First Edition   ©2018

Critical Thinking in Psychology and Everyday Life

D. Alan Bensley

  • ISBN-10: 1-319-06314-4; ISBN-13: 978-1-319-06314-6; Format: Paper Text, 296 pages

  • Direct infusion is the approach and guiding theory of critical thinking instruction used throughout the book. The direct infusion approach combines elements of direct instruction and the infusion of CT skill instruction into regular subject matter instruction within a course or as part of topical coverage in a subject.
  • “Practice Thinking: What Do You Think?” exercises are a list of questions designed to engage students in thinking about the psychological ideas noted therein and to reflect on their beliefs.
  • “Practice Thinking: What Do You think NOW?” sections repeat the initial questions, this time designed to engage students in reflecting on how their ideas and beliefs have changed after thinking critically about the questions.
  • Incorporated into the activities and exercises are many every day, real-world examples of thinking errors and fallacies.
  • The exercises and formative assessments encourage metacognitive awareness for improving future performance.
  • Review Questions end each chapter, allowing students to check their comprehension of the material discussed.
  • Assessment: There are 3 sets of assessment materials. One, the “Practice Thinking” in-chapter are designed for student self-assessment as they read through the chapter. The second is a formative assessment test bank that can be used to create tests and quizzes for all chapters. The third is an independent battery of other tests and measures called the Critical Thinking in Psychology Assessment Battery (CTPAB) which can be used for summative assessment of both a critical thinking course and psychology programs at large. This third set of materials is currently in development, and those interested in reviewing it should contact Matt Wright at
  • The chapter learning outcomes have been written in the form recommended by research on writing learning objectives (Osborn, 1973) to help students target the important skills they should develop.
  • To scaffold and make more explicit the information that is important for critical thinking, the book contains additional tables that summarize how to execute different thinking skills, how to understand the strengths and weaknesses of different kinds of evidence, and how to recognize and correct different kinds of thinking errors.
  • The book illustrates CT concepts and skills using basic diagrams of arguments, figures that depict important examples and ideas, and pictures that engage students in the important ideas.
  • Important terms are highlighted and defined the first time they are used, and each chapter concludes with a summary of the important concepts, critical thinking skills, misconceptions, and thinking errors.