheeled out of the room rather than walked. Solving this puzzle requires you to think laterally about the question and the possible solutions. The answer can be found by asking yourself whether the emphasis of the question is on the emptiness of the room or the means by which the other four people left.

Puzzle 5 – Shapes and symbols

When lying on my side, I am everything, but when cut in half, I am nothing. What am I?

Answer: The number 8. This puzzle requires that you think about a shape being repositioned or cut in a way that can change it to “everything” or “nothing”. Number 8 on its side is the mathematical symbol for infinity (i.e. everything) and also shaped like two small number 0s put together.

Puzzle 6 – Three hard options

The hero is escaping the lair of an evil super-villain and is faced with three possible exits:

Door A leads into a pit of bubbling lava
Door B leads to a room housing a deadly hitman
Door C leads to the den full of lions that haven’t had a meal for a year.

Which door should the hero choose?

Answer: Door C. If the lion hasn’t eaten in a year, it will definitely be dead by now. This type of puzzle requires you to consider the full implications of the information given, rather than being drawn into a comparison of the relative dangers of lava, hitmen and lions…

Puzzle 7 – The bus driver’s eyes

You are a bus driver. Today the bus is empty at the start of your route but at the first stop, four people get onto the bus. Eight people get on at the second stop, while three alight. When the bus reaches the third stop, one more gets off, and three get on.

At the fourth stop, two people get off the bus and one gets on. The bus is traveling at an average speed of 30mph and its tires are new. What color are the bus driver’s eyes?

Answer: You are the bus driver so the color will be the color of your own eyes. This type of puzzle tries to confuse you and obscure the single piece of relevant information by presenting large quantities of irrelevant information.

Puzzle 8 – Losing weight

A man walks into a room, closes the doors behind him and presses a button. In a matter of seconds the man is 20lb lighter. Despite this, he leaves the room at the same weight he entered it.

Answer: The room in question is actually an elevator. When the man gets in and presses the button, the elevator moves downwards with an acceleration that reduces the effect of gravity and makes the man temporarily 20lb lighter. Once the lift stops moving, the man’s weight is subject to normal gravity, just the same as before. Solving this puzzle requires a small piece of general physics knowledge.

A final word…

We hope you’ve enjoyed our critical thinking puzzles for adults and that your critical thinking skills are feeling refreshed and sharpened after reading our article. Whether at school, in the workplace, or in general life, critical thinking can be a valuable tool for success and anyone can learn to use it.

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Logical Reasoning Multiple Choice Questions

Welcome to the captivating realm of Logical Reasoning, a world where critical thinking and deductive skills shine brilliantly. In this category, we present an extensive array of Multiple Choice Questions (MCQs) meticulously designed to not only enhance your logical reasoning abilities but also to ignite your passion for problem-solving and analytical thinking.

Within the domain of logical reasoning, you will embark on a journey that explores the art of problem-solving, pattern recognition, and logical analysis. Our MCQs span different types of logical reasoning, including deductive, inductive, and abductive reasoning.

You will have the opportunity to master techniques for solving a wide range of puzzles, unravel intricate syllogisms, and construct sound logical arguments.

Whether you are preparing for competitive exams, interviews, or simply seeking to boost your cognitive skills for everyday life, our questions provide the ideal platform to sharpen your logical reasoning prowess and unlock your full potential.

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Introduction to Logic and Critical Thinking

(10 reviews)

Matthew Van Cleave, Lansing Community College

Publisher: Matthew J. Van Cleave

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by "yusef" Alexander Hayes, Professor, North Shore Community College on 6/9/21

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness. read more

Comprehensiveness rating: 5 see less

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness.

Content Accuracy rating: 5

The book is accurate.

Relevance/Longevity rating: 5

While many modern examples are used, and they are helpful, they are not necessarily needed. The usefulness of logical principles and skills have proved themselves, and this text presents them clearly with many examples.

Clarity rating: 5

It is obvious that the author cares about their subject, audience, and students. The text is comprehensible and interesting.

Consistency rating: 5

The format is easy to understand and is consistent in framing.

Modularity rating: 5

This text would be easy to adapt.

Organization/Structure/Flow rating: 5

The organization is excellent, my one suggestion would be a concluding chapter.

Interface rating: 5

I accessed the PDF version and it would be easy to work with.

Grammatical Errors rating: 5

The writing is excellent.

Cultural Relevance rating: 5

This is not an offensive text.

Reviewed by Susan Rottmann, Part-time Lecturer, University of Southern Maine on 3/2/21

Comprehensiveness rating: 4 see less

I reviewed this book for a course titled "Creative and Critical Inquiry into Modern Life." It won't meet all my needs for that course, but I haven't yet found a book that would. I wanted to review this one because it states in the preface that it fits better for a general critical thinking course than for a true logic course. I'm not sure that I'd agree. I have been using Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," and I think that book is a better introduction to critical thinking for non-philosophy majors. However, the latter is not open source so I will figure out how to get by without it in the future. Overall, the book seems comprehensive if the subject is logic. The index is on the short-side, but fine. However, one issue for me is that there are no page numbers on the table of contents, which is pretty annoying if you want to locate particular sections.

Content Accuracy rating: 4

I didn't find any errors. In general the book uses great examples. However, they are very much based in the American context, not for an international student audience. Some effort to broaden the chosen examples would make the book more widely applicable.

Relevance/Longevity rating: 4

I think the book will remain relevant because of the nature of the material that it addresses, however there will be a need to modify the examples in future editions and as the social and political context changes.

Clarity rating: 3

The text is lucid, but I think it would be difficult for introductory-level students who are not philosophy majors. For example, in Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," the sub-headings are very accessible, such as "Experts cannot rescue us, despite what they say" or "wishful thinking: perhaps the biggest single speed bump on the road to critical thinking." By contrast, Van Cleave's "Introduction to Logic and Critical Thinking" has more subheadings like this: "Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form" or "Propositional logic and the four basic truth functional connectives." If students are prepared very well for the subject, it would work fine, but for students who are newly being introduced to critical thinking, it is rather technical.

It seems to be very consistent in terms of its terminology and framework.

Modularity rating: 4

The book is divided into 4 chapters, each having many sub-chapters. In that sense, it is readily divisible and modular. However, as noted above, there are no page numbers on the table of contents, which would make assigning certain parts rather frustrating. Also, I'm not sure why the book is only four chapter and has so many subheadings (for instance 17 in Chapter 2) and a length of 242 pages. Wouldn't it make more sense to break up the book into shorter chapters? I think this would make it easier to read and to assign in specific blocks to students.

Organization/Structure/Flow rating: 4

The organization of the book is fine overall, although I think adding page numbers to the table of contents and breaking it up into more separate chapters would help it to be more easily navigable.

Interface rating: 4

The book is very simply presented. In my opinion it is actually too simple. There are few boxes or diagrams that highlight and explain important points.

The text seems fine grammatically. I didn't notice any errors.

The book is written with an American audience in mind, but I did not notice culturally insensitive or offensive parts.

Overall, this book is not for my course, but I think it could work well in a philosophy course.

Reviewed by Daniel Lee, Assistant Professor of Economics and Leadership, Sweet Briar College on 11/11/19

This textbook is not particularly comprehensive (4 chapters long), but I view that as a benefit. In fact, I recommend it for use outside of traditional logic classes, but rather interdisciplinary classes that evaluate argument read more

Comprehensiveness rating: 3 see less

To the best of my ability, I regard this content as accurate, error-free, and unbiased

The book is broadly relevant and up-to-date, with a few stray temporal references (sydney olympics, particular presidencies). I don't view these time-dated examples as problematic as the logical underpinnings are still there and easily assessed

Clarity rating: 4

My only pushback on clarity is I didn't find the distinction between argument and explanation particularly helpful/useful/easy to follow. However, this experience may have been unique to my class.

To the best of my ability, I regard this content as internally consistent

I found this text quite modular, and was easily able to integrate other texts into my lessons and disregard certain chapters or sub-sections

The book had a logical and consistent structure, but to the extent that there are only 4 chapters, there isn't much scope for alternative approaches here

No problems with the book's interface

The text is grammatically sound

Cultural Relevance rating: 4

Perhaps the text could have been more universal in its approach. While I didn't find the book insensitive per-se, logic can be tricky here because the point is to evaluate meaningful (non-trivial) arguments, but any argument with that sense of gravity can also be traumatic to students (abortion, death penalty, etc)

No additional comments

Reviewed by Lisa N. Thomas-Smith, Graduate Part-time Instructor, CU Boulder on 7/1/19

The text covers all the relevant technical aspects of introductory logic and critical thinking, and covers them well. A separate glossary would be quite helpful to students. However, the terms are clearly and thoroughly explained within the text,... read more

The content is excellent. The text is thorough and accurate with no errors that I could discern. The terminology and exercises cover the material nicely and without bias.

The text should easily stand the test of time. The exercises are excellent and would be very helpful for students to internalize correct critical thinking practices. Because of the logical arrangement of the text and the many sub-sections, additional material should be very easy to add.

The text is extremely clearly and simply written. I anticipate that a diligent student could learn all of the material in the text with little additional instruction. The examples are relevant and easy to follow.

The text did not confuse terms or use inconsistent terminology, which is very important in a logic text. The discipline often uses multiple terms for the same concept, but this text avoids that trap nicely.

The text is fairly easily divisible. Since there are only four chapters, those chapters include large blocks of information. However, the chapters themselves are very well delineated and could be easily broken up so that parts could be left out or covered in a different order from the text.

The flow of the text is excellent. All of the information is handled solidly in an order that allows the student to build on the information previously covered.

The PDF Table of Contents does not include links or page numbers which would be very helpful for navigation. Other than that, the text was very easy to navigate. All the images, charts, and graphs were very clear

I found no grammatical errors in the text.

Cultural Relevance rating: 3

The text including examples and exercises did not seem to be offensive or insensitive in any specific way. However, the examples included references to black and white people, but few others. Also, the text is very American specific with many examples from and for an American audience. More diversity, especially in the examples, would be appropriate and appreciated.

Reviewed by Leslie Aarons, Associate Professor of Philosophy, CUNY LaGuardia Community College on 5/16/19

This is an excellent introductory (first-year) Logic and Critical Thinking textbook. The book covers the important elementary information, clearly discussing such things as the purpose and basic structure of an argument; the difference between an argument and an explanation; validity; soundness; and the distinctions between an inductive and a deductive argument in accessible terms in the first chapter. It also does a good job introducing and discussing informal fallacies (Chapter 4). The incorporation of opportunities to evaluate real-world arguments is also very effective. Chapter 2 also covers a number of formal methods of evaluating arguments, such as Venn Diagrams and Propositional logic and the four basic truth functional connectives, but to my mind, it is much more thorough in its treatment of Informal Logic and Critical Thinking skills, than it is of formal logic. I also appreciated that Van Cleave’s book includes exercises with answers and an index, but there is no glossary; which I personally do not find detracts from the book's comprehensiveness.

Overall, Van Cleave's book is error-free and unbiased. The language used is accessible and engaging. There were no glaring inaccuracies that I was able to detect.

Van Cleave's Textbook uses relevant, contemporary content that will stand the test of time, at least for the next few years. Although some examples use certain subjects like former President Obama, it does so in a useful manner that inspires the use of critical thinking skills. There are an abundance of examples that inspire students to look at issues from many different political viewpoints, challenging students to practice evaluating arguments, and identifying fallacies. Many of these exercises encourage students to critique issues, and recognize their own inherent reader-biases and challenge their own beliefs--hallmarks of critical thinking.

As mentioned previously, the author has an accessible style that makes the content relatively easy to read and engaging. He also does a suitable job explaining jargon/technical language that is introduced in the textbook.

Van Cleave uses terminology consistently and the chapters flow well. The textbook orients the reader by offering effective introductions to new material, step-by-step explanations of the material, as well as offering clear summaries of each lesson.

This textbook's modularity is really quite good. Its language and structure are not overly convoluted or too-lengthy, making it convenient for individual instructors to adapt the materials to suit their methodological preferences.

The topics in the textbook are presented in a logical and clear fashion. The structure of the chapters are such that it is not necessary to have to follow the chapters in their sequential order, and coverage of material can be adapted to individual instructor's preferences.

The textbook is free of any problematic interface issues. Topics, sections and specific content are accessible and easy to navigate. Overall it is user-friendly.

I did not find any significant grammatical issues with the textbook.

The textbook is not culturally insensitive, making use of a diversity of inclusive examples. Materials are especially effective for first-year critical thinking/logic students.

I intend to adopt Van Cleave's textbook for a Critical Thinking class I am teaching at the Community College level. I believe that it will help me facilitate student-learning, and will be a good resource to build additional classroom activities from the materials it provides.

Reviewed by Jennie Harrop, Chair, Department of Professional Studies, George Fox University on 3/27/18

While the book is admirably comprehensive, its extensive details within a few short chapters may feel overwhelming to students. The author tackles an impressive breadth of concepts in Chapter 1, 2, 3, and 4, which leads to 50-plus-page chapters that are dense with statistical analyses and critical vocabulary. These topics are likely better broached in manageable snippets rather than hefty single chapters.

The ideas addressed in Introduction to Logic and Critical Thinking are accurate but at times notably political. While politics are effectively used to exemplify key concepts, some students may be distracted by distinct political leanings.

The terms and definitions included are relevant, but the examples are specific to the current political, cultural, and social climates, which could make the materials seem dated in a few years without intentional and consistent updates.

While the reasoning is accurate, the author tends to complicate rather than simplify -- perhaps in an effort to cover a spectrum of related concepts. Beginning readers are likely to be overwhelmed and under-encouraged by his approach.

Consistency rating: 3

The four chapters are somewhat consistent in their play of definition, explanation, and example, but the structure of each chapter varies according to the concepts covered. In the third chapter, for example, key ideas are divided into sub-topics numbering from 3.1 to 3.10. In the fourth chapter, the sub-divisions are further divided into sub-sections numbered 4.1.1-4.1.5, 4.2.1-4.2.2, and 4.3.1 to 4.3.6. Readers who are working quickly to master new concepts may find themselves mired in similarly numbered subheadings, longing for a grounded concepts on which to hinge other key principles.

Modularity rating: 3

The book's four chapters make it mostly self-referential. The author would do well to beak this text down into additional subsections, easing readers' accessibility.

The content of the book flows logically and well, but the information needs to be better sub-divided within each larger chapter, easing the student experience.

The book's interface is effective, allowing readers to move from one section to the next with a single click. Additional sub-sections would ease this interplay even further.

Grammatical Errors rating: 4

Some minor errors throughout.

For the most part, the book is culturally neutral, avoiding direct cultural references in an effort to remain relevant.

Reviewed by Yoichi Ishida, Assistant Professor of Philosophy, Ohio University on 2/1/18

This textbook covers enough topics for a first-year course on logic and critical thinking. Chapter 1 covers the basics as in any standard textbook in this area. Chapter 2 covers propositional logic and categorical logic. In propositional logic, this textbook does not cover suppositional arguments, such as conditional proof and reductio ad absurdum. But other standard argument forms are covered. Chapter 3 covers inductive logic, and here this textbook introduces probability and its relationship with cognitive biases, which are rarely discussed in other textbooks. Chapter 4 introduces common informal fallacies. The answers to all the exercises are given at the end. However, the last set of exercises is in Chapter 3, Section 5. There are no exercises in the rest of the chapter. Chapter 4 has no exercises either. There is index, but no glossary.

The textbook is accurate.

The content of this textbook will not become obsolete soon.

The textbook is written clearly.

The textbook is internally consistent.

The textbook is fairly modular. For example, Chapter 3, together with a few sections from Chapter 1, can be used as a short introduction to inductive logic.

The textbook is well-organized.

There are no interface issues.

I did not find any grammatical errors.

This textbook is relevant to a first semester logic or critical thinking course.

Reviewed by Payal Doctor, Associate Professro, LaGuardia Community College on 2/1/18

This text is a beginner textbook for arguments and propositional logic. It covers the basics of identifying arguments, building arguments, and using basic logic to construct propositions and arguments. It is quite comprehensive for a beginner book, but seems to be a good text for a course that needs a foundation for arguments. There are exercises on creating truth tables and proofs, so it could work as a logic primer in short sessions or with the addition of other course content.

The books is accurate in the information it presents. It does not contain errors and is unbiased. It covers the essential vocabulary clearly and givens ample examples and exercises to ensure the student understands the concepts

The content of the book is up to date and can be easily updated. Some examples are very current for analyzing the argument structure in a speech, but for this sort of text understandable examples are important and the author uses good examples.

The book is clear and easy to read. In particular, this is a good text for community college students who often have difficulty with reading comprehension. The language is straightforward and concepts are well explained.

The book is consistent in terminology, formatting, and examples. It flows well from one topic to the next, but it is also possible to jump around the text without loosing the voice of the text.

The books is broken down into sub units that make it easy to assign short blocks of content at a time. Later in the text, it does refer to a few concepts that appear early in that text, but these are all basic concepts that must be used to create a clear and understandable text. No sections are too long and each section stays on topic and relates the topic to those that have come before when necessary.

The flow of the text is logical and clear. It begins with the basic building blocks of arguments, and practice identifying more and more complex arguments is offered. Each chapter builds up from the previous chapter in introducing propositional logic, truth tables, and logical arguments. A select number of fallacies are presented at the end of the text, but these are related to topics that were presented before, so it makes sense to have these last.

The text is free if interface issues. I used the PDF and it worked fine on various devices without loosing formatting.

1. The book contains no grammatical errors.

The text is culturally sensitive, but examples used are a bit odd and may be objectionable to some students. For instance, President Obama's speech on Syria is used to evaluate an extended argument. This is an excellent example and it is explained well, but some who disagree with Obama's policies may have trouble moving beyond their own politics. However, other examples look at issues from all political viewpoints and ask students to evaluate the argument, fallacy, etc. and work towards looking past their own beliefs. Overall this book does use a variety of examples that most students can understand and evaluate.

My favorite part of this book is that it seems to be written for community college students. My students have trouble understanding readings in the New York Times, so it is nice to see a logic and critical thinking text use real language that students can understand and follow without the constant need of a dictionary.

Reviewed by Rebecca Owen, Adjunct Professor, Writing, Chemeketa Community College on 6/20/17

This textbook is quite thorough--there are conversational explanations of argument structure and logic. I think students will be happy with the conversational style this author employs. Also, there are many examples and exercises using current events, funny scenarios, or other interesting ways to evaluate argument structure and validity. The third section, which deals with logical fallacies, is very clear and comprehensive. My only critique of the material included in the book is that the middle section may be a bit dense and math-oriented for learners who appreciate the more informal, informative style of the first and third section. Also, the book ends rather abruptly--it moves from a description of a logical fallacy to the answers for the exercises earlier in the text.

The content is very reader-friendly, and the author writes with authority and clarity throughout the text. There are a few surface-level typos (Starbuck's instead of Starbucks, etc.). None of these small errors detract from the quality of the content, though.

One thing I really liked about this text was the author's wide variety of examples. To demonstrate different facets of logic, he used examples from current media, movies, literature, and many other concepts that students would recognize from their daily lives. The exercises in this text also included these types of pop-culture references, and I think students will enjoy the familiarity--as well as being able to see the logical structures behind these types of references. I don't think the text will need to be updated to reflect new instances and occurrences; the author did a fine job at picking examples that are relatively timeless. As far as the subject matter itself, I don't think it will become obsolete any time soon.

The author writes in a very conversational, easy-to-read manner. The examples used are quite helpful. The third section on logical fallacies is quite easy to read, follow, and understand. A student in an argument writing class could benefit from this section of the book. The middle section is less clear, though. A student learning about the basics of logic might have a hard time digesting all of the information contained in chapter two. This material might be better in two separate chapters. I think the author loses the balance of a conversational, helpful tone and focuses too heavily on equations.

Consistency rating: 4

Terminology in this book is quite consistent--the key words are highlighted in bold. Chapters 1 and 3 follow a similar organizational pattern, but chapter 2 is where the material becomes more dense and equation-heavy. I also would have liked a closing passage--something to indicate to the reader that we've reached the end of the chapter as well as the book.

I liked the overall structure of this book. If I'm teaching an argumentative writing class, I could easily point the students to the chapters where they can identify and practice identifying fallacies, for instance. The opening chapter is clear in defining the necessary terms, and it gives the students an understanding of the toolbox available to them in assessing and evaluating arguments. Even though I found the middle section to be dense, smaller portions could be assigned.

The author does a fine job connecting each defined term to the next. He provides examples of how each defined term works in a sentence or in an argument, and then he provides practice activities for students to try. The answers for each question are listed in the final pages of the book. The middle section feels like the heaviest part of the whole book--it would take the longest time for a student to digest if assigned the whole chapter. Even though this middle section is a bit heavy, it does fit the overall structure and flow of the book. New material builds on previous chapters and sub-chapters. It ends abruptly--I didn't realize that it had ended, and all of a sudden I found myself in the answer section for those earlier exercises.

The simple layout is quite helpful! There is nothing distracting, image-wise, in this text. The table of contents is clearly arranged, and each topic is easy to find.

Tiny edits could be made (Starbuck's/Starbucks, for one). Otherwise, it is free of distracting grammatical errors.

This text is quite culturally relevant. For instance, there is one example that mentions the rumors of Barack Obama's birthplace as somewhere other than the United States. This example is used to explain how to analyze an argument for validity. The more "sensational" examples (like the Obama one above) are helpful in showing argument structure, and they can also help students see how rumors like this might gain traction--as well as help to show students how to debunk them with their newfound understanding of argument and logic.

The writing style is excellent for the subject matter, especially in the third section explaining logical fallacies. Thank you for the opportunity to read and review this text!

Reviewed by Laurel Panser, Instructor, Riverland Community College on 6/20/17

This is a review of Introduction to Logic and Critical Thinking, an open source book version 1.4 by Matthew Van Cleave. The comparison book used was Patrick J. Hurley’s A Concise Introduction to Logic 12th Edition published by Cengage as well as... read more

Competing with Hurley is difficult with respect to comprehensiveness. For example, Van Cleave’s book is comprehensive to the extent that it probably covers at least two-thirds or more of what is dealt with in most introductory, one-semester logic courses. Van Cleave’s chapter 1 provides an overview of argumentation including discerning non-arguments from arguments, premises versus conclusions, deductive from inductive arguments, validity, soundness and more. Much of Van Cleave’s chapter 1 parallel’s Hurley’s chapter 1. Hurley’s chapter 3 regarding informal fallacies is comprehensive while Van Cleave’s chapter 4 on this topic is less extensive. Categorical propositions are a topic in Van Cleave’s chapter 2; Hurley’s chapters 4 and 5 provide more instruction on this, however. Propositional logic is another topic in Van Cleave’s chapter 2; Hurley’s chapters 6 and 7 provide more information on this, though. Van Cleave did discuss messy issues of language meaning briefly in his chapter 1; that is the topic of Hurley’s chapter 2.

Van Cleave’s book includes exercises with answers and an index. A glossary was not included.

Reviews of open source textbooks typically include criteria besides comprehensiveness. These include comments on accuracy of the information, whether the book will become obsolete soon, jargon-free clarity to the extent that is possible, organization, navigation ease, freedom from grammar errors and cultural relevance; Van Cleave’s book is fine in all of these areas. Further criteria for open source books includes modularity and consistency of terminology. Modularity is defined as including blocks of learning material that are easy to assign to students. Hurley’s book has a greater degree of modularity than Van Cleave’s textbook. The prose Van Cleave used is consistent.

Van Cleave’s book will not become obsolete soon.

Van Cleave’s book has accessible prose.

Van Cleave used terminology consistently.

Van Cleave’s book has a reasonable degree of modularity.

Van Cleave’s book is organized. The structure and flow of his book is fine.

Problems with navigation are not present.

Grammar problems were not present.

Van Cleave’s book is culturally relevant.

Van Cleave’s book is appropriate for some first semester logic courses.

Chapter 1: Reconstructing and analyzing arguments

1.1 What is an argument?
1.2 Identifying arguments
1.3 Arguments vs. explanations
1.4 More complex argument structures
1.5 Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form
1.6 Validity
1.7 Soundness
1.8 Deductive vs. inductive arguments
1.9 Arguments with missing premises
1.10 Assuring, guarding, and discounting
1.11 Evaluative language
1.12 Evaluating a real-life argument

Chapter 2: Formal methods of evaluating arguments

2.1 What is a formal method of evaluation and why do we need them?
2.2 Propositional logic and the four basic truth functional connectives
2.3 Negation and disjunction
2.4 Using parentheses to translate complex sentences
2.5 “Not both” and “neither nor”
2.6 The truth table test of validity
2.7 Conditionals
2.8 “Unless”
2.9 Material equivalence
2.10 Tautologies, contradictions, and contingent statements
2.11 Proofs and the 8 valid forms of inference
2.12 How to construct proofs
2.13 Short review of propositional logic
2.14 Categorical logic
2.15 The Venn test of validity for immediate categorical inferences
2.16 Universal statements and existential commitment
2.17 Venn validity for categorical syllogisms

Chapter 3: Evaluating inductive arguments and probabilistic and statistical fallacies

3.1 Inductive arguments and statistical generalizations
3.2 Inference to the best explanation and the seven explanatory virtues
3.3 Analogical arguments
3.4 Causal arguments
3.5 Probability
3.6 The conjunction fallacy
3.7 The base rate fallacy
3.8 The small numbers fallacy
3.9 Regression to the mean fallacy
3.10 Gambler's fallacy

Chapter 4: Informal fallacies

4.1 Formal vs. informal fallacies
4.1.1 Composition fallacy
4.1.2 Division fallacy
4.1.3 Begging the question fallacy
4.1.4 False dichotomy
4.1.5 Equivocation
4.2 Slippery slope fallacies
4.2.1 Conceptual slippery slope
4.2.2 Causal slippery slope
4.3 Fallacies of relevance
4.3.1 Ad hominem
4.3.2 Straw man
4.3.3 Tu quoque
4.3.4 Genetic
4.3.5 Appeal to consequences
4.3.6 Appeal to authority

Answers to exercises Glossary/Index

Ancillary Material

About the book.

This is an introductory textbook in logic and critical thinking. The goal of the textbook is to provide the reader with a set of tools and skills that will enable them to identify and evaluate arguments. The book is intended for an introductory course that covers both formal and informal logic. As such, it is not a formal logic textbook, but is closer to what one would find marketed as a “critical thinking textbook.”

About the Contributors

Matthew Van Cleave , PhD, Philosophy, University of Cincinnati, 2007. VAP at Concordia College (Moorhead), 2008-2012. Assistant Professor at Lansing Community College, 2012-2016. Professor at Lansing Community College, 2016-

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Critical Thinking Tests

Critical Thinking Test Practice ▷ Free Critical Reasoning Samples & Tips 2024

Start Preparing for Your Critical Thinking Test. This page features a brief introduction, followed by question examples with detailed explanations, and a free test sample.

Table of Contents :

✻ What is a Critical Thinking Test ?

✻ Sample Questions

1) Inference

In this section, you are asked to draw conclusions from observed or supposed facts. You are presented with a short text containing a set of facts you should consider as true.

Below the text is a statement that could be inferred from the text. You need to make a judgement on whether this statement is valid or not, based on what you have read.

Furthermore, you are asked to evaluate whether the statement is true, probably true, there is insufficient data to determine, probably false, or false.

For example: if a baby is crying and it is his feeding time, you may infer that the baby is hungry. However, the baby may be crying for other reasons—perhaps it is hot.

2) Recognising Assumptions

In this section, you are asked to recognise whether an assumption is justifiable or not.

Here you are given a statement followed by an assumption on that statement. You need to establish whether this assumption can be supported by the statement or not.

You are being tested on your ability to avoid taking things for granted that are not necessarily true. For example, you may say, "I’ll have the same job in three months," but you would be taking for granted the fact that your workplace won't make you redundant, or that you won’t decide to quit and explore various other possibilities.

You are asked to choose between the options of assumption made and assumption not made.

3) Deduction

This section tests your ability to weigh information and decide whether given conclusions are warranted.

You are presented with a statement of facts followed by a conclusion on what you have read. For example, you may be told, "Nobody in authority can avoid making uncomfortable decisions."

You must then decide whether a statement such as "All people must make uncomfortable decisions" is warranted from the first statement.

You need to assess whether the conclusion follows or the conclusion does not follow what is contained in the statement. You can read more about our deductive logical thinking test resources here.

4) Interpretation

This section measures your ability to understand the weighing of different arguments on a particular question or issue.

You are given a short paragraph to read, which you are expected to take as true. This paragraph is followed by a suggested conclusion, for which you must decide if it follows beyond a reasonable doubt.

You have the choice of conclusion follows and conclusion does not follow.

5) Evaluation of Arguments

In this section you are asked to evaluate the strength of an argument.

You are given a question followed by an argument. The argument is considered to be true, but you must decide whether it is a strong or weak argument, i.e. whether it is both important and directly related to the question.

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Critical Thinking Question Examples

As there are various forms of critical thinking and critical reasoning, we've provided a number of critical thinking sample questions.

You can take our full Critical Thinking Sample Test to see more questions.

Example 1: Argument Analysis

Read the following:

In a recent study, anthropologists surveyed 250 adults who own pets and 250 adults who do not own pets on their interpersonal capacities. The questions asked of both those who own pets and those who do not own pets included tests for 'computational requirements', that is, tuning in to all the little signals necessary to operate as a couple. While members of each group displayed outstanding interpersonal capacities, in general, the adults who own pets were much more empathetic than those who do not own pets. This indicates that people who are especially empathetic are more likely to adopt a pet in spite of the personal sacrifice and the occasional inconvenience than people who are less empathetic.

Which of the following is true?

Most of the people surveyed, whether they own pets or do not own pets, displayed outstanding interpersonal capacities.
The adoption of a pet involves personal sacrifice and occasional inconvenience.
People with high degrees of empathy are more likely to adopt pets than people with low degrees of empathy.
Interpersonal capacities entail tuning in to all the little signals necessary to operate as a couple.
A person's degree of empathy is highly correlated with his or her capacity for personal sacrifice.

The correct answer is C

Answer explanation: In a question of this type, the rule is very simple: the main conclusion of an argument is found either in the first or the last sentence. If, however, the main conclusion appears in the middle of an argument, it will begin with a signal word such as thus, therefore, or so. Regardless of where the main conclusion appears, the rest of the passage will give the reasons why the conclusion is true or should be adopted. The main conclusion in this passage is the last sentence, signaled by the words, 'This indicates that people who are especially empathetic are more likely to adopt a pet than people who are less empathetic'.

Example 2: Argument Practice

A: No. Differential bonuses have been found to create a hostile working environment, which leads to a decrease in the quality and quantity of products .

This argument is:

The correct answer is A (Strong)

Schema of the statement: Differential cash bonuses (productivity↑) → workplace↑

Explanation: This argument targets both the action and the consequences of the action on the object of the statement. It states that the action (implementing differential cash bonuses) has a negative effect on the workplace (a decrease in the quality and quantity of products). Therefore, it is an important argument, one that is relevant for the workplace. Note that this argument does not specifically target differential cash bonuses. Still, they are considered a sub-group of the subject of the argument (differential bonuses).

Example 3 – Interpretations

Proposed assumption: Vicki and Bill encountered a personal battle because they couldn’t come to terms with their disease.

A. Conclusion follows

B. Conclusion does not follow

The correct answer is B (Conclusion does not follow)

It is plausible that the reason people who suffer from sleep apnoea encounter a personal battle is because of an inability to come to terms with this disease. However, since the passage does not provide an actual reason, you cannot reach this conclusion without reasonable doubt.

The most common type of Critical Thinking Assessment is the Watson Glaser .

Difficult and time-pressured, the Watsong Glaser Critical Thinking Appraisal (WGCTA) takes a unique testing approach that breaks away from more traditional assessments. To see examples, check out our free Watson Glaser practice test .

Our expertly curated practice programme for the Watson Glaser will provide you with:

A full-length diagnostic simulation
Focused practice tests for the different test sections: inferences, assumptions, deductive reasoning, interpretations, and arguments.
3 additional full-length simulations
Interactive tutorials

Or learn more about the Watson Glaser Test

Critical Thinking Tests FAQs

What critical reasoning test am I most likely to take?

Very Likely the Watson-Glaser test

Another popular critical thinking assessment, Watson-Glaser is a well-established psychometric test produced by Pearson Assessments.

The Watson-Glaser test is used for two main purposes: job selection/talent management and academic evaluations. The Watson-Glaser test can be administered online or in-person.

For Watson Glaser practice questions, click here !

What skills do critical reasoning test measure?

Critical Thinking can refer to various skills:

Defining the problem
Selecting the relevant information to solve the problem
Recognising assumptions that are both written and implied in the text
Creating hypotheses and selecting the most relevant and credible solutions
Reaching valid conclusions and judging the validity of inferences

Pearson TalentLens condenses critical thinking into three major areas:

R ecognise assumptions – the ability to notice and question assumptions, recognise information gaps or unfounded logic. Basically not taking anything for granted.
E valuate arguments – the ability to analyse information objectively without letting your emotions affect your opinion.
D raw conclusions – the ability to reach focused conclusions and inferences by considering diverse information, avoiding generalisations and disregarding information that is not available.

These are abilities that employers highly value in their employees, because they come into play in many stages of problem-solving and decision-making processes in the workplace, especially in business, management and law.

Why are critical thinking tests important to employers?

Critical thinking, or critical reasoning, is important to employers because they want to see that when dealing with an issue, you are able to make logical decisions without involving emotions.

Being able to look past emotions will help you to be open-minded, confident, and decisive—making your decisions more logical and sound.

What professions use critical thinking tests?

Below are some professions that use critical thinking tests and assessments during the hiring process as well as some positions that demand critical thinking and reasoning skills:

Preparation Packs for Critical Thinking & Critical Reasoning AssessmentsThe Critical Thinking PrepPack™ provides you with the largest assembly of practice tests, study guides and tutorials.Our tests come complete with straightforward expert explanations and predictive score reports to let you know your skill level as well as your advancement.By using our materials you can significantly increase your potential within a few days and secure yourself better chances to get the job.

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Chapter 2 Multiple Choice Questions

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Defining Critical Thinking
A Brief History of the Idea of Critical Thinking
Critical Thinking: Basic Questions & Answers
Our Conception of Critical Thinking
Sumner’s Definition of Critical Thinking
Research in Critical Thinking
Critical Societies: Thoughts from the Past

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Critical Thinking: Basic Questions & Answers

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Critical Thinking Skills MCQs with Answers

Welcome to the Critical Thinking Skills MCQs with Answers . In this post, we have shared Critical Thinking Skills Online Test for different competitive exams. Find practice Critical Thinking Skills Practice Questions with answers in Logical Test exams here. Each question offers a chance to enhance your knowledge regarding Critical Thinking Skills.

Seating arrangement queries form a segment of reasoning ability in competitive exams. In such questions, you’re presented with details concerning a group of individuals, including how they are seated. The seating arrangements can vary, including triangular, circular, or square formations.

Critical Thinking Skills Online Quiz

By presenting 3 options to choose from, Critical Thinking Skills Quiz which cover a wide range of topics and levels of difficulty, making them adaptable to various learning objectives and preferences. Whether you’re a student looking to reinforce your understanding our Student MCQs Online Quiz platform has something for you. You will have to read all the given answers of Critical Thinking Skills Questions and Answers and click over the correct answer.

Test Name: Critical Thinking Skills MCQ Quiz Practice
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Critical Reasoning: Practice Questions

2nd floors do not have lifts
7th floors have lifts
Only floors above the 3rd floors have lifts
All floors may be reached by lifts
To call men intelligent who are not strikingly so must be to use the concept with undue imprecision
Every empirical concept has a degree of vagueness
Calling someone intelligent or not depends upon one's whim
There is no need to be as indecisive as the writer of the above
The poachers arrested in Zinbaku between 1970 and 1980 were rarely sentenced to long prison terms
Because of highly publicized campaigns against the slaughter of elephants, demand for ivory fell between 1970 and 1980
The elephant population in neighbouring Mombasa rose slightly between 1970 and 1980
In Zinbaku, between 1970 and 1980, thousands of acres of forest, the elephant's natural habitat, were cleared for farming
The roads outside highway would be as convenient as highway for most drivers of trucks..
Most of the roads outside highways are not ready to handle truck traffic.
Most trucks that are currently running in highway have a capacity of more than 8 tons.
Cars are at greater risk of being involved in collisions than are trucks.
Basics of Critical Reasoning
Argument Questions
Inference Questions
Inference Vs. Conclusion
Para Completion
Paradox Questions
Summary Based Questions
CR Practice Exercise
Facts, Inferences & Judgements
Strong & Weak Arguments
Conclusion Questions
Conclusions Practice Exercise
Para Completion Exercise
Course of Action
Advanced Concept of CR
A group of Japanese researchers found that the successful work teams were led by dominant leaders
University researchers found that there was a significant correlation between team productivity and the extent to which team members understood and complied with the group's objectives
American researchers found that successful team members tended to rate their fellow members more favourably
Industrial Psychologists of UK found that work groups who tended to participate in after-hours social activities were more productive
Success in starting a new business largely depends on sound financial planning
Venture capitalists are motivated by non-monetary gains
Social incentives motivate investors just as much as financial rewards
None of these
Highways are experiencing overcrowded traffic mainly because of sharp increases in car traffic
Many drivers of trucks would rather buy trucks with a capacity of less than 8 tons than be excluded from highways.
The number of collisions that occur near highways has reduced in recent years
Trucks that have a capacity of more than 8 tons cause a disproportionately large number of collisions on highways
Importing oil on tankers is currently less expensive than drilling for it offshore.
Tankers can easily be redesigned so that their use entails less risk of an oil spill.
The impact of offshore operations on the environment can be reduced by careful management.
Oil spills caused by tankers have generally been more serious than those caused by offshore operations.

All three types of households, urban, suburban, and rural, spend more of their income on housing than all other purchases combined.
Rural households have lower housing and food costs than do either urban or suburban households.
The median income of suburban and urban households is generally more than that of rural households.
The average rural households include more people than does the average urban or suburban holds.
Many sugar factories that are large consumers of sugarcane increase their production of sugarcane-based ethanol, yet their overall consumption of sugarcane decreased.
Rainfall in sugarcane-growing regions was higher than it had been during previous year, allowing the growers to save money on expensive artificial irrigation.
Sugarcane growers have saved money on wages by switching from paying labourers a daily wage to paying them by the amount harvested.
Many small sugarcane growers joined together to form an association of sugarcane producers and began to buy supplies at low group rates.
Grammar: Concepts and Rules
Sentence Correction: Concepts and Rules
Verbal Reasoning: Concepts and Practice
Reading Comprehension: Concepts and Strategies
Vocabulary-based Topics
Parajumbles: Concept and Tricks
Critical Reasoning: Concepts and Practice

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Logics and Critical Thinking Module - Questions and Answers

What is critical thinking and what critical thinking is not? Critical Thinking means the way how someone thinks rationally and critically analyze a problem before deciding something. To accept an information without analyzing and rationally filtering it is not a Critical Thinking.

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Graham Oppy

chontida auikool

The relations between Chinese Indonesians and Indonesians are unequivocally complicated, and vary according to global & local contexts. For decades, the Chinese Indonesians and Indonesians relations have been very fragile. Ethnic tension had evidently reached its peak in 1998 and soon after that, many anti-Chinese riots took place in several cities, including Medan, the capital of North Sumatra, Indonesia. This incident has unquestionably given an indelible memory of trauma and instability to the Chinese Indonesians. In the Post-Suharto, the new regime has paved way to some degree of democratization and multiculturalism. These have given rise to ethnic freedom as well as allow the Chinese Indonesians to celebrate their culture and participate in politics through their transnational Chinese networks and Chinese organizations. The research draws on fieldwork in Medan, North Sumatra, Indonesia has found despite the end of the riot, the conflict between the Chinese Indonesians and Indonesians assuredly presents in Medan. The ethnic relations among differing groups in this particular area have not been slowly improved. The research hence critically consider on the changes of the interethnic relations between Medan Chinese-Pribumi Indonesians after 1998 and aims to describe and analyze the considerable challenges in their relations, namely history of Chinese exclusion and plural monoculturalism. Keywords: ethnic relations, multiculturalism, plural monoculturalism, Medan, post-Suharto Indonesia

Open textbook

Matthew Van Cleave

An intro level text covering the basics of reasoning and argumentation, including some basic formal logic, and targeted at beginning undergraduates. I wrote it for a course I taught at Lansing Community College that covered both logic and critical thinking. It is an "open textbook" under a Creative Commons license (CC BY 4.0). https://creativecommons.org/licenses/by/4.0/

Abdul-Wahab Ibrahim

Abstract The study classified individual items that function differentially according to the magnitude of DIF in dichotomous and ordinal tests and compared the power of Generalized Mantel Haenszel (GMH), Simultaneous Item Bias Test (SIBTEST), and Logistic Discriminant Function Analysis (LDFA) methods in detecting DIF in dichotomous and ordinal test items. It also determined the relationship between the proportion of test items that function differentially in dichotomous and ordinal tests when the different methods were used. These were with a view to improving the quality of dichotomous and ordinal test items construction. The study adopted a survey design. The population consisted of all undergraduate students who registered for EFC 303 (Tests and Measurement) at Obafemi Awolowo University during 2011/2012 Harmattan Semester . The sample consisted of an intact class of 457 Part 3 undergraduate students who registered for the course. Two research instruments were used to collect data. They were “Undergraduate Students’ Achievement Test” (USAT) and “Teacher Efficacy Scale” (TES). The USAT consisted of 50, four-option multiple-choice items developed by the course lecturers based on the course content. The TES was a 24-item Likert scale designed by Faleye (2008) to measure the efficacy of teachers’ activities. A total of 445 scripts were found properly completed. Data collected were analysed using Generalized Mantel Haenszel, Simultaneous Item Bias Test, and Logistic Discriminant Function Analysis. The results showed that in dichotomous test, GMH classified items 2, 5, 6, 11, and 21 as negligible DIF (A-level), items 29, 30, 40, 41, and 42 as moderate (B-level) DIF, items 44, 48, and 49 as large (C-level) DIF. Also, LDFA classified items 1, 4, 9, 10, 12, 22, 24, and 25 as negligible (A-level) DIF. Further, SIBTEST classified items 3, 7, 13, 15, and 18 as negligible (A- level) DIF, items 26, 27, 28, and 32 as moderate (B-level) DIF, and items 43, 45, and 46 as large (C-level) DIF. In contrast, for the ordinal test, the GMH classified items 3, 4, 7, 8, and 11 as negligible (A-level) DIF, items 23 and 24 as large (C-level) DIF. Further, LDFA classified items 6, 9, 10, 13, and 14 as negligible (A-level) DIF, items 20 and 21 as moderate (B-level) DIF, and item 22 as large (C-level) DIF. Similarly, SIBTEST classified items 5, 12, and 15 as negligible (A-level) DIF. The results further showed that there was a significant difference in the performance of the GMH, SIBTEST, and LDFA methods in detecting DIF in dichotomous test items (Wald χ2 (1, N = 445) = 87.80, p<.05). Also, the results showed that there was a significant difference in the performance of GMH, SIBTEST, and LDFA methods in detecting DIF in ordinal test items (Wald χ2 (1, N = 445) = 55.28, p<.05). Finally, the results showed that there was no significant relationship between the proportion of test items that functioned differentially in the dichotomous and ordinal tests when the different methods were used (χ2 = 0.98, p>0.05). The study concluded that GMH, SIBTEST and LDFA were effective in detecting DIF across dichotomous test items but complement one other in their ability to detect DIF in ordinal test items.

Diego Javier Vides Lopez

Sabina Saldanha