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Kevin Possin [14]Kevin Edwin Possin [1]
  1.  54
    Conductive Arguments: Why is This Still a Thing?Kevin Possin - 2016 - Informal Logic 36 (4):563-593.
    Conductive arguments, as a separate category of reasoning, has experienced a revival. In 2010, the University of Windsor’s Centre for Research in Reasoning, Argumentation, and Rhetoric dedicated a two-day symposium to the topic and later published the proceedings. In this article, I argue against the existence of conductive arguments as a usefully distinct type of argument. Some of what are deemed conductive arguments are simply inductive arguments and some are best construed as subsets of the constituents of what is commonly (...)
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  2. A Field Guide to Critical-Thinking Assessment.Kevin Possin - 2008 - Teaching Philosophy 31 (3):201-228.
    A non-technical guide to some of the popular methods and tests for assessing how well students are acquiring critical thinking skills in their courses, programs, or college careers.
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  3.  41
    The Myth of Conductive Arguments.Kevin Possin - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (3):29-33.
    The topic of conductive arguments, as a separate category of reasoning, is experiencing a revival. In 2010, the University of Windsor’s Centre for Research in Reasoning, Argumentation, and Rhetoric dedicated a two-day symposium to the topic and recently published the proceedings. In this article, I argue against the existence of conductive arguments as a distinct type and argue against a popular analysis of the structure of conductive arguments.
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  4.  28
    Critique of the Watson-Glaser Critical Thinking Appraisal Test: The More You Know, the Lower Your Score.Kevin Possin - 2014 - Informal Logic 34 (4):393-416.
    The Watson-Glaser Critical Thinking Appraisal Test is one of the oldest, most frequently used, multiple-choice critical-thinking tests on the market in business, government, and legal settings for purposes of hiring and promotion. I demonstrate, however, that the test has serious construct-validity issues, stemming primarily from its ambiguous, unclear, misleading, and sometimes mysterious instructions, which have remained unaltered for decades. Erroneously scored items further diminish the test’s validity. As a result, having enhanced knowledge of formal and informal logic could well result (...)
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  5.  55
    A Serious Flaw in the Collegiate Learning Assessment [CLA] Test.Kevin Possin - 2013 - Informal Logic 33 (3):390-405.
    The Collegiate Learning Assessment Test has become popular and highly recommended, praised for its reliability and validity. I argue that while the CLA may be a commendable test for measuring critical-thinking, problem-solving, and logical-reasoning skills, those who are scoring students’ answers to the test’s questions are rendering the CLA invalid.
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  6.  40
    Some Problems with the Halpern Critical Thinking Assessment (HCTA) Test.Kevin Possin - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (3):4-12.
    The HCTA test is a recent addition to the commercially available array of critical-thinking assessment tests in higher education. After an introductory description of the test, I critically review it and conclude that, despite the fact that the HCTA is certainly well-intentioned, it has serious flaws with respect to its affordability, accessibility, and validity.
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  7.  45
    What's Wrong with Paul Moser's Intuitionistic Foundationalism.Kevin Possin & Mark Timmons - 1989 - Philosophical Studies 56 (2):199 - 208.
  8.  13
    CAT Scan: A Critical Review of the Critical-Thinking Assessment Test.Kevin Possin - 2020 - Informal Logic 40 (3):489-508.
    The CAT is entirely dedicated to assessing the critical-thinking skills involved in scientific reasoning and practical problem solving. While the test is found to have reasonable content validity, various issues with its prompts are discussed, along with significant issues with its scoring. The CAT’s recommended use as a “model” for curricular changes, called CAT Apps, is criticized as “teaching to the test.”.
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  9.  28
    The Power of Critical Thinking. [REVIEW]Kevin Possin - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (3):31-35.
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  10. The Case Against Stich's Syntactic Theory of Mind.Kevin Possin - 1986 - Philosophical Studies 49 (May):405-18.
     
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  11.  13
    Commentary on "Why Not Teach Critical Thinking" by B. Hamby.Kevin Possin - unknown
    Some ways of teaching critical thinking seem destine to failure, e.g.,CT across the curriculum, and some obstacles to acquiring CT skills seem insurmountable, e.g., cognitive biases, but some approaches to teaching and learning to think critically, discussed in this article, can mitigate those biases and be demonstrably successful.
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  12.  19
    The Case Against Stephen Stich's Syntactic Theory of Mind.Kevin Possin - 1986 - Philosophical Studies 49 (3):405 - 418.
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  13.  10
    Commentary on “A Three-Dimensional Analysis of Definition with Bearing on Key Concepts” by Robert Ennis.Kevin Possin - unknown
    On the nature of definitions and concepts, and the definition of critical thinking.
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  14.  46
    Sticky Problems with Stampe on Representations.Kevin Possin - 1988 - Australasian Journal of Philosophy 66 (1):75-82.
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