Title: Thinking and Analysis
Course: Question Banks

Q: Which of the following examples does NOT illustrate an effective Metacognition technique for learning?
- Knowing that you need complete silence in order to study. (Incorrect. Knowing how you best learn is an example of self-awareness. Thinking about how your think and adapting your behavior to it will help you to study more effectively.)
- Identifying a feeling of anxiety about a public speaking assignment. (Incorrect. By tracking awareness of how you react in a specific thinking or learning situation, you can plan how to move forward because you recognize that the way you think about a task or idea makes a difference in what you do with that thought.)
- Reviewing theories you learned in Political Science to understand an event discussed in your history class. (Incorrect. Considering what you already know and how it can be applied to what you are about to or currently learning is an important technique during the planning process of metacognition.)
- Meeting with your instructor to request a grade change after you did poorly on a test. (Correct! While reworking a missed question or thinking through why you did poorly is an effective strategy, illustrating the assessment process, simply asking for a grade change does not invite exploration of self-awareness or self-assessment.)
A: Meeting with your instructor to request a grade change after you did poorly on a test.

Q: After Marcel reads about a concept in his geology book, he puts his textbook away and writes a brief summary of that concept. What Metacognitive process has Marcel engaged in?
- Planning. (Incorrect. The planning process takes place as students prepare to learn. In this example, Marcel has already begun the learning process by reading a selection in his textbook.)
- Assessing. (Incorrect. The assessing process takes place at the completion of a learning unit, or upon receiving the results of an assignment, quiz, or test. It is the reflection a student does to assess their learning.)
- Self-Awareness. (Incorrect. While self-awareness is a component of metacognition, it is not considered a process.)
- Tracking. (Correct! The tracking process takes place as students track their progress during learning. By writing a summary as he completes a selection, Marcel can track how well he understands the concept while he has a fresh memory.)
A: Tracking.

Q: In her economics class, Artemis is assigned a research paper. She creates a preliminary outline of general and anticipated concepts about her topic to guide her research. What metacognition process does this strategy illustrate?
- Tracking. (Incorrect. The tracking process takes place as students track their progress during learning. Since Artemis has not yet begun her research, her preliminary outline is not keeping up with her learning or tracking her progress with what she is learning about her topic.)
- Assessing. (Incorrect. The assessing process takes place at the completion of a learning unit, or upon receiving the results of an assignment, quiz, or test. It is the reflection a student does to assess their learning. The preliminary outline that Artemis creates does not indicate the completion of the assignment.)
- Engaging. (Incorrect. Engaging is not a process of metacognition.)
- Planning. (Correct! The planning process takes place as students prepare to learn. By creating an outline, Artemis is considering what she expects to learn and what she already knows about her topic.)
A: Planning.

Q: Clay’s history class will complete a group project, re-creating a news broadcast from the 1970s. Which skill from Bloom’s Taxonomy will Clay and his group members be practicing in the assignment?
- Applying (Incorrect. The applying skill level in Bloom’s Taxonomy involves relating abstract ideas to practical situations. In creating a news broadcast, Clay’s class is being asked to demonstrate a higher level of knowledge about the 1970’s than the applying skill level.)
- Analyzing (Incorrect. The analyzing skill level in Bloom’s Taxonomy involves the ability to break down or distinguish the parts of material into its components by answering questions such as what if, or why, or how something would work. In creating a news broadcast about the 1970’s, Clay’s class is being asked to demonstrate a higher level of knowledge about the 1970’s than the analyzing skill level.)
- Understanding (Incorrect. Understanding is the ability to grasp of construct meaning from oral, written, and graphic messages in order to comprehend how or why something works. In creating a news broadcast about the 1970’s, Clay’s class is being asked to demonstrate a higher level of knowledge about the 1970’s than the understanding skill level.)
- Creating (Correct! By re-creating a news broadcast, Clay’s class must put parts together to form a coherent or unique new whole. Creating requires originality and inventiveness, bringing together all levels of learning to design and test new products, concepts, or functions.)
A: Creating

Q: Juan has a test matching all of the Amendments to the Constitution to their designated numbers. Which of the following skills from Bloom’s Taxonomy will he be tested on?
- Understanding (Incorrect. Understanding is the ability to grasp of construct meaning from oral, written, and graphic messages in order to comprehend how or why something works. It is not necessary for Juan to comprehend why each Constitutional Amendment was created, what it means, or why it was assigned the number it was in order to successfully match all of the Constitutional Amendments to their designated numbers.)
- Applying (Incorrect. The applying skill level in Bloom’s Taxonomy involves relating abstract ideas to practical situations. Juan is not being asked to provide or match examples to the amendments.)
- Evaluating (Incorrect. Evaluating is the ability to judge, check, and even critique the value of the material for a given purpose. Juan is not being asked to present and defend his opinions about the Amendments.)
- Remembering (Correct! Remembering is the ability to recognize or recall knowledge in order to produce, retrieve, or recite definitions, facts, and lists.)
A: Remembering

Q: Evelyn’s homework assignment contains several different scenarios. She must relate each scenario to the particular concept it demonstrates. Which of the following skills from Bloom’s Taxonomy does her assignment ask her to perform?
- Analyzing (Incorrect. The analyzing skill level in Bloom’s Taxonomy involves the ability to break down or distinguish the parts of material into its components by answering questions such as what if, or why, or how something would work. Evelyn is not being asked what would happen next in the scenario based on the theory.)
- Remembering (Incorrect. Remembering is the ability to recognize or recall knowledge in order to produce, retrieve, or recite definitions, facts, and lists. Evelyn is being asked to do more than simply recognize the definitions associated with the theories.)
- Creating (Incorrect. Creating requires originality and inventiveness, bringing together all levels of learning to design and test new products, concepts, or functions. By matching a scenario to the theory that it demonstrates, Evelyn is not creating.)
- Applying (Correct! The applying skill level in Bloom’s Taxonomy involves relating abstract ideas to practical situations, which is what Evelyn is being asked to do by relating the theory to the scenario.)
A: Applying

Q: Holly just realized she has a test tomorrow in her geology class and is not prepared. She has not studied all semester. She decides to ditch her plans to have dinner with friends and stay in to study through the night because she really wants to ace the test. Which type of learner is Holly?
- Surface learner (Incorrect. Because Holly wants to ace the test, she wants to do more than just get by. She is willing to forego her plans in order to aim for a high grade on the test, rather than just pass it.)
- Deep learner (Incorrect. Holly is more concerned with getting a high grade on her test rather than gaining a true understanding of the subject. A deep learning is far more concerned with learning than grades.)
- Nontraditional learner (While many students categorize themselves as nontraditional, a student’s status does not indicate the type of learner they are.)
- Strategic learner (Correct! Holly cares more about achieving a high grade rather than true understanding of the subject.)
A: Strategic learner

Q: Maxine wants to work in international business and move to France. She knows that her French classes will be difficult, but in order to achieve her goal she knows that she must learn the language and become fluent. She decides to challenge herself by taking a challenging immersive French class. What type of learner is Maxine?
- Strategic learner (Incorrect. Maxine is more interested in how she will use her studies than the grades she will receive. She even takes a difficult immersive French class at the risk of her GPA.)
- Surface learner (Incorrect. Surface learners do as little as possible just to get by. Maxine actively pursues learning and challenges herself to learn new skills in the process.)
- Combination learner (Incorrect. While, at times, we are all surface, strategic, and deep learners, in this instance Maxine clearly falls into one category more than the others.)
- Deep learner (Correct! Maxine is pursuing her passion more than the grades. She is more comfortable with experimenting than with “getting it right” in order to develop a personal connection to her studies.)
A: Deep learner

Q: Michael knows that he has an upcoming test, but has several fun events planned this week that he is really looking forward to. Michael is considering keeping his social calendar as it is and making up for it by staying up the night before his test to study all night. Which of the following reasons DOES NOT describe why he should avoid cramming for his test?
- He will lose opportunity to apply what he learns in other pursuits (Incorrect. This is a valid reason to avoid cramming. Cramming does not give the brain ample time to process information or to make the kinds of critical connections necessary for the brain to retrieve the information later on.)
- He will miss out on the pleasure and satisfaction of acquiring knowledge at a deep level (Incorrect. This is a valid reason to avoid cramming. Since college courses are often build on previously learned knowledge, Michael will spend 8+ hours of effort without actually learning the material.)
- He will forget what he’s learned much faster than if he studies diligently and steadily over an extended period of time. (Incorrect. This is a valid reason to avoid cramming. Since college courses are often built on previously learned knowledge, Michael risks learning and success in his future pursuits.)
- The amount of time required to cram is the same or longer than regular studying. (Correct! This is untrue. Pulling an “all-nighter” consists of 8-12 hours of studying, usually broken up by little breaks. By studying diligently and steadily over time, active studying is compounded with processing time, i.e; sleep, observations, further connections, which can take days and weeks.)
A: The amount of time required to cram is the same or longer than regular studying.

Q: In Janice’s 3-hour philosophy class, many new theories were introduced. She is experiencing information overload as well as hunger, since her class ends just around lunchtime. When is the best time for Janice to begin reviewing her class notes if she wants to commit the new theories to long-term memory?
- The next day (Incorrect. People typically forget a significant amount of new information not too long after learning it. By waiting until the next day to begin reviewing, Janice could forget important information.)
- That week (Incorrect. People typically forget a significant amount of new information not too long after learning it. Janice should begin reviewing the new theories immediately.)
- Before the next class (Incorrect. While it is a good idea to review notes before the next class to prepare to learn, Janice should not wait until then begin reviewing the new theories since people typically forget a significant amount of new information not too long after learning it.)
- The same day (Correct! People typically forget a significant amount of new information not too long after learning it. Janice should begin reviewing the new theories immediately.)
A: The same day

Q: Alex is taking 5 classes this semester. If he wants to commit the material from these classes to long-term memory, which of the following is a good study plan?
- Spend 5 hours once a week studying notes from all 5 classes. (Incorrect. New material should be reviewed immediately, and frequent recall of information helps to move it to long-term memory. Further, a 5-hour study block will likely lead to mental exhaustion.)
- Spend 3 hours twice a week studying notes from all 5 classes. (Incorrect. New material should be reviewed immediately, and frequent recall of information helps to move it to long-term memory. Further, a 3-hour study block will likely lead to mental exhaustion.)
- Spend 1 hour each evening studying a different class. (Incorrect. This study plan means that the material from each class will only be studied once a week. That is not frequent nor immediate enough to move information to long-term memory.)
- Spend 20-50 minutes over the course of each day studying notes from all 5 classes. (Correct! Studying frequently for shorter periods of time improves the odds of recalling course material. Therefore, Alex should review a little bit every day.)
A: Spend 20-50 minutes over the course of each day studying notes from all 5 classes.

Q: Marilyn’s match class today included 4 new definitions. What technique will help Marilyn to commit the new definitions to long-term memory?
- Study by re-reading the new definitions before the next class (Incorrect. When learning new information, it is important to use frequent repetition. By only re-reading the new definitions before the next class, Marilyn has not had to retrieve newly learned information often enough to commit them to long-term memory.)
- Study the definitions for an hour after the class meeting (Incorrect. While reviewing material immediately is an important way to prevent forgetting a significant amount of new information, frequent repetition and recall is also needed to commit new information to long-term memory.)
- Highlight the definitions in the text and in her notes (Incorrect. While this step can remind Marilyn what she needs to study, it is not actually studying itself, which would involve repetition, recall, and retrieval of information.)
- Study often by using flashcards, stating, reading, and writing the definitions (Correct! Every time Marilyn retrieves information or knowledge, she is learning it more deeply. Using frequent repetition and a variety of methods will increase the amount of times Marilyn must recall definitions.)
A: Study often by using flashcards, stating, reading, and writing the definitions

Q: Alice’s oceanography class has a unit on climate change. When taking notes and studying, she decides to create categories such as: evidence, impact, and action. She then drills down further by adding subcategories for each as new information is discussed. What study habit is Alice using to help build her long-term retention of knowledge?
- Making connections to the other courses she’s taking (Incorrect. In this example, Alice does not consider how these concepts apply to other courses in order to make connections.)
- Taking cues from her instructor (Incorrect. Since Alice is not basing her categories on terms or concepts that her instructor has repeatedly mentioned, written in the notes, or provided in handouts, there is no evidence that Alice is taking cues from her instructor.)
- Identifying key terms (Incorrect. Since Alice has not based her categories on key terms or definitions, there is no evidence that Alice is identifying key terms in this example.)
- Chunking the information she’s studying (Correct! Alice is breaking the concept she’s studying into smaller pieces, and sorting those pieces by theme, making them easier to digest.)
A: Chunking the information she’s studying

Q: Mariah is learning a new theory in her psychology class that has 14 different axioms and 17 assumptions. Rather than trying to memorize the axioms and assumptions, Mariah focuses on what the theory is about and what it predicts. What study technique is she using to move this theory into her long-term memory?
- Looking for key terms (Incorrect. Mariah is considering the overall purpose of the theory and seeking to understand and explain it, not focusing or memorizing the key terms of the theory.)
- Chunking the information (Incorrect. Mariah has not created categories to chunk the axioms and assumptions into like groups, therefore this is not an example of chunking information.)
- Engaging in metacognition to monitor her learning (Incorrect. Metacognition is an overall method for learning that involves planning, tracking, and assessing how she learns. In this instance, Mariah’s technique is more targeted at a specific action.)
- Thinking about concepts rather than facts (Correct! By seeking to understand and explain the “what, why, or how” of the theory rather than memorizing the axioms and assumptions, she is employing a higher learning order which helps with long-term retention of knowledge.)
A: Thinking about concepts rather than facts

Q: After reading a chapter in his textbook, Jeremy then writes a summary of what the chapter was about, identifying key concepts and terms. What study technique is Jeremy using to help long-term retention of his newly learned knowledge?
- Connecting new information to old information (Incorrect. Since Jeremy has not considered when writing his summary how the new information in the chapter relates to what he already knows, he did not connect new information to old.)
- Creating a concept map (Incorrect. A summary filters content by major themes, concepts, and ideas. A concept map, however, focuses on making connections between ideas and how they relate, often including details and examples.)
- Reducing his bias (Incorrect. A summary is a neutral filter of content used to identify major themes, concepts, and ideas. It does not include the critical thinking of considering bias or critique necessary when reducing one’s bias.)
- Prioritizing what he’s trying to learn (Correct! Since summaries identify the major themes, concepts, and ideas rather than details, Jeremy has prioritized what the chapter was about and what he should focus on learning.)
A: Prioritizing what he’s trying to learn

Q: Nico is sailing through his geography class. He easily recognizes the capital and languages of each country discussed without even studying. He feels as though he’s mastered the material. However, he was unable to answer many of the questions on the midterm. Which myth did Nico fall victim to?
- Talent is everything (Incorrect. Although Nico believes he’s performing well in his class, there is not a clear indication that he believes it’s because of a fixed mindset that he’s naturally talented at geography.)
- I only need one method for studying (Incorrect. Since Nico has not had to study for his geography class, this myth does not apply.)
- Failure should be avoided at all costs. (Incorrect. This myth addresses the fear of failure that drives our desire to avoid it. Nico does not demonstrate a fear of failure in this example.)
- If it’s easy, I must be learning (Correct! Because Nico recognized familiar terms and examples, he fell into the familiarity trap, where his brain doesn’t have to work so hard so it feels like he mastered the material. If Nico doesn’t feel challenged or confused, he should try to critically think about the material by analyzing it for deeper meaning.)
A: If it’s easy, I must be learning

Q: Deone does not feel like she has a good grasp on the material in her math class . She is very concerned about being able to pass the upcoming test and is considering dropping the class. Which myth explains Deone’s scenario?
- Talent is everything. (Incorrect. Deone does not exhibit a fixed mindset by thinking she’s just bad at math in this scenario. Her concern is that she does not grasp the material enough, which may mean that she feels she needs more time in order to learn it, which still indicates a growth mindset.)
- If it’s easy, I must be learning (Incorrect. Deone does not believe she’s learned because she recognizes familiar concepts. She may believe that she can still learn through the confusion that she feels, but the scenario indicates that she is not willing to risk failing while she is still learning.)
- Planning my learning is a waste of time (Incorrect. Since we do not know the type of learning or method of learning that Deone is using, we cannot assume that she is a passive learner, in this example.)
- Failure should be avoided at all costs (Correct! Deone’s fear of failure drives her desire to avoid it by dropping the class, altogether.)
A: Failure should be avoided at all costs

Q: Alexis attends every class session and complete all of the assignments and reading. Archie is in the same class, but in addition meeting the same requirements that Alexis does, he engages in metacognition to predict, track, and assess his own learning. Which myth explains the difference in how Alexis and Archie learn in the class?
- If it’s easy, I must be learning (Incorrect. Since we do not know whether Alexis finds the material easy or not, this myth is not applicable to this example.)
- I only need one method for studying (Incorrect. This scenario does not provide information about how Alexis is studying or whether she is evaluating her study habits. Therefore, this myth is not applicable to this example.)
- Talent is everything (Incorrect. Alexis does not exhibit a fixed mindset by thinking she’s either good or bad at the subject. Therefore, this myth does not apply in this scenario.)
- Planning my learning is a waste of time (Correct! Alexis is simple receiving information as a passive learner, while Archie is asking questions to plan his learning.)
A: Planning my learning is a waste of time

Q: Alan often procrastinates on his assignments. How can working with a peer group help Alan better prepare for class?
- Alan can communicate with his group that he procrastinates so they are prepared (Incorrect. While letting the group know that he struggles with procrastination may be a good start to finding a solution that helps Alan meet his deadlines, it is not a solution in and of itself.)
- Alan’s group will finish his assignments in order to complete the project (Incorrect. Alan’s group will likely not finish his assignments for him. If they do, then they will not benefit from his perspective nor will Alan learn in the class.)
- Alan can get feedback on his ideas and performance (Incorrect. While this is a benefit of working with peer groups, this benefit does not address Alan’s problem.)
- Alan’s group should have a progress checker, ensuring that each target is on track (Correct! Since Alan will be accountable to the progress checker, he is more likely to meet his deadlines. The progress checker can also follow up and help Alan to stay on track.)
A: Alan’s group should have a progress checker, ensuring that each target is on track

Q: Sara believes that meetings should be short. Instead of wasting time discussing ideas, she would rather have short meetings where assignments get delegated to each group member. Why is it important that Sara schedules meeting time to discuss ideas?
- Group members can manage their time better (Incorrect. While this is a benefit of working in a peer group, adding discussion time into group meetings will not impact the group members time management.)
- To chunk bigger tasks into more manageable parts and steps (Incorrect. Since Sara already agrees that assignments should get delegated across group members, adding discussion time to meetings will not result in chunking bigger tasks into more manageable parts and steps.)
- So everyone can know what to expect (Incorrect. Discussing ideas does not necessarily lead to group members knowing what to expect. Setting goals and expectations as well as using agendas during meetings accomplishes this.)
- Discussion and collaboration helps everyone’s understanding of the material (Correct! Sara should plan time in the meeting for focused discussion and collaboration so that group members can benefit from the different perspectives and understanding of the material.)
A: Discussion and collaboration helps everyone’s understanding of the material

Q: Audie’s group will need to put together a presentation. In what way can they work together to improve their learning and class performance?
- They can assign each task to the person who needs the most practice in that area (Incorrect. Peer groups should assign tasks based on each member’s strength.)
- They can save time on the project by having each person do a small portion and meet up at the end (Incorrect. Not only might this lead to a disparate presentation, but they will lose the benefit of discussion and collaboration throughout the project.)
- They can rely on the natural talent of each group member to wing it (Incorrect. Not only is winging it a bad idea for presentations, this might lead to a disparate presentation as well as losing the benefit of discussion and collaboration throughout the project.)
- They can review each other’s drafts and practice the presentation together (Correct! By getting feedback from each other on their ideas and performance, they can revise and improve their final product before turning it in.)
A: They can review each other’s drafts and practice the presentation together

Q: Angela’s roommate told her she doesn’t think critically enough about the things she reads on social media. What could Angela do to improve her critical thinking skills?
- Memorize what authority figures say on particular topics (Incorrect. Critical thinking involves questioning, rather than accepting statements from authority.)
- Be more accepting of other people’s ideas (Incorrect. While Angela may choose to consider other people’s ideas, critical thinking involves questioning and evaluation of ideas before accepting them.)
- Synthesize what she reads into main ideas and concepts (Incorrect. While understanding key concepts across ideas is important in learning and thinking, critical thinking investigates information by questioning what is not said.)
- Challenge the author’s reasoning and think about the author’s biases (Correct! By remaining skeptical in her information consumption, Angela is practicing critical thinking.)
A: Challenge the author’s reasoning and think about the author’s biases

Q: If Andre approaches his college lecture with a healthy dose of skepticism and curiosity, he is likely to
- Be a group thinker (Incorrect. Since groupthink means not challenging what the group says or believes, both skepticism and curiosity work to break down group think.)
- Be hesitant to new ideas (Incorrect. While skepticism, alone, could lead someone to be hesitant to new ideas, when skepticism is combined with curiosity, new ideas are sought out and thoroughly investigated.)
- Be a pessimist (Incorrect. While skepticism has been associated, incorrectly, with pessimism, it simply means questioning information. When skepticism is combined with curiosity, then a thorough evaluation of information often takes place.)
- Be a critical thinker (Correct! Both skepticism and curiosity are characteristics of critical thinkers.)
A: Be a critical thinker

Q: Harrison was told that he should practice being more open-minded to improve his critical thinking skills. How can Harrison practice open-mindedness?
- By believing more of what other people say (Incorrect. While Harrison might seek out more ideas from more people, critical thinking involves questioning and evaluation of ideas before accepting them.)
- By going along with what the group thinks (Incorrect. Open-mindedness is not the same as agreeableness. While a critical thinker will seek out disparate and divergent ideas, they will not accept or go along with those ideas without questioning what to believe or do.)
- By not questioning other people’s opinions (Incorrect. Open-mindedness is not the same as agreeableness. Critical thinking involves clear, reasoning, and reflective thinking focused on deciding what to believe or do.)
- By being willing to change his mind (Correct! Since critical thinkers constantly challenge information and beliefs, they are willing to update their own held beliefs when discovering new information.)
A: By being willing to change his mind

Q: Lee is attempting to create an argument that is valid. If he is successful, then his ________ will follow from his premises.
- cogency (Incorrect. This is the name for an inductive argument with a high degree of probability that can not be proven with absolute certainty.)
- correlation (Incorrect. This is the term logicians use to explain the difference between two events that merely occur together, or are correlated, and those relationships where the first event causes the second.)
- induction (Incorrect. An inductive argument cannot be valid in the sense that it has been proven with absolute certainty, but rather allows one to generalize with a high degree of probability based on particular facts.)
- conclusion (Correct! In an argument that is logically valid, the premises lead to and guarantee the truth of the conclusion.)
A: conclusion

Q: Gerald is able to formulate and apply logical arguments, which means he can
- prove all claims with absolute certainty. (Incorrect. If Gerald is making an inductive argument, for example, then he can only argue cogently, which means he has established a high degree of probability without establishing absolute certainty.)
- always avoid sampling bias (Incorrect. It is important to be mindful of whether or not our observations are truly representative of all the possibilities in the world, as sampling bias can occur if we are reasoning from only partial, local examples.)
- prove causation using correlation (Incorrect. Correlation occurs when two events seem to occur together, but this does not logically prove that the first event caused the second.)
- evaluate ideas or claims people make. (Correct! Logic is the study and evaluation of arguments to distinguish good reasoning from bad, which enables us to make good decisions and form sound beliefs about the world.)
A: evaluate ideas or claims people make.

Q: In Ramona’s debate class, she uses logic to construct a cogent inductive argument, which means she has successfully
- proven a claim in an absolute sense (Incorrect. This inevitable certainty, where the premises necessarily lead to the conclusion, is not possible in an inductive argument, which only establishes a high degree of probability.)
- proved causation using correlation (Incorrect. Correlation occurs when two events seem to occur together, but this does not logically prove that the first event caused the second.)
- avoided sampling bias in her argument (Incorrect. It is important to be mindful of whether or not our observations are truly representative of all the possibilities in the world, which is why an inductive argument leaves open the possibility that it is incomplete and true in an absolute sense.)
- established a high degree of probability (Correct. Reasoning from particular facts or instances to arrive at a general conclusion, Ramona has made a strong inductive argument but not one that is irrefutably true and valid, as a deductive argument can be.)
A: established a high degree of probability

Q: While reading an article, Samuel puts a star in the margin to indicate a key argument. What strategy for critical thinking is Samuel using?
- Examine Arguments (Incorrect. Since Samuel is not seeking to identify the basis on which an argument is made, he is not examining arguments.)
- Clarify Thinking (Incorrect. Samuel is recognizing key arguments, but not asking himself or others probing questions about the information he is reading. Therefore, he is monitoring, but not clarifying his thinking.)
- Cultivate habits of mind (Incorrect. The habits of mind comprise an intellectual work ethic to improve comprehension, connections, and evaluation. While Samuel is thinking critically in his example, there is no evidence that he employs multiple habits of mind with information in other circumstances.)
- Text Coding (Correct! By marking the text and recording what he is thinking, Samuel is monitoring his comprehension by making connections and asking questions in response to what is reading.)
A: Text Coding

Q: Jo would like to cultivate “habits of mind” in order to better evaluate information. What practice represents a habit that will improve Jo’s intellectual work ethic?
- Identifying where an argument falls on the spectrum of authority (Incorrect. Habits of mind comprise an intellectual work ethic that reflect personal commitments, values, and standards one has about the principle of good thinking. While identifying the basis of an argument helps to critically evaluate it, it does not address Jo’s own approach to thinking.)
- Taking notes while reading (Incorrect. While text coding is a helpful way to monitor comprehension and make connections while reading, the habits of mind are developed and practiced to improve comprehension, connections, and evaluation rather than just monitoring.)
- Ignoring arguments that stem from feelings (Incorrect. Although it is helpful to identify the basis of arguments, a good habit for critical thinking is to hold respect for a reason even if disagreeing.)
- Don’t make assumptions (Correct! By approaching information without assumptions, Jo is building a habit that reflects personal commitments, values, and standards about the principle of good thinking.)
A: Don’t make assumptions

Q: Elisa is deciding how she should vote on an important proposition to her community by reading articles and social media that contain different stances on the proposition. For each argument, she tries to identify the basis behind them as either cultural or feeling or scientific in nature. What strategy for critical thinking is Elisa using to evaluate information?
- Cultivate “habits of mind” (Incorrect. The habits of mind comprise an intellectual work ethic to improve comprehension, connections, and evaluation. While Elisa is thinking critically in his example, there is no evidence that she employs multiple habits of mind with information in other circumstances.)
- Text coding (Incorrect. Since Elisa is not making notes or tacking her thinking while reading, she is not using text coding.)
- Clarify thinking (Incorrect. Elisa is only seeking to identify the basis behind the argument rather than examining her own understanding or assumptions. Therefore, she is not clarifying her thinking.)
- Examine arguments (Correct! Elisa is using the spectrum of authority strategy to identify whether the basis of each argument is “warm” or “cold.”)
A: Examine arguments

Q: Peter was told about a problem at work from a colleague. If he uses critical thinking, what will be the first step that Peter takes to solve the problem?
- Identify the root cause of the problem. (Incorrect. This is an important part of the problem-solving process but cannot be done before the problem is fully defined.)
- Generate a list of potential solutions (Incorrect. This is an important part of the problem-solving process but cannot be done until the problem is fully defined, and the root cause is established and analyzed.)
- Quickly take action (Incorrect. “Quick problem solving” is helpful in business but will not have an impact unless the full problem-solving process has occurred, which cannot happen quickly. Critical thinking requires that the problem is fully understood and defined, causes are analyzed, and that solutions are generated and evaluated before effective action can be taken.)
- Define the problem. (Correct! Before attempting to solve a problem, Peter must first understand it enough to be able to define it. This means seeking information that may be missing by gathering more information, perspectives and background regarding the problem.)
A: Define the problem.

Q: When applying the process of critical thinking, why is it important to identify and analyze the cause of the problem when attempting to solve it?
- Because it’s important to take action immediately and save time. (Incorrect. Rushing to solve the problem may cause us to overlook the true cause at its root, and this would be counter-productive in a long-term sense.)
- Because we want to be seen as acting with authority by peers. (Incorrect. Effective critical analysis requires open-mindedness and a willingness to change one’s mind, an orientation that is not enabled by prioritizing rigid displays of authority.)
- Because you need to identify one solution and stick to it. (Incorrect. An effective, collaborative brainstorming session should produce multiple options for problem-solving, and the group should not edit or evaluate any proposal in a way that would prematurely shut off the flow of ideas.)
- Because we want to solve it in a long-term sense. (Correct! If we kept replacing a blown fuse in our home without finding the cause of the overloaded electrical system, then we wouldn’t actually be solving the problem at its root, and our electricity would continue to shut off in certain parts of the house.)
A: Because we want to solve it in a long-term sense.

Q: When using the step-by-step critical thinking process, what is the last stage of problem solving?
- take action (Incorrect. While a solution that is not put into practice is not very helpful, it would be a mistake not to follow up with an evolution of strengths and weaknesses and a meaningful measurement of progress once our solution has been in place for a period of time.)
- decide on a solution (Incorrect. Many problem-solving processes end with this stage. But simply deciding on a solution and implementing it does not establish its demonstrable effectiveness.)
- define the problem (Incorrect. This is not the last but the first, and perhaps the most important, step in problem-solving using a critical thinking approach.)
- evaluate progress (Correct! Critical thinking involves evaluation and being willing to change one’s mind. By evaluating the result of the solution, then one can consider whether the problem was actually solved or whether a better solution exists.)
A: evaluate progress

Q: When exercising information literacy, what type of thinking is necessary to examine the parts of a source?
- Creative thinking (Incorrect. Creative thinking is used when generating topics to research when gathering information.)
- Critical thinking (Incorrect. Critical thinking is used when evaluating sources for accuracy, authority, and bias.)
- Synthesis (Incorrect. Synthesis is used when incorporating multiple sources into a research project.)
- Analytical thinking (Correct! Analytical thinking is used when breaking a whole into parts in order to understand it better. This important in information literacy in order to identify and classify the source information and content.)
A: Analytical thinking

Q: Phillip is trying to develop information literacy. Which skill should he practice in order to help him meet his goal?
- Summarizing information (Incorrect. Summarizing information demonstrates neutral comprehension, but does not contribute to one’s ability to know what information is needed or to locate, evaluate, or use effectively that information.)
- Creating an annotated bibliography (Incorrect. An annotated bibliography provides all information for proper source citation as well as a summary and reason that source is used in a paper. While it demonstrates the ability to document and classify information, it does not demonstrate or practice the skill to find or evaluate the information.)
- How to crowdsource information (Incorrect. Although crowd surfing is a popular method used to quickly get answers to questions, it does not demonstrate the ability to locate, evaluate, and use effectively the information needed.)
- Verifying source validity (Correct! Evaluating and verifying source validity to ensure accuracy, recency, and credibility a part of information literacy.)
A: Verifying source validity

Q: How can Annie evaluate her sources to practice Information literacy?
- Ignoring information that has bias (Incorrect. Almost every source has some degree of bias. If Annie ignores all biased information without considering the degree and further analysis to discern the accuracy, credibility, or recency of the information, then she likely will not find any information that she can use.)
- Discounting information found on social media (Incorrect. While it is fair to remain skeptical about information found through social media, automatically discounting all information shared on social media does not demonstrate Annie’s ability to evaluate information.)
- Calling out biased information (Incorrect. Since most information has some degree of bias, it is unnecessary for Annie to call out all biased information. It is more important that she understand and consider the degree of bias when evaluating her sources.)
- Considering source bias (Correct! Almost every source has some degree of bias. To practice information literacy, Annie must consider the degree of bias. If she chooses to use the source, she must look for sources with the same degree of bias is the opposite direction in order to present balanced information.)
A: Considering source bias

Q: Which of the following is the best example of a critical thinking strategy in action?
- You decide to take energy drinks to boost your alertness during your study time. (Incorrect. It is best to schedule study time when you are already most alert. In addition, getting plenty of physical exercise can help boost your alertness.)
- When preparing your notes for your Biology exam, you decide to skip over the content from that day, since it’s still fresh on your mind. (Incorrect. It is important to reflect on and practice critically thinking about information that is still fresh on your mind.)
- When discussing the value of education in Sociology class, you argue adamantly that children should not start school until they are at least 7 years old. (Incorrect. Critical thinking requires a reflective and open mind. By stubbornly arguing, you are missing the opportunity to practice reflective critical thinking skills like redefining the way you see things and analyzing the influences on your thinking and in your life.)
- When discussing family leave laws in the United States, you realize you feel very strongly. You think about why you feel that way and how others might feel differently. (Correct! This is an example of analyzing the influences on your thinking and life.)
A: When discussing family leave laws in the United States, you realize you feel very strongly. You think about why you feel that way and how others might feel differently.

Q: Before Charles votes in an upcoming election, he notices that most of the people in his social network share similar stances that he does and like similar news programs. What strategy for developing critical thinking skills is Charles using?
- Redefine the way you see things (Incorrect. In order to practice this strategy, Charles would need to actively seek alternate perspectives or challenge the way he sees something.)
- Express yourself (Incorrect. To practice this strategy, Charles would focus on stating one point at a time and help others to follow his thinking.)
- Enhance your wellness (Incorrect. To practice this strategy, Charles would make sure he was taking plenty of short breaks for physical activity in order to lower stress and increase mental alertness.)
- Analyzing the influences on your thinking and in your life (Correct! By considering whether he feels a certain way due to a social convention, circle of exposure, or another influence, Charles can begin reflecting on and analyzing his thought process.)
A: Analyzing the influences on your thinking and in your life

Q: Gabriel is taking a debate class. For an assignment, he must debate in favor of a law that he is actually against. What strategy for developing critical thinking will Gabriel use in this assignment?
- He must consider why he feels the way he does (Incorrect. Although this is an example of analyzing the influences in your thinking and in life, that strategy is not used in this assignment.)
- He must pretend to have terrible values (Incorrect. If he does this, Gabriel is not challenging his thinking.)
- He must lose the debate on purpose to maintain his integrity (Incorrect. If he does this, then Gabriel is not challenging his thinking.)
- He must consider the ways that the law will be beneficial. (Correct! This is an example of redefining the way you see things.)
A: He must consider the ways that the law will be beneficial.

Q: Omar is struggling to think of a topic for his presentation, but he feels stuck in the “blank page” process of brainstorming. What strategy can Omar use to stimulate his creative thinking?
- Ask his classmates what they chose as their topic (Incorrect. This technique may provide examples but may also limit creative thinking since Omar may feel pressure either to conform to the types of topics or to use other topics as a starting point which narrows his field of possible topics.)
- Review the presentations he’s given before to see if he can reuse one (Incorrect. This limits his creativity be also limiting his options to those which he has previously used.)
- Search online for good presentation topics (Incorrect. By searching online and choosing from a list of presentation topics, Omar is limiting his ability to innovate or generate a new idea.)
- Add structure by creating parameters, goals, and categories to generate ideas. (Correct! Parameters, goals, and categories can act as a prompt to stimulate the generation of ideas. Essentially, parameters, goals, and categories provide something to think about, which can generate creativity.)
A: Add structure by creating parameters, goals, and categories to generate ideas.

Q: Which activity represents a task that requires creative thinking?
- Read a chapter on X for music theory (Incorrect. Although the topic of the chapter may be in a creative field, simply reading a chapter does not require the creative thinking skills that invoke synthesis, imagination, and other higher order thinking skills.)
- Matching well-known paintings to the artists that painted them (Incorrect. Although paintings are considered a creative pursuit, the task of matching a painting to its artist is a lower order of thinking, requiring only recognition instead of the synthesis and imagination needed for creative thinking.)
- Proofreading an essay (Incorrect. While some aspects of revision require creative thinking, proofreading only requires application and knowledge of grammar, syntax, and spelling rules.)
- Design test questions for your study group (Correct! This activity requires the creation of a question through careful analysis of the concept, evaluation of important concepts, and imagination of a scenario or question in which to apply the concept.)
A: Design test questions for your study group

Q: Eric is having trouble remembering a theory in his Political Science class. How can he use creative thinking to form a deeper connection with the concept?
- He can use flash cards (Incorrect. While the repetition of flash cards is helpful to retain information in long-term memory, creative thinking skills are used with flash cards since there is no synthesis, application, and analysis driving the construction of something new.)
- He can focus on summaries and definitions within the theory (Incorrect. While trying to gain an overall understanding of the main ideas and themes is important to deeply learn a concept, creative thinking involves a higher order of thinking that stems from synthesis, application, analysis, and imagination.)
- He can create an outline of the concept (Incorrect. While making an outline will help Eric to identify the major themes of the theory and key concepts, it does not involve the synthesis, application, analysis, and imagination that is required for the highest order of thinking: creating.)
- Find a song, book, or movie that he feels demonstrates the idea. (Correct! Finding a different way of representing or demonstrating ideas is a way to use creative thinking to make connections and further one’s understanding of a concept. Take an unconditional approach to a familiar task)
A: Find a song, book, or movie that he feels demonstrates the idea.

Q: Helen’s teacher is using a problem-solving activity to boost creating thinking in class even though she has always thought of problem-solving as a critical thinking activity. Which statement is the most helpful for Helen to consider the role of creative thinking in problem-solving?
- A lack of structure encourages most creativity (Incorrect. The idea that ideas either come or they don’t is fiction. Creating guidelines, limiting parameters, and concrete goals stimulate and shape creativity.)
- Creative answers are always technologically complex (Incorrect. Only a few problems require complex technical solutions. Even many problems that seem to require technology can be addressed in other ways.)
- Solutions should focus more on creativity than feasibility (Incorrect. While innovative and creative solutions are often called upon in problem-solving, they must also be able to be enacted. Creativity and feasibility are equally important components of a solution.)
- Most problems can be solved in any number of ways (Correct! It is fiction to think that every problem has only one solution. While critical thinking helps us to analyze a problem and evaluate solutions, creative thinking opens the possibility for many different ways of solving a problem.)
A: Most problems can be solved in any number of ways

Q: Carlos is having trouble generating solutions for a problem at work. How can using guidelines and parameters influence his problem-solving?
- They can force you to consider alternative viewpoints (Incorrect. Considering alternative viewpoints is an important part of creative thinking. Guidelines and parameters do stimulate creative thinking, but not in a way that challenges us to consider alternative viewpoints.)
- They can help you think of a more technologically complex solution (Incorrect. Creative solutions do not need to be technologically complex. In fact, many problems that seem to require technology can be addressed in other ways.)
- They limit the ability to think creatively (Incorrect. This is a myth. Without guidelines or parameters, generating ideas can stall under the intimidation of “the blank page.”)
- They can help you get past the idea of “starting from nothing” (Correct! It is a myth that structure limits creativity. Creating guidelines, limiting parameters, and concrete goals stimulates and shapes creativity, by providing something to think about.)
A: They can help you get past the idea of “starting from nothing”

Q: Mollie has been told to be more open-minded when evaluating solutions from her team during problem-solving. In what way can she use creative thinking to be more open-minded when evaluating solutions?
- By asking which solution is the most innovative (Incorrect. While generating innovative solutions is a goal of brainstorming solutions, evaluation based on the criteria of innovation still uses analysis and evaluation rather than the imagination used in creative thinking.)
- By considering the most which solution is the most impressive (Incorrect. Evaluation based on criteria uses analysis and evaluation rather than creative thinking, which requires imagination. Further, using vague criteria like “impressive” will actually hinder one’s ability to evaluate solutions.)
- By comparing solutions to past efforts (Incorrect. Creative thinking involves searching for new and novel solutions to problems that do not depend wholly on past or current solutions.)
- By thinking through the benefits of a new plan rather than the drawbacks (Correct! While evaluation also involves critical thinking, which considers potential drawbacks, this strategy requires an open-mind, which encourages us to imagine possibilities for innovative and risky ideas.)
A: By thinking through the benefits of a new plan rather than the drawbacks