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Quizzes > Society & Culture

Which Is Not Involved in Critical Thinking? Quiz

Quick quiz to test your thinking. Spot what is not a critical thinking step. Instant results.

Editorial: Review CompletedCreated By: Andrew HeinUpdated Aug 23, 2025
Difficulty: Moderate
2-5mins
Learning OutcomesCheat Sheet
paper art style brain gears puzzle and group figures on golden yellow backdrop

This quiz helps you spot what is not involved in critical thinking and build stronger reasoning. Answer short questions, see your score, and learn terms like sociocentrism with clear examples. For more practice, try our critical thinking quiz and a critical thinking practice quiz, or sharpen your eye with a which of these is not challenge.

Which of the following is NOT involved in the critical thinking process?
Memorization
Evaluation
Analysis
Inference
Critical thinking emphasizes skills like analysis, evaluation, and inference, which require active reasoning rather than passive recall. Memorization is focused on rote retention without deeper understanding or questioning. While memory supports learning, it is not a core component of critical thinking. For more, see .
Which item does NOT represent a critical thinking skill?
Reasoning
Logic
Creativity
Guesswork
Critical thinking relies on structured skills like logic, creativity, and reasoning to examine ideas critically. Guesswork, however, is ungrounded and based on assumptions without evidence. This makes it the option not aligned with rigorous analysis. Read more at .
Which is NOT one of the intellectual standards in critical thinking?
Bias
Clarity
Relevance
Precision
Intellectual standards in critical thinking include clarity, precision, relevance, depth, breadth, logic, significance, and fairness. Bias is considered a flaw or barrier rather than a standard to uphold. Avoiding bias is a goal of critical thinking, but bias itself is not a standard. See .
Which is NOT a barrier to critical thinking?
Overconfidence
Prejudgment
Active listening
Cognitive dissonance
Barriers to critical thinking include prejudgment, overconfidence, and cognitive dissonance, which distort objective analysis. Active listening is a supportive communication technique that enhances understanding and critical evaluation. Thus, active listening is not a barrier. Learn more at .
Which of the following best defines sociocentrism?
The inclination to evaluate ideas based on group loyalty rather than objective criteria
The practice of isolating groups from social influence
The tendency to prioritize individual rights over group norms
The belief that one's group is inferior to others
Sociocentrism describes the bias of evaluating ideas through the lens of group loyalty and norms rather than objective evidence. It privileges the group's perspective, potentially leading to flawed or unexamined conclusions. This contrasts with individual or universal criteria for judgment. See .
Which is NOT an attitude of a skilled critical thinker?
Open-mindedness
Impulsivity
Curiosity
Fair-mindedness
Skilled critical thinkers exhibit open-mindedness, fair-mindedness, and curiosity, which drive them to explore ideas deeply. Impulsivity, by contrast, leads to hasty judgments without sufficient evidence or reflection. Thus impulsivity is not an attitude that supports critical thought. More at .
Which is NOT part of the Paul - Elder model of critical thinking?
Elements of thought
Intellectual traits
Intellectual standards
Groupthink
The Paul - Elder framework includes the elements of thought, intellectual standards, and intellectual traits. Groupthink is a social phenomenon and barrier, not a constructive part of the model. It inhibits rather than supports critical thinking. See .
Which is NOT a fundamental operation in critical thinking as defined by Bloom's taxonomy?
Remembering
Memorizing
Understanding
Analyzing
Bloom's taxonomy identifies remembering, understanding, applying, analyzing, evaluating, and creating as cognitive domains. Memorizing is simply rote learning without the deeper processing that Bloom's model requires. Thus memorizing is not a core critical thinking operation. For details see .
When assessing the credibility of a source, which factor is NOT typically considered?
Relevance
Authority
Currency
Personal belief
Evaluating source credibility involves checking authority, currency (timeliness), and relevance. Personal belief is a subjective criterion and can introduce bias, so it is not a standard credibility factor. For more information see .
Which of the following is NOT a structured critical thinking technique?
SWOT analysis
Socratic questioning
Free association
Mind mapping
Structured techniques like Socratic questioning, mind mapping, and SWOT analysis follow systematic steps to explore ideas. Free association is more free-form and creative, lacking the explicit framework typical of critical thinking methods. See .
Which of the following does NOT improve critical thinking?
Seeking feedback
Brainstorming
Confirmation of prejudice
Reflective practice
Reflective practice, brainstorming, and seeking feedback all encourage examination of ideas and assumptions. Confirmation of prejudice reinforces existing beliefs without challenge, undermining critical evaluation. For research on bias, see .
Which is NOT part of the RED model of critical thinking?
Evaluate arguments
Recognize assumptions
Resist questions
Develop alternatives
The RED model stands for Recognize assumptions, Evaluate arguments, and Develop alternatives. 'Resist questions' contradicts the model's goal of open inquiry and is not included. Learn more at .
Which cognitive bias is NOT known to hinder critical thinking?
Confirmation bias
Hindsight bias
Anchoring bias
Cognitive empathy
Confirmation, anchoring, and hindsight biases all distort objective reasoning. Cognitive empathy, the ability to understand another's emotions, is not a bias but an interpersonal skill. See .
Which is NOT a recommended practice for improving group critical thinking?
Summarizing discussion
Assuming unanimity
Assigning roles
Encouraging debate
Encouraging debate, assigning roles, and summarizing discussion promote diverse viewpoints and clarity. Assuming unanimity suppresses dissent and critical analysis, making it counterproductive. For group dynamics, see .
Which does NOT describe sociocentrism in decision-making?
Dismissing out-group perspectives
Valuing external expert opinion equally
Emphasizing group loyalty
Prioritizing group norms over objective analysis
Sociocentrism prioritizes group norms and loyalty, often dismissing external or out-group views. Valuing external expert opinion equally would counteract group bias rather than describe it. See .
Which is NOT an example of critical questioning?
Could this conclusion be biased?
What evidence supports this claim?
Why must I accept this assumption?
How do I feel about this idea?
Critical questioning examines evidence, assumptions, and biases. Asking how one feels addresses emotions rather than objective analysis, making it less central to critical inquiry. For techniques, see .
In Toulmin's model of argumentation, which component is NOT included?
Inference
Data
Claim
Warrant
Toulmin's model consists of claim, data (grounds), warrant, backing, qualifier, and rebuttal. While inference is a logical process, it is not named as one of the model's core components. Read more at .
Which scenario does NOT illustrate sociocentrism?
A team dismisses outsider critiques without evaluation
A community values internal consensus over expert advice
A committee adopts policies solely based on group traditions
An individual independently researches multiple perspectives before deciding
Sociocentrism involves privileging group consensus and ignoring outside viewpoints. Independently researching multiple perspectives indicates objective analysis rather than group bias. For background see .
Which is NOT a feature of Socratic questioning in critical thinking?
Probing assumptions
Challenging viewpoints
Exploring implications
Providing ready-made solutions
Socratic questioning involves probing, challenging, and exploring ideas to foster self-discovery. Providing ready-made solutions bypasses this reflective process and is not part of the method. See .
Which is NOT a common method to reduce bias in reasoning?
Blind peer review
Selective memory
Double-checking data
Seeking disconfirming evidence
Blind peer review, double-checking data, and seeking disconfirming evidence help identify and counteract bias. Selective memory, by contrast, reinforces biased recall and hinders objective analysis. More at .
Which is NOT part of the CRAAP test for evaluating sources?
Precision
Accuracy
Relevance
Currency
The CRAAP test evaluates Currency, Relevance, Authority, Accuracy, and Purpose. Precision is valuable in research but is not one of the CRAAP criteria. Details at .
Which practice does NOT promote metacognition in critical thinking?
Unquestioned repetition
Self-questioning
Evaluating one's reasoning
Journaling reflections
Metacognition involves awareness and regulation of one's thinking. Self-questioning, journaling, and evaluating reasoning foster this reflection. Unquestioned repetition bypasses critical reflection, making it non-promotive. See .
Which is NOT a recognized intellectual virtue in critical thinking?
Rigidity
Empathy
Humility
Courage
Intellectual virtues include humility, empathy, courage, integrity, and perseverance. Rigidity indicates closed-mindedness and resistance to new ideas, which opposes critical thinking. For more see .
Which of the following is NOT a barrier to critical thinking in interdisciplinary research?
Disciplinary jargon
Methodological differences
Open dialogue
Sociocentrism
Interdisciplinary research faces barriers like jargon, methodological clashes, and sociocentrism. Open dialogue, however, facilitates understanding and cross-pollination of ideas, so it is not a barrier. For insights see .
Which of the following is NOT a consequence of unchecked sociocentrism in policy-making?
Policy stagnation
Enhanced critical debate
Marginalization of minority views
Reinforced group biases
Unchecked sociocentrism in policy-making marginalizes minority perspectives, reinforces group biases, and can lead to stagnation. It does not promote enhanced critical debate; rather, it suppresses it. See .
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Study Outcomes

  1. Identify non-critical thinking elements -

    Recognize which of the following is not involved in critical thinking by distinguishing irrelevant factors from core analytical processes.

  2. Define sociocentrism -

    Explain the concept of sociocentrism and its impact on group-based bias in decision-making.

  3. Analyze critical thinking questions -

    Break down and interpret diverse critical thinking questions to understand their objectives and underlying assumptions.

  4. Apply critical thinking examples -

    Use real-world scenarios to illustrate and practice key critical thinking skills in problem-solving contexts.

  5. Evaluate reasoning strategies -

    Assess the effectiveness of different reasoning methods and identify logical fallacies.

  6. Improve quiz performance -

    Demonstrate enhanced critical thinking skills by achieving a higher score on the critical thinking skills quiz.

Cheat Sheet

  1. Core Elements of Critical Thinking -

    According to the Foundation for Critical Thinking, critical thinking involves analysis, evaluation, and inference. These elements help you break down arguments, assess evidence, and draw logical conclusions. A handy mnemonic is "A-E-I" to remember Analysis - Evaluation - Inference.

  2. Identifying What's Not Critical Thinking -

    Which of the following is not involved in critical thinking often trips learners up: relying on intuition alone does not count, per the American Philosophical Association. Critical thinkers seek evidence and reason, avoiding bias-driven shortcuts. Remember: intuition without scrutiny = a red flag in logical analysis.

  3. Understanding Sociocentrism -

    The Council of Europe defines sociocentrism as the bias of viewing other groups through the lens of one's own culture. This cognitive trap can cloud judgment and stifle open inquiry. Spot it early by asking, "Am I privileging my group's norms over objective evidence?"

  4. Applying Socratic Questioning -

    Socratic questioning, rooted in educational research at Cambridge University, encourages deep reflection via 5Ws and H (Who, What, When, Where, Why, How). Use these prompts to challenge assumptions and uncover hidden premises in any argument. Try the "5W+H" rule on a news article to practice dissecting claims.

  5. Leveraging Bloom's Taxonomy -

    Developed at the University of Chicago in 1956, Bloom's Taxonomy outlines six levels: Remember, Understand, Apply, Analyze, Evaluate, Create. Mapping study tasks to these tiers ensures you move beyond rote recall to higher-order thinking. For example, turn "describe" into "evaluate" by adding, "What would you change and why?"

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