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Critical Thinking of University Students in Reading Non-Academic Materials: Attitude and Ability Differences in Relation to Academic Level and Major YASUSHI MICHITA (FACULTY OF EDUCATION, UNITERSITY OF THE RYUKYUS) JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2001 49, 41-49 The purposes of the present study were to examine the extent to which university students show critical thinking abilities and attitudes in reading non-academic materials, and to explore the possible correlation with academic level (freshman vs. senior) and major (scientific vs. non-scientific). 80 university students read 3 materials containing fallacious before-and-after arguments, and were asked to provide their comments and/or opinions. The data were used to determine their critical thinking attitudes. The students then commented again on the same materials after being instructed to point out any logical problems with them ; the results were analyzed to infer their critical thinking abilities. The results showed that (1) 88 of the 240 answers (36.7%) were categorized as displaying critical thinking abilities; (2) in the condition with no instruction to think critically, only a few (22.7%) of the 88 responses showed ciritical thinking attitudes; and (3) no consistent effects of academic level or major were discovered. The results suggest that the majority of the students did not read these non-academic materials from a logical point of view, but rather read them from a viewpoint of plausibility, or of what the students believed. These results should be considered by educators whose goal is to develop university students' critical thinking abilities and attitudes. students Key Words: critical thinking, attitude, non-academic materials, before-and-after argument, university