Training rational thinking: Improvements without transfer to argument evaluation

Background General rational thinking skills are defined as the ability to override heuristic thinking by initiating and carrying out systematic thinking processes. Previous studies have identified rational thinking as a positive predictor of academic performance in higher education. Aims In two preregistered experiments, we examined the effects of a brief targeted rational thinking training on students’ general rational thinking skills and their ability to evaluate scientific arguments. Samples Experiments 1 and 2 comprised 149 and 155 university students, respectively. Methods We conducted two pre-post experiments with different active control groups. In Experiment 1, the control group completed a general reading strategy training. In Experiment 2, the control group completed a simple sentence verification task. The treatment group completed a brief computer-based rational thinking training. Results In both experiments, the rational thinking training group – but not the control group – showed significant improvements in general rational thinking skills. General rational thinking skills were positively correlated with argument evaluation, but no transfer effects of the training on this ability were observed. Unexpectedly, both treatment and control groups improved in argument evaluation, likely due to practice effects. Conclusion These findings indicate that rational thinking skills can be enhanced through brief targeted interventions in higher education, but additional approaches may be needed to promote transfer to epistemic competencies such as argument evaluation.