Learning to Call Bullsh*t via Induction: Categorization Training Improves Critical Thinking Performance

Abstract

Participants performed a categorization training task, where each trial presented a claim based on an observation, and participants marked which fallacy or bias, if any, applied to the claim. In two studies, we measure the effect of this training task on critical thinking, measured using an open-ended critical thinking assessment. In Study 1, we pilot these materials in an online college course and observe credible improvements in critical thinking performance. In Study 2, we conduct a randomized controlled experiment and observe credible improvements in critical thinking relative to no training, and relative to comparable learning activities focused on conventional curricular content. We infer that the categorization training task facilitated inductive learning of patterns of biased and flawed reasoning, which improved participants’ ability to identify such patterns in a delayed critical thinking assessment. Such categorization training shows promise as an effective and practical method for improving learners’ resistance to online misinformation.