What Is the Diamond Problem in C++? How to Spot It and How to Fix It

The Diamond Problem can arise in C++ when you use multiple inheritance. Here's what it is, how to spot it, and how to fix it.

Multiple inheritance in C++ is powerful, but a tricky tool, that often leads to problems if not used carefully—problems like the Diamond Problem.

In this article, we will discuss the Diamond Problem, how it arises from multiple inheritance, and what you can do to resolve the issue.

Multiple Inheritance in C++

Multiple Inheritance is a feature of Object-Oriented Programming (OOP) where a subclass can inherit from more than one superclass. In other words, a child class can have more than one parent.

The figure below shows a pictorial representation of multiple inheritances.

Multiple_inheritance representation

In the above diagram, class C has class A and class B as its parents.

If we consider a real-life scenario, a child inherits from its father and mother. So a Child can be represented as a derived class with “Father” and “Mother” as its parents. Similarly, we can have many such real-life examples of multiple inheritance.

In multiple inheritance, the constructors of an inherited class are executed in the order that they are inherited. On the other hand, destructors are executed in the reverse order of their inheritance.

Now let’s illustrate the multiple inheritance and verify the order of construction and destruction of objects.

Code Illustration of Multiple Inheritance

For the multiple inheritance illustration, we have exactly programmed the above representation in C++. The code for the program is given below.

The output we obtain from the above program is as follows:

Now if we check the output, we see that the constructors are called in order B, A, and C while the destructors are in the reverse order. Now that we know the basics of multiple inheritance, we move on to discuss the Diamond Problem.

The Diamond Problem, Explained

The Diamond Problem occurs when a child class inherits from two parent classes who both share a common grandparent class. This is illustrated in the diagram below:

DiamondInheritance

Here, we have a class Child inheriting from classes Father and Mother . These two classes, in turn, inherit the class Person because both Father and Mother are Person.

As shown in the figure, class Child inherits the traits of class Person twice—once from Father and again from Mother. This gives rise to ambiguity since the compiler fails to understand which way to go.

This scenario gives rise to a diamond-shaped inheritance graph and is famously called “The Diamond Problem.”

Code Illustration of the Diamond Problem

Below we have represented the above example of diamond-shaped inheritance programmatically. The code is given below:

Following is the output of this program:

Now you can see the ambiguity here. The Person class constructor is called twice: once when the Father class object is created and next when the Mother class object is created. The properties of the Person class are inherited twice, giving rise to ambiguity.

Since the Person class constructor is called twice, the destructor will also be called twice when the Child class object is destructed.

Now if you have understood the problem correctly, let’s discuss the solution to the Diamond Problem.

How to Fix the Diamond Problem in C++

The solution to the diamond problem is to use the virtual keyword. We make the two parent classes (who inherit from the same grandparent class) into virtual classes in order to avoid two copies of the grandparent class in the child class.

Let’s change the above illustration and check the output:

Code Illustration to Fix the Diamond Problem

Here we have used the virtual keyword when classes Father and Mother inherit the Person class. This is usually called “virtual inheritance," which guarantees that only a single instance of the inherited class (in this case, the Person class) is passed on.

In other words, the Child class will have a single instance of the Person class, shared by both the Father and Mother classes. By having a single instance of the Person class, the ambiguity is resolved.

The output of the above code is given below:

Here you can see that the class Person constructor is called only once.

One thing to note about virtual inheritance is that even if the parameterized constructor of the Person class is explicitly called by Father and Mother class constructors through initialization lists, only the base constructor of the Person class will be called .

This is because there's only a single instance of a virtual base class that's shared by multiple classes that inherit from it.

To prevent the base constructor from running multiple times, the constructor for a virtual base class is not called by the class inheriting from it. Instead, the constructor is called by the constructor of the concrete class.

In the example above, the class Child directly calls the base constructor for the class Person.

Related: A Beginner's Guide to the Standard Template Library in C++

What if you need to execute the parameterized constructor of the base class? You can do so by explicitly calling it in the Child class rather than the Father or Mother classes.

The Diamond Problem in C++, Solved

The Diamond Problem is an ambiguity that arises in multiple inheritance when two parent classes inherit from the same grandparent class, and both parent classes are inherited by a single child class. Without using virtual inheritance, the child class would inherit the properties of the grandparent class twice, leading to ambiguity.

This can crop up frequently in real-world code, so it's important to address that ambiguity whenever it's spotted.

The Diamond Problem is fixed using virtual inheritance, in which the virtual keyword is used when parent classes inherit from a shared grandparent class. By doing so, only one copy of the grandparent class is made, and the object construction of the grandparent class is done by the child class.

CodersLegacy

Diamond Problem in C++

The Diamond Inheritance Problem in C++ is something that can occur when performing multiple inheritance between Classes . Multiple Inheritance is the concept of inheriting multiple classes at once, instead of just one. If done incorrectly, it can result in the Diamond Problem.

What is the Diamond Inheritance Problem in C++?

The following image illustrates the situation under which the Diamond problem occurs.

Diamond Inheritance Problem in C++

The Class A, is inherited by both Class B and C. Then Class D performs multiple inheritance by inheriting both B and C. Now why does this cause a problem?

Well, let’s take a look at another diagram, that represents what actually ends up happening.

Diamond Problem C++

You may, or may not know, that when inheritance occurs between a parent and child class, an object of the parent is created and stored alongside the child object. That is how the functions and variables of the parent can be accessed.

Now if we apply this analogy to the above diagram, you will realize that the Object D, will end up having 4 more objects with it. Now the number of objects isn’t the problem, rather the problem is that we have two objects of Class A alongside Object D. This is a problem, because instead of one object, we have two objects of Class A. Other than performance reasons, what effect could this have? Let’s find out.

Problems caused by Diamond Inheritance

Let’s take a look at the actual code, and observe the problems being caused. As we mentioned earlier, due to Diamond Inheritance, the Object D will have two copies of Object A. Let’s run the below code to see proof of this fact.

As you can see, the Constructor for Class A was called twice, meaning two objects were created.

Digging Deeper in the Diamond Problem

Let’s take a look at a more detailed example, that shows a situation under which Diamond Inheritance can actually become a real problem, and throw an error.

Take a good look at this code. What we are doing here, is using the parameterized constructors to initialize the Objects for Class A. Class B and C are both passed two values, 5 and 8, which they both use to initialize to objects for Class A. One of the objects has the value 5, and one of them has the value 8.

The reason we did this, is so we can highlight the fact that there are two objects with two different values. Now the question is, when we try to use the getVar() function on object D, what happens? Normally, if there were just one object of Class A that was initialized to value “n”, the value “n” would be returned. But what happens in this case?

We can access each of the objects for Class A using the method above. Where we are performing the getVar() function on both the B and C Class object that are stored within Object D. As you can see, the value 5 and 8 are printed out.

But what happens when we use the getVar() function on D? Let’s find out.

See this error? It’s happening because it doesn’t know which object to use. It’s even showing in the error, that there are two objects which the getVar() function could be applied on.

How to solve the Diamond Problem in C++ using Virtual

The fix is very simple. All we need to do, is when inheriting when we make class B and class C inherit from Class A, we add the virtual keyword after the colon in the class name.

What this does, is shifts the responsibility of initializing Class A, to Class D. Previously Class B and C were responsible for initializing it, but since both were doing it, things became ambiguous. So if only Class D initializes Class A, there won’t be any problems as only one object is created.

Let’s modify our code now to include the Virtual keyword , and initialize Class A using Class D. (Although you can choose not to initialize it as well, and let the default constructor for Class A be used)

See our output now? There is no error, and only one object for Class A has been created. With this, our job is done and we can continue programming in peace.

This marks the end of the Diamond Problem in C++ Tutorial. Any suggestions or contributions for CodersLegacy are more than welcome. Questions regarding the tutorial content can be asked in the comments section below.

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how can we solve diamond problem in c

Multiple Inheritance in C++ and the Diamond Problem

by Onur Tuna

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Unlike many other object-oriented programming languages, C++ allows multiple inheritance.

Multiple inheritance allows a child class to inherit from more than one parent class.

At the outset, it seems like a very useful feature. But a user needs to be mindful of a few gotchas while implementing this feature.

In the examples below, we will cover a few scenarios that one needs to be mindful about.

We’ll start with a simple example to explain this concept in C++.

The output of this code is as follows:

In the example above, we have a base class named as LivingThing . The Animal and Reptile classes inherit from it. Only the Animal class overrides the method breathe() . The Snake class inherits from the Animal and Reptile classes. It overrides their methods. In the example above, there is no problem. Our code works well.

Now, we’ll add a bit of complexity.

What if Reptile class overrides the breathe() method?

The Snake class would not know which breathe() method to call. This is the “Diamond Problem”.

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Diamond Problem

Look at the code below. It is like the code in the example above, except that we have overridden the breathe() method in the Reptile class.

If you try compiling the program, it won’t. You’ll be staring at an error message like the one below.

The error is due to the “Diamond Problem” of multiple inheritance. The Snake class does not know which breathe() method to call.

In the first example, only the Animal class had overridden the breathe() method. The Reptile class had not. Hence, it wasn’t very difficult for the Snake class to figure out which breathe() method to call. And the Snake class ended up calling the breathe() method of the Animal class.

In the second example, the Snake class inherits two breathe() methods. The breathe() method of the Animal and Reptile class. Since we haven’t overridden the breathe() method in the Snake class, there is ambiguity.

C++ has many powerful features such as multiple inheritance. But, it is not necessary that we use all the features it provides.

I don’t prefer using multiple inheritance and use virtual inheritance instead.

Virtual inheritance solves the classic “Diamond Problem”. It ensures that the child class gets only a single instance of the common base class.

In other words, the Snake class will have only one instance of the LivingThing class. The Animal and Reptile classes share this instance.

This solves the compile time error we receive earlier. Classes derived from abstract classes must override the pure virtual functions defined in the base class.

I hope you enjoyed this overview of multiple inheritance and the “Diamond Problem”.

If this article was helpful, share it .

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Multiple Inheritance is a feature of C++ where a class can inherit from more than one classes.  The constructors of inherited classes are called in the same order in which they are inherited. For example, in the following program, B’s constructor is called before A’s constructor.

A class can be derived from more than one base class.

(i) A CHILD class is derived from FATHER and MOTHER class (ii) A PETROL class is derived from LIQUID and FUEL class.

The destructors are called in reverse order of constructors.

how can we solve diamond problem in c

In the above program, constructor of ‘Person’ is called two times. Destructor of ‘Person’ will also be called two times when object ‘ta1’ is destructed. So object ‘ta1’ has two copies of all members of ‘Person’, this causes ambiguities. The solution to this problem is ‘virtual’ keyword . We make the classes ‘Faculty’ and ‘Student’ as virtual base classes to avoid two copies of ‘Person’ in ‘TA’ class.

For example, consider the following program. 

In the above program, constructor of ‘Person’ is called once. One important thing to note in the above output is, the default constructor of ‘Person’ is called . When we use ‘virtual’ keyword, the default constructor of grandparent class is called by default even if the parent classes explicitly call parameterized constructor.

How to call the parameterized constructor of the ‘Person’ class?

The constructor has to be called in ‘TA’ class.

For example, see the following program. 

In general, it is not allowed to call the grandparent’s constructor directly, it has to be called through parent class. It is allowed only when ‘virtual’ keyword is used.

As an exercise, predict the output of following programs.

Question 1  

Question 2  

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How C++ Solve Diamond Problem: Addressing Multiple Inheritance Issues

CodeLikeAGirl

How C++ Solves the Diamond Problem: Addressing Multiple Inheritance Issues

Alright, folks, gather around! Today, we’re delving into the intriguing world of C++ to unravel the mysteries surrounding the notorious Diamond Problem in multiple inheritance. But before we jump into the nitty-gritty, let me start with a simple analogy.

🌟 Picture this: You’re at a family gathering where your cool uncle is passing down his prized possessions to his children, one of whom happens to be your parent. Now, if both of your parents inherited something from their respective lineages, and those lineages connect at your cool uncle, things can get messy. That’s the Diamond Problem for you! Now, let’s see how C++ comes to the rescue and untangles this inheritance web!

Understanding the Diamond Problem in Multiple Inheritance

What is the diamond problem in multiple inheritance.

So, here’s the scoop! The Diamond Problem crops up in languages like C++ that support multiple inheritance. It occurs when a class derives from two classes, which in turn, inherit from a common base class. This creates an ambiguous state as the derived class would have multiple instances of the shared base class, forming a diamond shape in the inheritance diagram.

Issues Caused by the Diamond Problem

🤔 Now, you might wonder, "What’s the big deal?" Well, let me break it down for you. The Diamond Problem leads to ambiguity in the program due to multiple instances of the base class, resulting in conflicting member function calls and variable access. That’s like having two different instructions from two different parents, leaving you utterly perplexed!

C++ Features to Address the Diamond Problem

But hey, fear not, my fellow tech enthusiasts! C++ comes prepared with a couple of tricks up its sleeve to mitigate this conundrum.

Virtual Inheritance

In the world of C++, the virtual keyword comes to the rescue. By using virtual inheritance, we can ensure that only one instance of the common base class is inherited by the derived class, thus resolving the ambiguity and untangling the inheritance mess.

Virtual Base Classes

Next up, we have virtual base classes, which bestow upon us the power to prevent redundant member objects from the shared base class. It’s like a double espresso shot, kicking out the redundancy while keeping things clear and focused.

Implementation of Virtual Inheritance in C++

Syntax and usage of virtual keyword.

In C++, when we declare a base class as virtual during inheritance, we’re essentially signifying that we want only a single instance of the base class within the derived class, thus addressing the Diamond Problem head-on.

Example code demonstrating the use of virtual inheritance

Here, by using virtual inheritance, the class Bat ensures that it has a single instance of Animal , ruling out any ambiguity caused by multiple inheritance paths.

Implementation of Virtual Base Classes in C++

Syntax and usage of virtual base class.

In C++, when we mark a base class as virtual, it ensures that only one instance of the base class exists in the derived class hierarchy, thus eliminating any redundancy and confusion.

Example code illustrating the use of virtual base classes in C++

With virtual base classes, the class Sphere can guarantee a solitary instance of Shape , sidestepping any potential issues arising from multiple inheritance paths.

Benefits of using C++ to Address the Diamond Problem

Preventing ambiguity and conflicts.

Thanks to the magic of virtual inheritance and virtual base classes, C++ ensures that the Diamond Problem is a thing of the past, ushering in clarity and coherence in our class hierarchies.

Improved code reusability and maintainability

By taming the Diamond Problem, C++ fosters better code organization, streamlining reusability, and simplifying maintenance. It’s like decluttering your codebase and giving it a fresh new look!

So, there you have it, folks! C++ swoops in like a mighty superhero, wielding the powers of virtual inheritance and virtual base classes to put an end to the Diamond Problem shenanigans. Now, isn’t that just fabulous?!

Finally, after grasping the intricacies of how C++ tackles the Diamond Problem, I can’t help but appreciate the elegance of its solutions. It’s like witnessing a coding symphony unfolding before our eyes, with each note harmonizing to resolve the complexities of multiple inheritance.

As I sign off, remember, embrace the quirks of coding, and let your creativity sparkle through the lines of your code! Until next time, keep coding, keep creating, and keep conquering those tech challenges with flair! Adios, amigos! 💻✨

Program Code – How C++ Solve Diamond Problem: Addressing Multiple Inheritance Issues

Code output:.

Vehicle constructor called Engine constructor called Car constructor called Car started Engine started Car destructor called Engine destructor called Vehicle destructor called

Code Explanation:

In this C++ program, we tackle the notorious diamond problem that arises in multiple inheritance scenarios. Let’s break it down, shall we?

We start with two base classes, Vehicle and Engine . Both classes have a constructor, a destructor, and a pure virtual function. Pure virtual functions make these classes abstract, meaning they can’t be instantiated on their own; they’re blueprints waiting to be fleshed out.

Now we strut into the crux of the matter with the Car class, which inherits from both Vehicle and Engine . However, here’s the kicker—we inherit from Engine virtually. This is the magic sprinkle that solves the diamond problem. Virtual inheritance allows us to have a single instance of the Engine base class in our Car class, avoiding multiple ‘Engine’ subobjects, which could cause ambiguity and conflicts.

Within our Car class, we override the virtual functions with some vroom-vroom action in the start and startEngine methods. When we construct a Car , it calls the constructors of Vehicle and Engine first (in that order), prints some messages, and then calls the Car constructor.

In the main function, we play out the scene. We create a Car object, summon it to start and rev up the startEngine . The car obediently responds by printing ‘Car started’ and ‘Engine started’. It’s alive!

When our main function reaches the end, and it’s time to say goodbye, our Car meets its maker by calling destructors in the reverse order of the constructors—first Car , then Vehicle , and finally Engine . And that’s how C++ rides away gleefully from the diamond problem. 🏎💨

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C++: Diamond Problem and Virtual Inheritance

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Summary: In this tutorial, we will learn what the diamond problem is, when it happens and how we can solve it using virtual inheritance in C++.

What is the Diamond Problem?

When we inherit more than one base class in the same derived class and all these base classes also inherit another but same single class (super parent), multiple references of the super parent class become available to the derived class.

So, it becomes unclear to the derived class, which version of the super parent class it should refer to.

Consider the following program for instance:

There is no syntactical error in the above program but still, if we try to compile then it returns the following compilation error:

line 24|error: request for member ‘name’ is ambiguous

This is because two instances of class A’s name() method is available for class D, one through class B, and the other through class C.

Diamond Problem in C++

In this case, the compiler gets confused and cannot decide which name() method it should refer to.

This ambiguity often occurs in the case of multiple inheritances and is popularly known as the diamond problem in C++.

To remove this ambiguity, we use virtual inheritance to inherit the super parent.

What is Virtual Inheritance?

Virtual inheritance in C++ is a type of inheritance that ensures that only one copy or instance of the base class’s members is inherited by the grandchild derived class.

It is implemented by prefixing the virtual keyword in the inheritance statement.

If we now apply virtual inheritance in our previous example, only one instance of class A would be inherited by class D (i.e. B::A and C::A will be treated as the same).

Virtual Inheritance in C++

Now because there is only one reference of class A’s instance is available to the child classes, we get the proper diamond-shaped inheritance.

Also, If we need to override any of the super parent class’s method (class A) in the child classes, we should override it till the very derived class, like the following. Otherwise, the compiler will throw no unique overrider error .

In this tutorial, we understood the concept of virtual inheritance and were able to solve the diamond problem using the same in C++.

You May Also Like:

  • Inheritance in C++ [with Example]
  • Single Inheritance in C++ [with Example]
  • Multiple Inheritance in C++ [with Example]
  • Multilevel Inheritance in C++ [with Example]

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  • Getting started with oop
  • Abstraction
  • Diamond problem
  • Diamond Problem - Example
  • Encapsulation
  • Inheritance
  • Polymorphism

oop Diamond problem Diamond Problem - Example

Diamond problem is a common problem occurred in Object Oriented Programming, while using multiple-inheritance .

Consider the case where class C , is inherited from class A and class B . Suppose that both class A and class B have a method called foo() .

Then when we are calling the method foo() , compiler cannot identify the exact method we are trying to use

  • foo() from class A
  • foo() from class B

This is called the diamond problem basically. There are some variants of this problem. To avoid this, there are multiple approaches. Java doesn't allow multiple inheritance. Hence the problem is avoided. But C++ is allowing multiple inheritance, therefore you must be careful to use of multiple inheritance.

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how can we solve diamond problem in c

Wednesday, September 5, 2018

  • What is Diamond Problem in C#

Diamond Problem in C#

How can we resolve the diamond problem in c#?

Diamond Problem in C#

Real Time  Diamond Problem in C#  Solution:  

diamond problem in c#

To understand the concepts of Implicit and Explicit interface visit the following link.

  • Implicit Interface
  • Explicit Interface

2 comments:

Hi, The direction of the arrows in either "two classes B and C inherit from A" or "D inherits from both B and C" is switched they should in both cases either start from parent and go to the child or the opposite, depending on the pattern you choose for the pictures (as it does not seem like an UML diagram). Thanks Thanks

how can we solve diamond problem in c

Thanks Paulo, The given diagram is correct in that case because first i am trying to explain when the diamond problem is occurred. the "D inherits from both B and C" if we are trying to inherits both the same time then it does not allow and That is the diamond problem diagram...... Thanks for suggestion. Please let me know in case of any concerns.

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Multiple Inheritance in C++

C++ Course: Learn the Essentials

The capability of a class to derive properties and characteristics from another class is called Inheritance. This allows us to reuse and modify the attributes of the parent class using the object of the derived class.

The class whose member functions and data members are inherited is called the base class or parent class, and the class that inherits those members is called the derived class.

Introduction to Multiple Inheritance

Multiple Inheritance is the concept of inheritance in C++ by which we can inherit data members and member functions from multiple(more than one) base/parent class(es) so that the derived class can have properties from more than one parent class.

introduction to Multiple Inheritance in C++

In the image above, the derived class inherits data members and member functions from two different parent classes named Base Class 1 and Base Class 2 .

SHOWING AN EXAMPLE ANALOGY OF FLYING CAR AS MULTIPLE INHERITANCE

Diagram of Multiple Inheritance in C++

diagram of multiple inheritance

Syntax of Multiple Inheritance in C++

Here, there are two base classes: BaseClass1 and BaseClass2 . The DerivedClass inherits properties from both the base classes.

While we write the syntax for the multiple inheritance, we should first specify the derived class name and then the access specifier (public, private, or protected), and after that, the name of base classes.

We should also keep in mind the order of the base classes given while writing the multiple inheritance because the base class's constructor, which is written first, is called first.

As the order while writing the multiple inheritance was BaseClass2 and then BaseClass1 , the constructor will be called in that order only.

Now, changing the order.

Ambiguity Problem in Multiple Inheritance

In multiple inheritance, we derive a single class from two or more base or parent classes.

So, it can be possible that both the parent classes have the same-named member functions. While calling via the object of the derived class(if the object of the derived class invokes one of the same-named member functions of the base class), it shows ambiguity.

The online C++ compiler gets confused in selecting the member function of a class for the execution of a program and gives a compilation error.

Program to demonstrate the Ambiguity Problem in Multiple Inheritance in C++

Ambiguity Resolution in Multiple Inheritance

This problem can be solved using the scope resolution (::) operator. Using the scope resolution operator, we can specify the base class from which the function is called. We need to use the scope resolution (::) operator in the main() body of the code after we declare the object and while calling the member function by the object.

Ambiguity Resolved Code

How does multiple inheritance differ from multilevel inheritance.

DIAGRAM OF BOTH MULTIPLE AND MULTILEVEL INHERITANCE

Syntax of Multiple Inheritance:

The Diamond Problem

A diamond pattern is created when the child class inherits from the two base/parent class, and these parent classes have inherited from one common grandparent class(superclass).

DIAGRAM OF THE DIAMOND PROBLEM

Here, you can see that the superclass is called two times because of the diamond problem.

Solution of the Diamond Problem: The solution is to use the keyword virtual on the two parent classes, ClassA and ClassB . Two-parent classes with a common base class will now inherit the base class virtually and avoid the occurrence of copies of the base class in the child class ( ClassC here). This is called virtual inheritance. The virtual inheritance limits the passing of more than a single instance from the base class to the child class.

Fixed Code for the Diamond Problem

Output The result shows that ambiguity is removed using the virtual keyword:

Here in the output, we can see that the superclass's members are only inherited and have not formed copies.

TWO DIAGRAMS SHOWING HOW VIRTUAL INHERITANCE HELPS

How to Call the Parameterized Constructor of the Base Class?

To call the parameterized constructor of the base class, we need to explicitly specify the base class’s parameterized constructor in the derived class when the derived class’s parameterized constructor is called.

The parameterized constructor of the base/parent class should only be called in the parameterized constructor of the subclass. It cannot be called in the default constructor of the subclass.

Code Syntax:

Visibility Modes in Multiple Inheritance in C++

The visibility mode specifies the control/ accessibility over the inherited members of the base class within the derived classes. In C++, there are three visibility modes- public , protected , and private . The default visibility mode is private.

  • Private Visibility Mode: In Inheritance with private visibility mode, the public members(data members and member functions) and protected members of the parent/base classes become ‘private members' in the derived class.

Private Visibility Mode

  • Protected Visibility Mode: In inheritance with protected visibility mode, the public members(data members and member functions) and the protected members of the base/parent class become protected members of the derived class. As the private members are not inherited, they are not accessible directly by the object of the derived class. The difference between the private and the protected visibility mode is-

Protected Visibility Mode

  • Public Visibility Mode: In inheritance with public visibility mode, the public members(data members and member functions) of the base class(es) are inherited as the public members in the derived class, and the protected members(data members and member functions) of the base class are inherited as protected members in the derived class.

In the derived class, the inherited members can be accessed directly using this visibility mode. The private members of the base class are still not directly accessible to the derived class as they are not inherited.

Public Visibility Mode

Advantages of Multiple Inheritance in C++

Multiple Inheritance is the inheritance process where a class can be derived from more than one parent class. The advantage of multiple inheritances is that they allow derived classes to inherit more properties and characteristics since they have multiple base/parent classes.

Example of Multiple Inheritance in C++

In the example of Multiple Inheritance, we will calculate the average of the two subjects.

The two subjects will have two different classes, and then we will make one class of Result which will be the derived class from the above two classes through multiple inheritance.

Now, we can access the member functions and data members directly when we inherit in public mode. We will use the data of both the parent classes, and then we will calculate the average marks.

  • The capability of a class to derive properties and characteristics from another class is called Inheritance.
  • Base Class - A class whose members are inherited.
  • Derived Class - A class that inherits the base class members.
  • In Multiple Inheritance in C++, we can inherit data members and member functions from multiple(more than one) base/parent class(es).
  • When the base classes have the same-named member functions and when we call them via derived class object. It shows ambiguity.
  • To solve the ambiguity problem, we should use the scope resolution operator (::) .
  • A diamond pattern is created when the child class inherits values and functions from the two base/parent classes, and these parent classes have inherited their values from one common grandparent class(superclass), which leads to duplication of functions.
  • To solve the diamond problem, we should use the virtual keyword, which restricts the duplicate inheritance of the same function.
  • There are three visibility modes in C++ for inheritance - public , protected , and private . The default visibility mode is private.
  • Polymorphism in C++ .

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Eggcellent Work

Critical thinking vs problem solving: what’s the difference.

In our blog “Importance of  Problem Solving Skills in Leadership ,” we highlighted problem solving skills as a distinct skill set. We outlined a 7-step approach in how the best leaders solve problems.

Table of Contents

Critical thinking vs. problem solving

But are critical thinking and problem solving the same? Also, if there are differences, what are they? Although many educators and business leaders lump critical thinking and problem solving together, there are differences:

Problem solving  uses many of the same skills required for critical thinking; e.g., observation, analysis, evaluation, interpretation, and reflection.  Critical thinking  is an important ingredient of problem solving.

Critical thinking vs. problem solving: Not all problems require critical thinking skills

Not every problem-solving skill is a critical thinking skill. That is because not every problem requires thinking. A problem like opening a stubborn pickle jar could simply require brute strength. On the other hand, it becomes a thinking skill when you remember to tap the edge of the pickle jar lid to loosen the seal.

Also, some problem-solving skills are the exact opposite of critical thinking. When you follow directions or use muscle memory or rote (memorization) thinking, there is no critical thinking required. Likewise, skills of persuasion or public oratory are thinking skills, but aren’t necessarily critical thinking skills.

Critical thinking vs. problem solving: The role of emotional intelligence

In our blog “ What is the role of communication in critical thinking ?” we highlighted one author’s argument that critical thinking and problem solving is not always a purely rational process. While critical thinkers are in great demand in the hiring marketplace, employees who are emotionally intelligent bring even greater value to an organization.

Writing for  Business News Daily ,  editor Chad Brooks describes emotional intelligence as “the ability to understand your emotions and recognize the emotions and motivations of those around you.”

So, when looking for star performers, research shows “that emotional intelligence counts for twice as much as IQ and technical skills combined in determining who will be a star performer.”

Further, in today’s collaborative workplace environment, “hiring employees who can understand and control their emotions – while also identifying what makes those around them tick—is of the utmost importance.”

Finally, one expert notes that dealing with emotions is an important part of critical thinking. Emotions can be at the root of a problem. They are frequently symptomatic of problems below the surface. Problem solving when dealing with emotions requires openness to authentic emotional expressions. It requires the understanding that when someone is in pain, it is a problem that is real.

  • The Ultimate Guide To Critical Thinking

Is Critical Thinking A Soft Skill Or Hard Skill?

  • How To Improve Critical Thinking Skills At Work And Make Better Decisions
  • 5 Creative and Critical Thinking Examples In Workplace
  • 25 In-Demand Jobs That Require Critical Thinking and Problem-Solving Skills
  • Brainstorming: Techniques Used To Boost Critical Thinking and Creativity

Critical thinking and problem solving: A deeper dive

A recap of the distinct differences between critical thinking and problem solving.

Critical thinking,  according to an article on Drexel  University’s Graduate College webpage  “utilizes analysis, reflection, evaluation, interpretation, and inference to synthesize information that is obtained through reading, observing, communicating, or experience.”

The goal of critical thinking is to evaluate the credibility of both the information and its source. It questions the central issue and how the information will inform intelligent decisions. Finally, it asks the question, “Where does this information lead me?”

Problem solving , as previously mentioned, uses many of those skills, but “it takes the process a step further to identify obstacles and then to strategically map out a set of solutions to solve the problem. That extra step in problem solving is  identifying obstacles  as well as mapping out a strategic set of solutions to resolve the problem.

How to develop critical thinking skills to become a better problem solver

1. develop your analytical skills..

Pay attention and be more observant. Ask the questions “who, what, where, and why” and learn as much as possible about the topic or problem.  Map everything out  to imprint or gain a visual understanding and focus on the differences between fact, opinion, and your own bias.

2. Learn the skill of evaluating

As a subset of analysis, you can become skilled in evaluation by:

  • comparing similar and related topics, programs, and issues. How are they different, and where are the similarities?
  • looking for trends that support (or refute) what you intuitively feel is the solution
  • recognizing barriers or conflicts to successful problem resolution
  • asking questions and gathering information—assuming nothing, ever.

3. Interpretation with the help of a mentor or someone more experienced

Interpreting a problem accurately employs both analytical and evaluating skills. With practice, you can develop this skill, but to hone your interpretation skills, it is advisable to seek the help of an experienced mentor.

You’ll need to do the following:

  • know how your own biases or opinions can be a roadblock to the best decision making
  • recognize that cultural differences can be a barrier to communication
  • look at the problem from the point of view of others
  • learn as much as you can about the problem, topic, or experience
  • synthesize everything you have learned in order to make the connections and put the elements of a problem together to form its solution

4. Acquire the skill and habit of reflection.

Being reflective is applicable to almost every aspect of your personal and professional life. To open your mind to reflection, think back to your educational experience. Your instructor may have asked you to keep a  reflective journal  of your learning-related experiences. A reflective journal requires expressive writing, which, in turn, relieves stress.

Perhaps you have just had a disagreement with a coworker, who became abusive and personal. Not everyone can come up with those instant snappy comebacks on the spot, and it is usually best to disengage before the situation gets worse.

Here’s where reflective journaling helps. When you’re in a calmer state of mind, you can journal the incident to:

  • gain deeper insights into your thought processes and actions—How do you feel about not defending yourself from the colleague’s accusations or personal abuse? What was the perfect response that eluded you in the stress of the moment?
  • build a different approach to problems—It could be that your co-worker perceives you as unapproachable or unreceptive to suggestions and criticism. Maybe it’s time to have a frank discussion to help you see yourself through the eyes of the coworker.
  • get closer to making significant changes in your life—Your journal entries may have displayed a pattern of your behavior on the job, which elicits consistent negative reactions from more than one co-worker.

Your takeaways:

  • When evaluating critical thinking vs. problem solving, the elements of both appear to blend into a distinction without a difference.
  • Good problem solvers employ the steps of critical thinking, but not all problem solving involves critical thinking.
  • Emotional intelligence is an attribute that is a hybrid skill of problem solving and critical thinking.
  • You can hone your critical thinking skills to become a better problem solver through application of analysis, evaluation, interpretation, and reflection.
  • 10 Best Books On Critical Thinking And Problem Solving
  • 12 Common Barriers To Critical Thinking (And How To Overcome Them)
  • How To Promote Critical Thinking In The Workplace

Is Critical Thinking Overrated?  Disadvantages Of Critical Thinking

  • 11 Principles Of Critical Thinking  

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Jenny Palmer

Founder of Eggcellentwork.com. With over 20 years of experience in HR and various roles in corporate world, Jenny shares tips and advice to help professionals advance in their careers. Her blog is a go-to resource for anyone looking to improve their skills, land their dream job, or make a career change.

Further Reading...

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From Good To Great: 20 Examples Of Exceeding Expectations

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What Is The Role Of Communication In Critical Thinking?  

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What Are Critical Thinking Skills and Why Are They Important?

Learn what critical thinking skills are, why they’re important, and how to develop and apply them in your workplace and everyday life.

[Featured Image]:  Project Manager, approaching  and analyzing the latest project with a team member,

We often use critical thinking skills without even realizing it. When you make a decision, such as which cereal to eat for breakfast, you're using critical thinking to determine the best option for you that day.

Critical thinking is like a muscle that can be exercised and built over time. It is a skill that can help propel your career to new heights. You'll be able to solve workplace issues, use trial and error to troubleshoot ideas, and more.

We'll take you through what it is and some examples so you can begin your journey in mastering this skill.

What is critical thinking?

Critical thinking is the ability to interpret, evaluate, and analyze facts and information that are available, to form a judgment or decide if something is right or wrong.

More than just being curious about the world around you, critical thinkers make connections between logical ideas to see the bigger picture. Building your critical thinking skills means being able to advocate your ideas and opinions, present them in a logical fashion, and make decisions for improvement.

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Why is critical thinking important?

Critical thinking is useful in many areas of your life, including your career. It makes you a well-rounded individual, one who has looked at all of their options and possible solutions before making a choice.

According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]:

Crucial for the economy

Essential for improving language and presentation skills

Very helpful in promoting creativity

Important for self-reflection

The basis of science and democracy 

Critical thinking skills are used every day in a myriad of ways and can be applied to situations such as a CEO approaching a group project or a nurse deciding in which order to treat their patients.

Examples of common critical thinking skills

Critical thinking skills differ from individual to individual and are utilized in various ways. Examples of common critical thinking skills include:

Identification of biases: Identifying biases means knowing there are certain people or things that may have an unfair prejudice or influence on the situation at hand. Pointing out these biases helps to remove them from contention when it comes to solving the problem and allows you to see things from a different perspective.

Research: Researching details and facts allows you to be prepared when presenting your information to people. You’ll know exactly what you’re talking about due to the time you’ve spent with the subject material, and you’ll be well-spoken and know what questions to ask to gain more knowledge. When researching, always use credible sources and factual information.

Open-mindedness: Being open-minded when having a conversation or participating in a group activity is crucial to success. Dismissing someone else’s ideas before you’ve heard them will inhibit you from progressing to a solution, and will often create animosity. If you truly want to solve a problem, you need to be willing to hear everyone’s opinions and ideas if you want them to hear yours.

Analysis: Analyzing your research will lead to you having a better understanding of the things you’ve heard and read. As a true critical thinker, you’ll want to seek out the truth and get to the source of issues. It’s important to avoid taking things at face value and always dig deeper.

Problem-solving: Problem-solving is perhaps the most important skill that critical thinkers can possess. The ability to solve issues and bounce back from conflict is what helps you succeed, be a leader, and effect change. One way to properly solve problems is to first recognize there’s a problem that needs solving. By determining the issue at hand, you can then analyze it and come up with several potential solutions.

How to develop critical thinking skills

You can develop critical thinking skills every day if you approach problems in a logical manner. Here are a few ways you can start your path to improvement:

1. Ask questions.

Be inquisitive about everything. Maintain a neutral perspective and develop a natural curiosity, so you can ask questions that develop your understanding of the situation or task at hand. The more details, facts, and information you have, the better informed you are to make decisions.

2. Practice active listening.

Utilize active listening techniques, which are founded in empathy, to really listen to what the other person is saying. Critical thinking, in part, is the cognitive process of reading the situation: the words coming out of their mouth, their body language, their reactions to your own words. Then, you might paraphrase to clarify what they're saying, so both of you agree you're on the same page.

3. Develop your logic and reasoning.

This is perhaps a more abstract task that requires practice and long-term development. However, think of a schoolteacher assessing the classroom to determine how to energize the lesson. There's options such as playing a game, watching a video, or challenging the students with a reward system. Using logic, you might decide that the reward system will take up too much time and is not an immediate fix. A video is not exactly relevant at this time. So, the teacher decides to play a simple word association game.

Scenarios like this happen every day, so next time, you can be more aware of what will work and what won't. Over time, developing your logic and reasoning will strengthen your critical thinking skills.

Learn tips and tricks on how to become a better critical thinker and problem solver through online courses from notable educational institutions on Coursera. Start with Introduction to Logic and Critical Thinking from Duke University or Mindware: Critical Thinking for the Information Age from the University of Michigan.

Article sources

University of the People, “ Why is Critical Thinking Important?: A Survival Guide , https://www.uopeople.edu/blog/why-is-critical-thinking-important/.” Accessed May 18, 2023.

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WESTERN GOVERNORS UNIVERSITY

Developing your critical thinking skills, critical thinking skills, critical thinking skills are the navigational tools needed for everyday life and in any professional journey. they enable you to analyze and solve complex problems effectively, allowing you to gain a competitive edge and empowering you to make smarter decisions.    .

With these skills, you’ll be able to think outside the box, adapt to change, and handle risks with greater efficiency. By improving your critical thinking abilities, you're setting yourself up to succeed in any field. 

This guide explores different types of critical thinking skills and how you can learn and apply them in your everyday life.

similarities of critical thinking and problem solving

What Are Critical Thinking Skills?

Critical thinking skills refer to your ability to analyze, evaluate, and interpret information in a logical and systematic manner to determine possible solutions. Think of it as employing objective reasoning and sound judgment to assess situations, solve problems, make decisions, and draw meaningful conclusions.

These skills assist you in thinking clearly and making sensible decisions when needed to solve problems, make better choices, think independently, consider multiple viewpoints, and apply thoughtful analysis to complex issues.

Why Are Critical Thinking Skills Important?

Critical thinking skills are highly valued by employers and are crucial in today's job market for several reasons. Let’s have a look at why these skills are important:

  • Decision-making: You can make informed decisions based on careful analysis, which leads to more effective decision-making, minimizing risks and maximizing opportunities. 
  • Effective problem-solving: These skills provide the foundation for effective problem-solving in different professional contexts. These skills equip you to effectively identify, define, and analyze problems from different perspectives.
  • Promote open-mindedness: Critical thinking leads to innovative ideas and approaches that will make you challenge assumptions. These challenges lead to innovative ideas and approaches. 
  • Effective communication: By enabling you to clearly organize your thoughts and articulate ideas, critical thinking skills promote effective communication.

similarities of critical thinking and problem solving

What are the Benefits of Having Critical Thinking Skills?

As mentioned above, critical thinking skills are crucial in every profession and enable you to stand out and succeed in your field. Let’s explore some of the benefits of critical thinking skills and how they add value to your profession:

Stronger analytical abilities: You enhance your analytical thinking capabilities, allowing you to gather, assess, and interpret data effectively. Using logical reasoning, you can identify patterns, extract relevant insights, and draw meaningful conclusions from complex information. This skill is valuable in problem-solving, decision-making, and strategic planning.  

Flexibility: Being flexible enables you to adapt to changing circumstances and swiftly navigate uncertainties. By considering multiple perspectives, evaluating information gathered, and adjusting your thinking, you can adapt your strategies and approaches to respond effectively to evolving situations. This adaptability is crucial in today's fast-changing work environments. 

Lifelong learning: By embracing a growth mindset and engaging in lifelong learning, you can acquire new skills, question assumptions, seek new knowledge, critically evaluate your beliefs, and stay relevant in your chosen field.  

Vision clarity: Having a clear vision enables you to forecast situations and goals. Critical thinking skills provide a framework for purposeful action. This concept also guarantees that your efforts are consistently directed toward achieving the desired outcomes.

Endless possibilities: Solid critical thinking skills allow you to uncover an array of potential outcomes, ideas, and opportunities to go beyond the familiar. 

similarities of critical thinking and problem solving

Examples of Critical Thinking Skills in the Workplace

Critical thinking skills can be applied in many ways across various professions. Here are some practical examples:

Analysis: You can ask relevant questions, evaluate evidence, and draw logical conclusions based on available information. You can uncover a trend or problem through analysis and make a well-informed decision based on your findings. 

Evaluation: You can weigh different perspectives, consider biases or limitations, and make informed judgments about the quality and validity of information or claims presented. You can distinguish between credible and unreliable sources by evaluating evidence, claims, or proposals and determining the best cause of action.

Creative thinking: Thinking creatively means being innovative, embracing new perspectives, and engaging in divergent thinking to discover fresh insights and possibilities.  

Inference: You can draw logical conclusions based on available evidence, observations, or patterns. By making reasoned judgments and connecting pieces of information, you can delve deeper into complex situations leading to better solutions. 

Reflection: You can critically examine your thoughts, beliefs, and experiences. By displaying self-awareness and introspection, you enhance self-directed learning and promote continuous improvement.  

How Will I Use Critical Thinking Skills?

By developing and applying critical thinking skills, you will be better equipped to navigate complex work environments, contribute to organizational success, and excel in your chosen career path. 

These skills are applicable across various professional roles and industries. For example, with IT careers, you can use critical thinking skills in the following fields:

IT Career: In the IT industry, critical thinking skills are essential for problem-solving and troubleshooting. For example, you’ll be able to analyze the symptoms, gather relevant information, and evaluate potential causes. IT careers such as risk analysts , information manager and IT manager require solid critical thinking skills.

With health careers you can use critical thinking skills in the workplace. This includes:

Accurate diagnoses and treatment decisions: Critical thinking skills are crucial for the hospital environment and beyond.  For instance, as a nurse or doctor with strong critical thinking skills, you will carefully assess a patient's symptoms, review medical history, and analyze test results. Most careers in healthcare such as community health workers , ICU nurses , medical records manager , etc., require these skills.

With education careers, you’ll discover how critical thinking skills are useful in the classroom and beyond:

Designing engaging classroom activities: As a teacher with strong critical thinking skills, you’ll design engaging classroom activities and questions. You can promote problem-solving and creative learning. Most careers in education such as teaching assistants , preschool teachers , and even high school teachers need these skills.

With business professions you incorporate critical thinking skills into everyday decisions in the workplace:

Evaluating market trends: As a decision-maker in business, critical thinking skills help you evaluate market trends, analyze financial data, and assess potential risks and opportunities. You’ll use logical reasoning and sound judgment to make informed business-related decisions such as product development, resource allocation, and business strategies. Most business-related careers such as project management, actuary , human resources management , etc., need these skills.

Critical thinking skills provide a foundation for thoughtful approaches in each field.

How Can I Learn Critical Thinking Skills?

At WGU, our curriculum is designed to foster critical thinking skills by incorporating interactive and thought-provoking course content. 

Our courses are structured to encourage active learning and provide opportunities to apply critical thinking skills in different subject areas.  

For example, in the Leavitt School of Health , the following degree programs teach critical thinking as part of the coursework:

  • BS Nursing (BSRN) 
  • BS Nursing (RN- to BSN Degree), BSNU
  • BS Nursing-Prelicensure (BSPRN) 

In nursing and other health-related degrees, you’ll learn to:

  • Identify reliable and credible sources of information. 
  • Identify different academic arguments concerning a particular issue.
  • Identify potential sources of bias when analyzing a given issue. 
  • Gather relevant facts to form a judgment.
  • Analyze data from various sources and contexts. 

In critical thinking courses, you’ll encounter challenging concepts, case studies, and real-world scenarios that require critical analysis and problem-solving. 

You’ll be able to engage in collaborative learning activities, such as group projects, discussions, and simulations. You’ll also complete a capstone project that integrates and applies the knowledge and skills you’ve acquired. 

These activities encourage you to share ideas, consider diverse perspectives, and provide an opportunity to demonstrate your proficiency in critical thinking while also showcasing your ability to apply it practically. 

Our goal at WGU is to provide a comprehensive learning experience that enhances your critical thinking skills.

Frequently Asked Questions

How is critical thinking used in everyday life?

You can apply critical thinking to various aspects of everyday life, such as:

  • Making logical decisions when solving problems. 
  • Assessing the credibility of the information you encounter online to avoid being misled or scammed.
  • Understanding and questioning norms, biases, and stereotypes leading to a change in policies and social justice. 

How do you say you’re good at critical thinking in your résumé?

You must provide concrete examples to demonstrate your abilities as a critical thinker in your résumé. 

For example, you can describe situations where you successfully applied critical thinking to solve problems or make decisions. 

You can also provide relevant certifications or coursework if you’ve completed any courses or certifications related to critical thinking. Make sure that you highlight them in the education section of your résumé.

What are the barriers to critical thinking?

There are various factors that can limit your ability to think critically:

  • Allowing emotions to influence your thinking process.
  • Conforming to cultural and social norms.
  • Lacking access to accurate information about a subject. 
  • Having insufficient time to thoroughly evaluate information.
  • Lacking exposure to situations that require critical thinking.

Find Your Degree

Are you ready to embark on an exciting journey where your analytical reasoning and problem-solving abilities set you apart? 

Take the degree quiz and find the perfect degree program for you. Prepare to embrace a future of exciting possibilities and success in every facet of your life.

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  • Indian J Crit Care Med
  • v.20(10); 2016 Oct

Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students

Mohammad heidari.

From: 1 Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran

Parvin Ebrahimi

2 Department of Health Services Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran

Background and Aims:

Critical-thinking ability would enable students to think creatively and make better decisions and makes them make a greater effort to concentrate on situations related to clinical matters and emergencies. This can bridge the gap between the clinical and theoretical training. Therefore, the aim of the present study is to examine the relationship between critical-thinking ability and decision-making skills of the students of Emergency Medicine.

Materials and Methods:

This descriptive and analytical research was conducted on all the students of medical emergency students ( n = 86) in Shahrekord, Iran. The demographic information questionnaire, the California Critical Thinking Skills Test, and a decision-making researcher-made questionnaire were used to collect data. The data were analyzed by SPSS software version 16 using descriptive and analytical statistical tests and Pearson's correlation coefficient.

The results of the present study indicate that the total mean score for the critical thinking was 8.32 ± 2.03 and for decision making 8.66 ± 1.89. There is a significant statistical relationship between the critical-thinking score and decision-making score ( P < 0.05).

Conclusions:

Although critical-thinking skills and decision-making ability are essential for medical emergency professional competence, the results of this study show that these skills are poor among the students.

Introduction

The increase in number and range of the incidents during the recent years has led the personnel of medical emergency encountering complex problems and issues, which are the result of the advancement in technology and cultural and ethical factors. It is, therefore, necessary to replace the traditional methods with decentralized emergency management systems. One of these techniques uses decision-making, creative-thinking, and problem-solving skills in today's world of management.[ 1 ] Decision-making is one of the most important and vital parts of the managers of emergency rooms. They must make a decision quickly most of the times even if they do not have sufficient information about the matter in hand.[ 2 ] In addition to the problems which are common among everyone, these employees encounter unique difficulties such as working with numerous employees and individuals on the treatment team in the hospital, the families who are facing a crisis, happy and sad moments of life and death, accidents, disasters, etc.[ 3 ]

Clinical decision-making is a complex process. The fact that emergency units are potentially very stressful and unpredictable and quick diagnosis and communication with the companions of the patient are vital in these units. Proper triage is a complex decision-making process which includes evaluation of the patient and other factors of the treatment system.[ 4 ]

Patients’ families, expect the students of medical emergency, to make the best decisions. This is while the students of medical sciences are unable to take decisions independently to solve the patients’ problems.[ 5 ] The students mostly execute the orders of their mentors which if done mechanically could lead to adverse consequences. Critical-thinking skills are considered the ultimate aim of training in medical education, to draw correct judgments which can reduce the gap between theoretical and clinical training.[ 6 ]

Unfortunately, the traditional method of training provides a mixture of information and concepts to the students and leaves them unprepared when it comes to analyzing, prioritizing, and organizing.[ 7 ] Understanding the present conditions of critical-thinking and decision-making abilities among the medical emergency students and the degree to which the contemporary teaching and training methods improve these skills could lead to improvement of the clinical decision-making abilities of the students in crisis.[ 8 ] The need for this skill is emphasized in medical emergency due to the complexity of the current system and the rapid changes in the field of health care. The personnel of medical emergency must use critical analytical skills to present safe and proper medical emergency care.[ 9 ]

The experts in the field of education agree that critical thinking should be the inseparable part of education at any level. Critical thinking by the use of analysis, evaluation, selection, and utilization would lead us to the best possible solution. Educationists should design training programs that promote critical thinking. Research, however, indicate that the students of medical sciences are not sufficiently skilled in critical thinking.[ 10 ] With regard to the current conditions, the aim of the present study is to examine the relationship between critical-thinking skills and decision-making abilities among the medical emergency students.

Materials and Methods

This is a descriptive and analytical study which was conducted on all the students of medical emergency (a total number of 86) in Shahrekord in 2014. After the researcher's explanations, the demographic information questionnaire, the California Critical Thinking Skills Test, and a decision-making questionnaire were distributed among the students, and they were asked to fill up the forms, in case they are interested in participating in the study. The completed questionnaires were then collected by a researcher.

After receiving Ethics committee approval consent was obtained from all participants. The researchers undertook that all the information of the participants will be confidential and will only be presented in the form of statistical information. The demographic questionnaire included items such as age, marital status, the year the student entered the university and the semester.

The California Critical Thinking Skills Test includes various sections for assessing the critical-thinking skills of children and adults, students of different educational levels, and different professions, including medicine, law, and trading. The questionnaire's questions are divided into two groups: Three critical-thinking skills, including analysis, evaluation, and inference, are in one group, and deduction and inductions are assessed in another group.[ 11 ]

The questionnaire which was used in the present study contained 34 questions with four or five options and only one correct answer. The given time to fill out this questionnaire was approximately 45 min. Answering some of the questions required deduction based on a series of presumptions and some other require logical reasoning. This questionnaire is suitable for assessing critical thinking of students as well as assessing people who need to solve problems and take decisions about their jobs. The scores assess the general skills of critical thinking and its five subsets. The scores ranged between 0 and 34.[ 11 ] The validity and reliability of the Persian translation of this form were examined in Khalili and Hosseinzadeh's study, which was conducted on 405 nursing students of Shahid Beheshti, Iran, and Tehran Medical Sciences University. The reliability coefficient of the above-mentioned study, which was obtained through KR-20 (0.62), is strongly correlated with the reliability coefficient obtained during the standardization process of this test in America (0.68–0.70). Furthermore, the construct validity, which is the most important type of validity in translated tests, shows that the construct of this test correlates with its theoretical basis.[ 12 ]

Decision-making skills of the students were evaluated by a decision-making questionnaire. The questionnaire comprised twenty questions. Each question was scored at four levels and had values between 0.25 and 1 score, based on Likert scale. The minimum score was 5, and the maximum score was 20 ( Appendix 1 ).

This questionnaire was presented to a panel of ten experts to examine its content validity, and the questionnaire was approved by them. Cronbach's alpha was used to calculate the reliability of this test, which turned out to be 0.87 in a pilot study in which the test was administered to 15 students who were taking the fourth semester of medical emergency in the Nursing University of Shahrekord. Moreover, the reliability of this test was measured and its Cronbach's alpha was 0.74 when the test was administered to 15 students of the 2 nd year of medical emergency in Shahrekord. The reliability of the test was also examined through the pretest-posttest method. The posttest was administered 2 weeks after the pretest, and the correlation between the mean score of the students on the first test and the second test was 0.66. Statistical analyses were performed using the Statistics Package for Social Scientists 16.0 (SPSS Inc. Released 2009. PASW Statistics for Windows, Version 16.0. Chicago: SPSS Inc.) And the use of descriptive and analytical statistical tests such as Chi-square and Pearson correlation coefficient.

The present study was conducted on 86 students of medical emergency. All the participants were male. It is worth mentioning that only men are admitted to medical emergency in Iran. The average age of the participants was 20.35 ± 0.82.

These students were first to fourth-semester students of medical emergency. There were 22 (25.58%) first-semester students, 25 (29.06%) second-semester students, 19 (23.25%) third-semester students, and 20 (23.25%) fourth-semester students. The mean total average of the students was 15.84 ± 1.12 and 14 students (16.27%) were married and 72 (83.73%) were single.

The total mean score of students was 8.323 ± 2.031 on critical thinking and 8.66 ± 1.89 on decision-making ability. The scores of critical-thinking and decision-making abilities of the students have been separated based on the semester and presented in Table 1 .

Comparison of mean and standard deviation of critical thinking and problem-solving ability scores and subgroups on critical-thinking, using ANOVA separated based on the semester

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Object name is IJCCM-20-581-g001.jpg

The relationship between the age, marital status, and the mean total average of the students and their critical-thinking and decision-making abilities was not statistically significant ( P > 0.05).

The results of the study revealed that there was a statically significant relationship ( P < 0.001) between the total score of critical-thinking skill (8.323 ± 2.031) and decision-making ability (8.66 ± 1.89) which is presented in Table 2 .

The relationship between the mean score of critical thinking and that of decision-making ability

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Object name is IJCCM-20-581-g002.jpg

Critical thinking is an essential part of clinical decision-making and professional competence.[ 9 ] Despite all that, not a lot of researches have been conducted on the critical-thinking abilities among the students and personnel of medical emergency.[ 13 ] However, with regard to the fact that more than half of the prehospital emergency centers’ staff are nurses, the researches which have been conducted on them are used in this study.

The result of the present study is, therefore, consistent with other studies, which have been conducted in Iran. Paryad et al reported that most of the students (86%) were poor at critical thinking.[ 14 ] Khodamoradi study, which was conducted in the Tehran University of Medical Sciences, did not show any significant increase in the critical-thinking skills of the last semester students, and the total score on the test was low.[ 15 ] The current study is also consistent with Lotfi et al study regarding the decision-making scores; the scores were low in both studies.[ 11 ]

Akhondzade also reviewed the studies related to critical thinking conducted in an 8-year long period. He reported that the range of the scores of the medical sciences student was between 8.88 and 14.75.[ 16 ] The test score was reported to be 11.96 in a Jamshidian study in Isfahan.[ 17 ]

The mean score of critical thinking was noticeably lower in comparison to other countries. Yuan's research in Canada indicated that 98.2% of the nursing students had acceptable levels of critical-thinking skills. In a research in Taiwan, the mean score of the test of nursing students was calculated to be 19.39.[ 18 ] In Hodge's study, the mean score of critical thinking was 20.2, which was obtained through California Critical Thinking Skills Test.[ 19 ]

In a research, Gunnarsson conducted in Sweden, the factors influencing the decision-making abilities of the medical emergency staff were examined in emergency rooms. The report stated that numerous factors influenced the decision-making ability of these employees; factors relating to patient, environment, colleagues, interpersonal issues, performance of the team supervisor, knowledge of other employees, and moral conflicts. These issues make it difficult for students to make decisions leading to poor choices in some cases.[ 20 ]

Sands examined clinical decision-making in psychological health triage in Australia. The study conducted on 15 employees of medical emergency reported that most of the decisions were made based on their experiences. Most of them had not received special training courses of psychological health triage, and, importantly, there is not always a positive relationship between proper decisions and years of experience of the employees.[ 21 ]

Franklin et al . conducted a study which examined the manner in which the emergency room's staff makes decisions, and they reported that the employees’ decision-making is closely related to psychological processes, cognitive abilities, the importance of the decision, identification abilities, problem-solving abilities, and organizational conditions under which they worked. Therefore, the advanced courses of decision-making must be held to improve their abilities, and their training must go beyond the clinic's atmosphere.[ 4 ]

Furthermore, the results of the studies by Dy and Purnell showed that there are many factors such as the skills of the individuals, culture, communication skills, problem solving abilities which influence the complexity of the decision-making process of the individuals who work in health and treatment centers, and they must improve these to make the best decisions.[ 5 ]

The results of numerous studies have repeatedly expressed that it is vital to improve the competencies of the emergency room personnel.[ 1 , 2 , 20 ] The personnel of the emergency room must utilize many cognitive strategies when making a decision. The personnel must especially improve their problem-solving, communication, and decision-making skills.[ 22 , 23 ] It is clear based on the above-mentioned specifications of critical thinking that training the medical students through didactic methods alone and not utilizing learning methods based on clinical scenarios, field practice, computer simulation, and clinical problem-solving cannot improve the students’ critical-thinking abilities.[ 15 , 17 ] Further using assessment methods, which are based on retaining large volumes of theoretical information, may lead to rote learning which do not involve analysis and deduction.[ 16 ]

Roberts et al indicated that using innovative educational models can have a significant effect on the improvement of decision-making skills of the emergency room personnel.[ 23 ] Based the results of the present study it is clearly important to hone the problem-solving abilities of the associate degree students of medical emergency, Contrary to the belief that these students can make simple and complex decisions based on their their traditional courses,[ 24 ] additionally problem-solving and decision-making skills must be taught to students to make the best decisions.[ 25 ]

The findings showed that the critical-thinking scores of senior nursing students who participated in this study were poor. This is while the results of the study conducted by Profetto-McGrath on the Canadian nursing students revealed a high score.[ 26 ] The same result is observable in a study by Bowles conducted in America.[ 27 ] The researcher believes that the performance at schools before entering universities and also university programs may not empower students in critical thinking. Since we do not know the critical thinking scores of the participants of this study at the start of their university education, it cannot be ascertained that university training has failed in fostering the critical thinking of the students. Besides, the programming of the 4-year academic period of nursing in Iran has not been designed to address students’ critical-thinking skill, who in most cases, try to cope with their clinical problems by trial and error. From this perspective, reviewing the existing educational programs and redesigning them on the basis of increasing critical-thinking ability can be the outcome based on the findings of this study.

One of the limitations of the present research was that completing the California Critical Thinking Skills Test was time-consuming and complex requiring explanations.

Conclusions

Despite the importance of decision-making ability, the results indicate that the students lack decision making and critical thinking skills. Considering the fact that the present study was conducted on medical emergency students, the results are not generalizable to the students of other departments. It is advisable to replicate the present study with more students and in other fields.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Appendix 1: Decision-making questionnaire

Dear students,

The questionnaire, before you, has been designed with the purpose of examining the level of your decision-making skill. Please answer the questions regarding the reality and the knowledge you have about yourself. Your complete and correct answer to the questions will help us achieve the goals of the study.

Decision-making questionnaire

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Object name is IJCCM-20-581-g003.jpg

Critical-thinking performance scoring rubric.

An external file that holds a picture, illustration, etc.
Object name is IJCCM-20-581-g004.jpg

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Critical Thinking, Problem-Solving and Computational Thinking: Related but Distinct? An Analysis of Similarities and Differences Based on an Example of a Play Situation in an Early Childhood Education Setting

Submitted: 27 February 2023 Reviewed: 06 March 2023 Published: 25 May 2023

DOI: 10.5772/intechopen.110795

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In the twenty-first century, four important different and intertwined domains for children’s skills have been identified: cognitive, interpersonal, intrapersonal and technical. In the cognitive domain, key terms such as critical thinking, problem-solving and computational thinking have been highlighted. Although these terms have been identified as fundamental for preschool children, the literature draws attention to early childhood teachers’ difficulty in including them in curriculum activities, which can therefore hinder children’s learning. This chapter aims to analyse the similarities and differences in the characteristics of the three terms computational thinking, problem-solving and critical thinking. Such analysis of the terms will be of importance, both for further research in the area and for clarification in communication with teachers. In this way, the concepts may be more accessible for teachers. In particular, in this chapter, the concepts will be analysed and explained through an example from an educational setting where a group of children and a teacher play together with a digital toy.

  • computational thinking
  • problem-solving
  • critical thinking
  • teachers’ competence

Author Information

Francesca granone *.

  • University of Stavanger, Stavanger, Norway

Elin Kirsti Lie Reikerås

Enrico pollarolo, monika kamola.

*Address all correspondence to: [email protected]

1. Introduction

In a rapidly changing world, supporting children in developing specific skills that help them understand and make choices in various situations has been recognised as essential. These skills have been identified as twenty-first-century skills [ 1 ]. Amongst the skills classified as cognitive competencies, critical thinking, problem-solving and computational thinking have been highlighted and considered part of higher-order thinking skills [ 2 , 3 , 4 ]. These terms have been identified as fundamental for preschool children [ 1 , 5 , 6 ], especially when mathematics is the learning goal [ 7 , 8 ]. Granone et al. conducted a study in Norway on early childhood education settings (ECECs), where some terms, such as problem-solving and critical thinking, are known and well-introduced [ 8 , 9 ], whereas computational thinking at an educational level is only mentioned in the curriculum for schools [ 10 ].

Wing, who introduced for the first time the term “computational thinking” [ 11 ], stressed the importance of making this term accessible, to allow teachers not only to use it but also to understand its meaning in all its parts without only carrying out procedures [ 12 ]. Some attempts have been made in the literature to analyse the similarities between the constituent characteristics of the three terms computational thinking, problem-solving and critical thinking [ 13 ] but never through a detailed analysis of the different elements that characterise each of them. Moreover, each of these terms has been analysed through Bloom’s taxonomy [ 14 ] or the revised Bloom’s taxonomy [ 15 ], but never all together [ 16 , 17 , 18 ]. However, the taxonomy seems to be a possible key for analysing all these terms together.

This chapter intends to present this analysis to identify any common aspects. Such an analysis of the terms will be of importance, both for further research in the area and for clarification in communication with teachers. In this way, the concepts may be more accessible for teachers, and this will help them to support children’s acquisition of problem-solving, critical thinking and computational thinking skills more effectively [ 7 , 8 ]. In this chapter, the concepts are analysed and explained through an example from an educational setting.

2. Problem-solving, critical thinking and computational thinking

The three skills that we analyse (problem-solving, critical thinking and computational thinking) can all be enhanced in different ways; they can also be enhanced through technology [ 7 , 19 ]. Children’s learning of these skills is considered fundamental, and teachers’ roles have been highlighted in the literature as essential [ 20 , 21 , 22 ]. Hence, we explain these terms through an example taken from an educational setting where a group of children and a teacher play together with a digital toy.

A possible way to compare these terms seems to be offered, as anticipated, from the revised Bloom’s taxonomy [ 15 ].

Recognising: Locating knowledge in the long-term memory that is consistent with the presented material.

Recalling: Retrieving relevant knowledge from long-term memory.

Understand: Changing from one form of representation (e.g. numerical) to another (e.g. verbal).

Exemplifying: Finding a specific example or illustration of a concept or principle.

Classifying: Determining that something belongs to a category.

Summarising: Abstracting a general theme or major point(s).

Inferring: Drawing a logical conclusion from the presented information.

Comparing: Detecting correspondences between two ideas, objects and the like.

Explaining: Constructing a cause-and-effect model of a system.

Executing: Applying a procedure to a familiar task.

Implementing: Applying a procedure to an unfamiliar task.

Differentiating: Distinguishing relevant from irrelevant parts or important from unimportant parts of the presented material.

Organising: Determining how elements fit or function within a structure.

Attributing: Determining a point of view, bias, value or intent underlying presented material.

Checking: Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented.

Critiquing: Detecting inconsistencies between a product and external criteria; determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem.

Generating: Coming up with alternative hypotheses based on criteria.

Planning: Devising a procedure for accomplishing some task.

Producing: Inventing a product.

2.1 Problem-solving

Children’s problem-solving is presented as a key element in Norwegian ECECs [ 9 ].

The term problem-solving has been used for identifying a cognitive activity (what problem-solvers do), a learning goal (something to be taught) and an instructional approach (something to teach through) [ 23 ]. Furthermore, it has also been highlighted that problem-solving is a quite complex term that presents many nuances and that has been described according to many interpretations [ 24 ].

For example, the literature presents problem-solving from different points of view, referring to it as a cognitive process. It has been presented as a process that has as a goal to find a way out of difficulties or as a variety of cognitive processes, such as attention, memory, language and metacognition [ 25 , 26 , 27 ].

If we consider problem-solving as a learning goal, it has been described as a competence that children can reach through very different approaches, such as technology [ 7 ], or during outdoor activities [ 28 ].

However, problem-solving can also be identified as an instructional approach for helping children learn, for example, mathematics [ 29 ].

If we look at the evolution of the problem-solving framework [ 30 ], it is possible to see that it has been a development from the original definition introduced by Polya [ 31 ]. For example, we can find a model that identifies six steps instead of four [ 32 ] or a model that focuses more on the solver than on the process [ 33 ]. Because we are more interested in the process than in the solver and because Schoenfeld phases can be related to Polya’s phases, we choose Polya as a reference for the analysis in our study. The three first phases of Schoenfeld (“read”, “analyse” and “explore”) can be related to Polya’s phase “understand the problem”, whereas the other phases are clearly similar.

In addition, recent literature still uses Polya as the main reference [ 7 , 25 , 26 , 27 , 28 , 29 ]. Hence, we analyse Polya’s problem-solving process, aiming to increase accessibility to this term.

Polya describes problem-solving through four phases: understand the problem, make a plan, carry out the plan and look back. Each phase is important because it leads to a different understanding of the problem and the process [ 31 ] ( Table 1 ).

Polya’s phases. Ref: Polya [ 31 ].

2.2 Critical thinking

Children’s critical thinking is another key element presented in ECECs [ 9 ].

Critical thinking has been defined in different ways in the literature, and a consensus has not been reached [ 34 ]. In particular, some authors consider the terms critical thinking and problem-solving components of separate domains, whereas others include problem-solving in the term critical thinking or vice versa [ 34 ]. The term problem-solving has also been used as a synonym for thinking and as related to creative thinking and critical thinking [ 35 ]. This is because creative thinking is described as the ability to generate an idea that can be used to solve a problem, whereas critical thinking is more on evaluating ideas that can be used to solve a problem.

With the aim of describing in more detail critical thinking through the roots that he has in academic disciplines, three separate academic strands can be identified: the philosophical approach, the cognitive psychological approach and the educational approach [ 34 ].

The focus of the philosophical approach is on the critical thinker rather than on the actions that a critical thinker performs. This approach describes a critical thinker as a person who is open-minded, flexible and interested in being well informed and in understanding other perspectives [ 36 ]. Some researchers have defined this approach as not always in accordance with reality [ 37 ].

The cognitive psychological approach is instead more focused on the thoughts and mental processes used to solve problems [ 37 ], identifying the critical thinker by the action or behaviour that they have [ 38 ]. An important element recognised is the ability to see both sides of an issue [ 39 ].

The educational approach is based on years of experience and observations and has Bloom’s taxonomy as a key element [ 40 ], where the three highest levels are related to critical thinking. However, this approach has been criticised for being too undefined [ 34 ].

Because these approaches are quite different, we refer to the definition presented in Lai’s literature review [ 34 ], where critical thinking is identified through skills that include both cognitive skills and dispositions. In this article, we focus only on cognitive skills (abilities) for analysing which common aspects can be identified amongst problem-solving, computational thinking and critical thinking ( Table 2 ).

Critical thinking skills. Ref: Lai [ 34 ].

2.3 Computational thinking

Even if the term computational thinking is not explicitly present in the.

Norwegian Framework Plan for Kindergartens [ 9 ], other similar concepts, such as digital practice and the use of digital tools, are presented.

The term computational thinking was introduced by Wing as “a fundamental skill […] that involves solving problem, designing systems and understanding human behavior, by drawing on the concepts fundamental to computer science” [ 11 ].

The definition has evolved, and the literature presents various models that can be used to describe the computational thinking process. A framework is presented by Angeli [ 41 ], where computational thinking is described as a process where various steps occur, such as algorithmic thinking, modularity, debugging, pattern recognition, generalisation and abstraction.

In contrast, another framework points out abstraction, decomposition, debugging, remixing and productive attitudes against failure as the elements that should be considered for describing computational thinking [ 42 ].

Another model describes computational thinking as composed of the ability to think algorithmically in terms of decomposition, generalisations, abstractions and evaluation [ 43 ].

The models presented have some common aspects but also some differences. The description presented originally by Wing is broader and contains all the aspects presented later in various models [ 11 ]. The step “reformulating or reduction/transformation” is in relation to “remixing” [ 42 ]; “decomposition or thinking recursively” is in relation to “modularity” and “algorithmic thinking” [ 41 , 43 ]; “choosing a representation” is in relation with “pattern recognition” [ 41 ]; and “learning” is in relation with “debugging” [ 41 , 42 ], “productive attitudes against failure” [ 42 ] and “evaluation” [ 43 ].

Hence, we analyse the description of the different phases of computational thinking, starting from Wing’s definition ( Table 3 ).

Steps in computational thinking. Ref: Wing [ 11 ].

Four stages that compose a content analysis method have been followed in content analysis [ 44 ]. These stages are “decontextualisation”, “recontextualisation”, “categorisation” and “compilation”. Decontextualisation is the stage in which meaningful units are identified. After reading a whole text to understand its meaning, a small part is identified and coded. Each researcher wrote a coding list to avoid changing during the analysis. The articles were analysed through an inductive approach, identifying the keywords that describe the various steps of each term. On the contrary, the practical example was analysed deductively, trying to identify the different parts in the transcription used as an example. The decontextualisation process was conducted repeatedly to guarantee stability.

Recontextualisation is necessary to ensure that all aspects of the content have been covered. This foresees that the text is read in its whole again, and that all the uncoded parts are evaluated with attention to understanding if those can also be coded. If those parts are evaluated again, not in relation to the aim of the study, they are then definitively excluded.

The categorisation process indicates when the codes are condensed and assembled into categories and themes. The themes should be chosen to avoid data that fit into more than one group or that fall between two themes.

Compilation is the process of choosing the appropriate units for each theme.

As suggested in the content analysis, each stage was performed several times to guarantee the quality and trustworthiness of the analysis. To draw realistic conclusions, different authors checked the keywords identified, as well as the connections amongst them. This is necessary for maintaining the quality of the process, assuring both the validity and the reliability of the study and avoiding mistakes or biases.

A content analysis of a vignette from an educational setting, including a group of children and a teacher playing together with a digital toy, was the basis for developing a comparison of the three terms. The play situation was in an early childhood setting, with four children aged 4–5 years and their teacher. They were all participants in the larger project DiCoTe “Increasing professional digital competence in early childhood teacher education with a focus on enriching and supporting children’s play with coding toys”, which the present study is a part of. The teacher and the parents of the children gave written permission to participate.

A second comparison starts from the results of the previous analysis and discusses a possible explanation of those results through the revised Bloom’s taxonomy [ 45 ].

4. Results and discussion

Given that the purpose of this study was to highlight any similarities and differences between the terms problem-solving, critical thinking and computational thinking in an understandable way, we made two types of comparisons.

As indicated in the methods chapter, the analysis shows a comparison of the three terms based on practice, that is, on an example from an educational setting, where a group of children and a teacher play together with a digital toy. The use of technology is useful for having a greater chance to identify all three terms. The results are reported in Table 4 .

Example from the field of practice analysed through the terms.

The second comparison starts from the results of the previous analysis and discusses a possible explanation of those results through the revised Bloom’s taxonomy [ 45 ]. The results are presented in Table 5 .

Discussion based on the revised Bloom’s taxonomy. Ref: Anderson and Krathwohl [ 45 ].

4.1 Comparison based on an example from practice

The present vignette is an example of a play situation in an early childhood setting with four children aged 4–5 years and their teacher.

The teacher is sitting on the floor in a circle with four children. They have a coding toy in the centre of the circle. The coding toy is a robot that can be programmed without a screen through tactile arrows that can be puzzled on the floor and on which the robot moves. It is not the first time that the group is playing with the coding toy, so the teacher asks the children to remember what they did the day before, when they observed the movement of the robot on each arrow. To ensure their understanding, the teacher asks the children to verbally explain what they have learned, step by step. The teacher asks the children to build a path from a decided starting point to an arrival point. The children start building the path, and the teacher asks them after each step why they are choosing those arrows. A child puts an arrow that is for a “forward” movement, but he says verbally that the robot is going to turn. The teacher asks the child to reflect on a similar situation that happened the day before to help him see the similarity of the two problems and invite him to use the same solution that he used the day before. Then, the teacher asks for a verbal explanation of the error and of the correcting process. To help them further, the teacher highlights that when they have to find a solution, it is wise to try to remember similar problems without focusing too much on details. The teacher points out that many solutions are good, but sometimes, some solutions are better, maybe because a solution needs fewer arrows or maybe because it is faster. The teacher asks them to build a path from the same starting point and to the same arrival point, but that is shorter.

The teacher challenges the children to build a new path but asks them to guess what they need before building the real path. The children suggest a solution and build it.

The teacher then challenges the children again to use the same building strategy, suggesting a new starting point and a new arrival point. Whilst the robot moves on the path, the teacher invites the children to observe the robot and asks them if some elements could have been different because not every arrow may not be necessary. Then, the teacher challenges the children to think differently, going beyond some decisions and limitations that were correct but not necessary.

As a last challenge, the teacher asks the children to decide on a new path, define the starting point and the arrival point, describe it verbally and justify how they will build it.

Each part of the vignette was analysed through the three terms to highlight how each step of each term can be visible in a practical situation. The results in Table 4 present a clear explanation.

4.2 Comparison based on the revised Bloom’s taxonomy

To understand the results presented in Section 4.1 more clearly, we focus on the verbs used in each description to analyse whether they can be put in relation to Bloom’s taxonomy in his revised form [ 45 ]. When the teacher asked the children to remember and describe what they learned through a verbal explanation, she was clearly helping the children to understand the problem [ 31 ], to reason verbally [ 34 ] and to decompose the problem [ 11 ]. Looking at the verbs used, we can identify a connection with the thinking skills “remember” and “understand” from the revised Bloom’s taxonomy (Anderson and Krathwohl, [ 45 ]). In the same way, the teacher invited the children to think about similar problems and try out similar solutions. This can be seen as an invitation to think in analogy [ 31 ], making inferences [ 34 ] and choosing representation [ 11 ]. Then, she explained that the solutions could be different, that another solution can be better, and that it is important to reflect and analyse the situations to identify errors or possible improvements. This can be seen as a suggestion for a solution improvement [ 31 ], and a process of judgement and evaluation [ 34 ] or a learning process [ 11 ]. The thinking skills that can be identified here are “apply”, “analyse” and “create”.

However, from a more detailed analysis based on the specific verbs used in each step of each term and on each thinking skill, important considerations can be deduced.

Table 5 presents a discussion about how computational thinking, problem solving and critical thinking can be related to the educational goals that are relevant for the 21st-century skills [ 1 ], which are related to higher-order skills (Brookhart, [ 2 ]).

In our analysis, we can see that the three terms problem-solving, critical thinking and computational thinking have similar elements, but they do not completely overlap. For example, the element “identifying assumptions” [ 34 ] can be considered as a way for “understanding the problem” [ 31 ]. However, because of the specificity of the definitions, we did not include it in the first line of the table. This can, in our opinion, reduce the bias related to our point of view. The same consideration can be done for “planning” [ 11 ] and the step in problem-solving called “carry out the plan” [ 31 ].

The description that Polya gives on the step “make a plan: specialisation”, and that can be identified through the guiding questions reported in the second part of his publication [ 31 ], point to a quite creative approach. It is not an approach composed only of various steps that are compiled recursively (as in the step “decomposition or thinking recursively” [ 11 ]) or a heuristic approach, but is connected to the question “What can I do with an incomplete idea?” [ 31 ]. This means having a plan that may not be complete yet, but that can be tried out for developing a different plan when a partial answer is acquainted.

Similarly, we were not able to create a relation between the various steps of computational thinking and one element that composes the critical thinking definition. The element “seeing both sides of an issue” [ 34 ] implies a broader analysis of a situation than the one that is in the step “stating the difficulty of a problem” [ 11 ]. This is because a path must be chosen to apply a computational thinking approach. This means that it should not be possible to change the condition during the process or analyse both sides of an issue at the same time.

What can be highlighted is that some skills can be supported simultaneously through enhancing children’s problem-solving, critical thinking or computational thinking skills. However, some skills can be supported merely by enhancing children’s problem-solving (recalling, executing, implementing, differentiating and producing), others by merely enhancing children’s critical thinking (explaining) and others by merely enhancing children’s computational thinking (exemplifying and planning).

This provides evidence of the importance of supporting all these skills, for example, by playing activities in ECEC. The analysis presents the key role of the teacher in supporting children’s learning through questions and guidance. What seems to be highlighted is that different skills can be supported depending on the type of questions or guidance that the teacher uses.

5. Conclusions

The aim of the present article was to investigate the existing relationship amongst three important twenty-first-century skills: problem-solving, critical thinking and computational thinking. The results indicate a significant degree of congruence between the concepts but also highlight some differences. In particular, the analysis shows that all three terms can stimulate skills that can be described through Anderson and Krathwohl’s taxonomy [ 45 ], but those skills are different if problem-solving, critical thinking or computational thinking is enhanced. The analysis, based on a correlation amongst a practical example from a play situation in an early childhood setting with four children aged 4–5 years and their teacher, shows that all three skills can be stimulated. However, the role of the teacher and how she stimulates and supports children’s learning seem crucial. The example analysis suggests that a teacher’s questions and guidance can lead children to learn various skills. This points out the fundamental aspects of a teacher’s knowledge and awareness.

Acknowledgments

The present chapter is a part of the project “DiCoTe - Increasing professional digital competence in ECTE with focus on enriching and supporting children’s play with coding toys”, financed by the National Council of Norway, project number NFR-326667.

Conflict of interest

The authors declare no conflicts of interest.

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How Business Leaders Can Cultivate Critical Thinking at Work

By Stephanie Dillon

Stephanie Dillon

Unfortunately, increasingly, it seems as if critical thinking has evaded us. 

In the hectic pace of daily life, we can sometimes rush to business decisions without thinking them through — and get outcomes that might make us regret doing so. What happens outside of work, of course, can also impact us. The upcoming U.S. presidential election, the Israel-Hamas war and Russia’s invasion of Ukraine are just a few of the key issues currently at the top of peoples’ minds, and they can very well become discussion topics in the workplace. 

I believe that critical thinking is more important than ever. As business leaders , we must encourage critical thinking and create work environments that are conducive to it. Here are five steps we can take. 

1. Encourage Questions and Help Everyone Feel Safe

Too often, people are afraid to ask questions. That fear is usually due to the environment they’re in. 

As a leader, you set the tone at work. By asking questions, you can model critical thinking and encourage others to follow in your footsteps. Demonstrate that asking someone to clarify or expand their thoughts is OK. That said, however, be sure to emphasize that boundaries are important. If an employee, say, is speaking about how a recent global conflict has impacted their family, they likely don’t want to field dozens of questions asking for more details. There’s a balance between asking questions and recognizing boundaries, and with time, you and your team will become better at distinguishing the two. 

2. Be as Transparent as Possible About Your Choices at Work

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But to the extent possible, strive to be transparent about your choices. Explain the reasoning behind your decisions when it’s appropriate to do so. By doing so, you can show your employees that you didn’t just make a decision out of the blue — you weighed different factors and then moved forward. In turn, your team members might be more motivated to be transparent about their choices at work.  

3. Study Issues Deeply — and Highlight the Importance of Doing So

I’ve previously written about the importance of business leaders learning about current and historical events . 

People often form their opinions of issues based on reading a few news reports and scrolling on social media; they miss important details that can give them more context. Study issues deeply. Research the history of a given topic to better understand what led up to current circumstances. Read various sources about the issues; don’t rely on just one publication or website. Highlight the importance of deeply studying issues to your team as well. 

4. Guide the Team Through Problem-Solving and Critical Thinking 

Why business leaders should have knowledge of current and historical events, how business leaders can help their teams learn and grow (and why they should), embracing privilege: a responsibility for business leaders, republicans rage after hunter biden snubs subpoena, andre braugher played two of tv’s greatest cops. but his family came first, marvel studios’ terrible, horrible, no good, very bad year, jonathan majors scolds girlfriend in audio recording: 'i am a great man', 5. seek other perspectives and opinions .

Speaking of different points of view, I can’t stress enough how important it is to seek other perspectives and opinions. It can be easy to find yourself in a bubble where all of your team members, friends and family members have a worldview similar to yours. 

But try to avoid interacting and working only with people who think like you. If you solely work with people with the same perspectives and opinions, you are robbing yourself of opportunities to learn. Additionally, by seeking varied takes, you can set a positive example to your team members — and ultimately, when we all can understand each other better, the world can become a better place. 

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Critical Thinking Skills: Similarities & Differences

Critical Thinking Skills: Similarities & Differences

  • Description

The 23 lessons in this unit take a variety of approaches to identifying similarities and differences. Picture puzzles reinforce visual discrimination. Word search activities promote single-word and short-phrase analysis.

- Find at least 10 ways in which these pictures are different. -  What makes these words similar: duck, chicken, turkey?

Difficulty peaks with finding the similarities and differences in sentences. These step-by-step activities are sure to improve thinking and logic skills. And, because they seem more like games than work, students will have loads of fun while they learn.

* Click here to download the Common Core State Standards for English Language Arts for this product.

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  • Model: REM 201D
  • Weight: 2.00lb
  • Dimensions: 8.00in x 2.00in x 11.00in
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Critical Thinking Skills: Drawing Solutions

The Peak Performance Center

The pursuit of performance excellence, critical thinking vs. creative thinking, critical thinking vs. creative thinking.

Creative thinking is a way of looking at problems or situations from a fresh perspective to conceive of something new or original.

critical thinking is the logical, sequential disciplined process of rationalizing, analyzing, evaluating, and interpreting information to make informed judgments and/or decisions.

Critical Thinking vs. Creative Thinking – Key Differences

  • Creative thinking tries to create something new, while critical thinking seeks to assess worth or validity of something that already exists.
  • Creative thinking is generative, while critical thinking is analytical .
  • Creative thinking is divergent, while critical thinking is convergent.
  • Creative thinking is focused on possibilities, while critical thinking is focused on probability.
  • Creative thinking is accomplished by disregarding accepted principles, while critical thinking is accomplished by applying accepted principles.

critical-thinking-vs-creative-thinking

About Creative Thinking

Creative thinking is a process utilized to generate lists of new, varied and unique ideas or possibilities. Creative thinking brings a fresh perspective and sometimes unconventional solution to solve a problem or address a challenge.  When you are thinking creatively, you are focused on exploring ideas, generating possibilities, and/or developing various theories.

Creative thinking can be performed both by an unstructured process such as brainstorming , or by a structured process such as lateral thinking .

Brainstorming is the process for generating unique ideas and solutions through spontaneous and freewheeling group discussion. Participants are encouraged to think aloud and suggest as many ideas as they can, no matter how outlandish it may seem.

Lateral thinking uses a systematic process that leads to logical conclusions. However, it involves changing a standard thinking sequence and arriving at a solution from completely different angles.

No matter what process you chose, the ultimate goal is to generate ideas that are unique, useful and worthy of further elaboration. Often times, critical thinking is performed after creative thinking has generated various possibilities. Critical thinking is used to vet those ideas to determine if they are practical.

Creative Thinking Skills

  • Open-mindedness
  • flexibility
  • Imagination
  • Adaptability
  • Risk-taking
  • Originality
  • Elaboration
  • Brainstorming

Critical Thinking header

About Critical Thinking

Critical thinking is the process of actively analyzing, interpreting, synthesizing, evaluating information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to make informed judgments and/or decisions.

Critical thinking involves the ability to:

  • remain objective

In general, critical thinking is used to make logical well-formed decisions after analyzing and evaluating information and/or an array of ideas.

On a daily basis, it can be used for a variety of reasons including:

  • to form an argument
  • to articulate and justify a position or point of view
  • to reduce possibilities to convergent toward a single answer
  • to vet creative ideas to determine if they are practical
  • to judge an assumption
  • to solve a problem
  • to reach a conclusion

Critical Thinking Skills

  • Interpreting
  • Integrating
  • Contrasting
  • Classifying

Forecasting

  • Hypothesizing

similarities of critical thinking and problem solving

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Thinking Vs. Critical Thinking: What’s the Difference?

Thinking vs Critical thinking

Thinking and critical thinking do not sound that different in nature. After all, they both include the verb thinking, and therefore, imply that some form of thinking is taking place. If you find yourself wondering, what is the difference between thinking vs critical thinking, you have had an excellent thought.

According to the Cambridge Dictionary, thinking is what we do when we are considering things with our minds. Critical thinking takes things a bit further. Critical thinking is when we push our feelings and our emotions out of the way so that we can carefully focus on a specific topic.

Going back to your question. When you thought, what is the difference between thinking and critical thinking and you began to weigh the difference, you were performing the action of critical thinking! Let’s take some time to dig further into the differences in thinking and critical thinking.

What is Thinking?

Thinking is an action. The action that is required to produce thoughts. Whether we are thinking about what we want to eat for lunch, the color green, or how cute a baby pig in rainboots looks, all of these thoughts are produced in our minds through the process and action of thinking.

There are many things that can lead to thinking. If you are walking down the street and pass a bakery and you smell the sweet smell of apple pie and you think about being in your grandma’s kitchen, this process of thinking is initiated by something called stimuli.

Stimuli are basically anything in the environment that we interact with using our five senses. That means when we hear, touch, see, smell, taste, or feel something, we are interacting with various stimuli.

Have you ever laid in bed trying to go to sleep, but you kept thinking about the pile of papers you left on your desk or the long to-do list you have waiting for you tomorrow? You may be thinking too much because you are stressed or simply because it is difficult for you to turn off your brain, so to speak, at night when it is time to sleep.

What is Critical Thinking?

Generally speaking, critical thinking is a broad category of deeper-level thinking skills used to complete specific tasks. This includes things like analyzing situations, solving problems, comparing and contrasting, and drawing conclusions based on a given set of data.

Since critical thinking goes beyond the basic formation of thought that we do hundreds if not thousands of times a day, it is considered a skill that must be practiced. This is why students study things in school like problem-solving, critical analysis, and how to compare and contrast different things.

Though critical thinking in its most basic form can come naturally, in order to really master and feel comfortable with various aspects of critical thinking, we must learn about the different processes involved in critical thinking. Then we can more confidently apply these individual thinking skills that fall under the umbrella term of critical thinking.

Why do We Use Critical Thinking?

There are many reasons we use critical thinking. One of the biggest reasons you will often hear from employers is problem-solving. Critical thinking is crucial in being able to problem solve, and many companies are seeking people who are capable and comfortable with working through and solving problems.

When you collect information through your senses and use that information to form conclusions, for example, if you go outside and the sky is gray, the air smells sweet and feels damp. You can most likely form the conclusion that it is going to rain soon. Though this seems like a simple thought, it uses critical thinking.

We all have opinions, and when we meet someone with a different opinion, we use critical thinking skills to form arguments. We take our knowledge of a particular subject and logically piece together an argument that supports our opinion of that subject. This can be something a simple as whether pineapple belongs on pizza or something more complex like the causes of global warming.

Even people who do not consider themselves to be good at arguing can still learn to improve the critical thinking skills needed to be a better arguer.

There are just a few of the major uses for critical thinking in our daily lives, and each use requires a different set of critical thinking skills.

5 Everyday Critical Thinking Skills

There are more than a dozen different critical thinking skills ranging from analyzing to critiquing. Oftentimes, we use multiple critical thinking skills at one time.

For example, when you are shopping, you evaluate the quality of a product by reading customer reviews, but you will also compare prices at different stores, and you may even compare and contrast different brands of the same type of item.

Let’s talk about five of those critical thinking skills that you likely use every day without even thinking about it.

Comparing and Contrasting

When you look at two or more things and decide what is similar and what is different between them, you are using the critical thinking skills of comparing and contrasting. We do this when we look at universities or job options. We look at the majors that are offered or the benefits that come with the job to see how they are similar and different.

In school, we are taught to compare and contrast different things in the form of an essay, but we have to first critically think through the similarities and differences before we can write the essay.

The person on the television is not the only person who is capable of predicting or forecasting possible future events. If you work in real estate or you hold stakes in the stock market, you make decisions on whether to buy or sell based on what you believe will happen in the future.

If you believe the housing market is going to crash, you sell while you can to get the most for your money. If you believe a particular stock is going to increase in value in the future, you buy now while the prices are low.

We also practice forecasting when we make our 5-year plans or even just think about what we might do over a long weekend. Forecasting can be as simple as that, or it can be much more in-depth, like predicting the weather or changes in the stock market.

When you practice the critical skill of reasoning, you are thinking in a way that is logical. Maybe you are trying to figure out the best way to get home during rush hour traffic, or you are trying to choose between which subway routes you could take to get to your destination. These both require trying to figure out how to do something logically.

Though we may not be movie or food critics professionally, it is human nature to critique things. Though the critical thinking skill of critiquing usually goes much deeper than deciding whether your meal was delicious or not, you still critique things in your daily life.

If you have ever seen a movie and had an in-depth discussion with someone about the good and the bad parts of the movie or talked about the storyline or the acting, you were critiquing.

Have you ever decided that you wanted to buy something online like a computer or a new pair of shoes? Most of the time, when we shop online, we will look at different websites to check customer reviews. Even if you just glance at a product’s star rating or look at the available features for a specific product, you are evaluating the overall product before you decide to purchase.

Similarities and Differences

It is a general belief that every person is capable of thinking. However, the skills of critical thinking take practice. This does not mean some people are incapable of critical thinking. It only means that it may be more difficult for some than others.

The easiest way to explain the similarities and differences between thinking and critical thinking is this: Critical thinking is a form of thinking, but not all thinking is critical thinking. This means that when you form a thought, no matter how simple or complex it may be, you are performing the act of thinking.

On the other hand, when you are in deep thought, usually about a single subject, and are using one or more of the many skills listed above, you are performing the act of critical thinking, which is still thinking but deeper.

If you want to challenge yourself to go beyond just thinking and reach a level of critical thinking, keep pondering questions like what is the difference between thinking and critical thinking? Questions like these will naturally push you to use your critical thinking skills. As you further develop your ability to think critically, you will find that other skills like problem solving and brainstorming come more easily to you.

Difference Between Thinking and Critical Thinking
Critical Thinking vs. Creative Thinking

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Critical and Creative

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Thursday, 14 December 2023

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Agenda - The Sunday magazine

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Guv asks iit-ism students to embrace culture of curiosity, critical thinking.

Governor CP Radhakrishnan today appealed to the students of IIT-ISM, Dhanbad to embrace a culture of curiosity, critical thinking, and problem-solving. Addressing the students on the occasion of the 98 th  Foundation Day of the premier Engineering Institute, the Governor said, “My appeal to the students of IIT(ISM), your journey here is not just about getting a degree; it's about embracing a culture of curiosity, critical thinking, and problem-solving. As you navigate academic challenges, remember that you are part of a legacy that extends far beyond these walls, bringing with it a greater sense of responsibility.”

He further said, “I am happy to learn that the spirit of IIT(ISM) lives in its laboratories, classrooms, and innovation hubs where ideas are born, tested, and brought to fruition. Its journey is not just about academic achievements; it is a story of innovation, entrepreneurship, and societal transformation. The Institute's emphasis on interdisciplinary collaboration, a hallmark of its culture, has led to groundbreaking discoveries and solutions to some of the important challenges facing our state and nation.”

“Prime Minister, Narendra Modi, gave approval to amend the Institutes of Technology Act, 1961, for the conversion of ISM Dhanbad into an Indian Institute of Technology. The success of any institution isn't just about how well its students do academically; it's about the positive impact it has on society. The alumni of IIT (ISM), Dhanbad, have gone to become leaders, visionaries, and pioneers in various fields, both within the country and across the globe. They have not only succeeded in their chosen professions but have also made significant contributions to building our nation and society.

In today's fast-paced world, where technology is advancing rapidly, institutions have an important role to play in grooming the next generation of leaders and problem-solvers. They should always focus on equipping students with the necessary knowledge, skills, and mindset to meet the challenges of the 21st century,” said the Governor.

Radhkrishnan said that understanding the importance of social service and being active in it is crucial for nation-building as well as self-building. The entire society contributes to the establishment and running of any institution. Therefore, educational institutions should also fulfill their responsibilities towards the entire society.

He said, “You should, understanding the debt to society, be ready to discharge social responsibilities with full devotion. I would like the students of this institute to go and spend some time among the people in nearby villages, try to solve their problems, and improve their standard of living. Quite fortunate are those who have been part of IIT (ISM)'s journey—past, present, and future. Together, continue to scale new heights, contribute to knowledge, and make a positive impact on society. Always keep an open mind and a strong desire to learn. I wish you success in your endeavours.”

Prof. Prem Vrat, Chairman, Board of Governors, IIT(ISM) Dhanbad; Prof. J. K. Pattanayak, the Director, IIT(ISM) Dhanbad; Dhanbad MP PN Singh along with distinguished guests and eminent persons were present on the occasion.

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similarities of critical thinking and problem solving

Critical Thinking versus Problem Solving. Many people lump critical thinking and problem-solving together into one basket, and while there are similarities, there are also distinct differences. Critical thinking utilizes analysis, reflection, evaluation, interpretation, and inference to synthesize information that is obtained through reading ...

4.1 Similarities between Critical Thinking and Problem Solving 4.2 Differences between Critical Thinking and Problem Solving 5 Critical Thinking, Problem Solving, and Career Relevance Key Takeaways Critical thinking and problem solving are distinct skills with different purposes and strategies.

Critical thinking supports problem solving because it examines the problem with a certain amount of intensity. It can also help employees find the most suitable and plausible solutions for specific problems. Regardless, some problems can require a different thought process.

Critical Thinking vs. Problem-Solving: What's the Difference? | Indeed.com Learn the definitions of critical thinking and problem-solving and discover some differences between the two concepts to help you improve your skills. Home Company reviews Find salaries Sign in Sign in Employers / Post Job Start of main content Indeed Career Guide

Professional Development Critical Thinking vs Problem Solving: What's the Difference? Last updated Jul 18, 2022 In our blog "Importance of Problem Solving Skills in Leadership ," we highlighted problem solving skills as a distinct skill set. We outlined a 7-step approach in how the best leaders solve problems. Critical thinking vs. problem solving

Career Advice What Are Critical Thinking Skills and Why Are They Important? What Are Critical Thinking Skills and Why Are They Important? Written by Coursera • Updated on Dec 1, 2023 Learn what critical thinking skills are, why they're important, and how to develop and apply them in your workplace and everyday life.

Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so. Criteria: To think critically, must apply criteria.

In critical thinking courses, you'll encounter challenging concepts, case studies, and real-world scenarios that require critical analysis and problem-solving. You'll be able to engage in collaborative learning activities, such as group projects, discussions, and simulations.

Critical thinking is generally understood as the broader construct ( Holyoak and Morrison, 2005 ), comprising an array of cognitive processes and dispostions that are drawn upon differentially in everyday life and across domains of inquiry such as the natural sciences, social sciences, and humanities.

Comparison of mean and standard deviation of critical thinking and problem-solving ability scores and subgroups on critical-thinking, using ANOVA separated based on the semester. ... The mean score of critical thinking was noticeably lower in comparison to other countries. Yuan's research in Canada indicated that 98.2% of the nursing students ...

This chapter aims to analyse the similarities and differences in the characteristics of the three terms computational thinking, problem-solving and critical thinking.

Compare means between gender on critical thinking and problem solving skill No. Statements Male Female t Sig. 1 In seeking satisfaction through my work, I tend to have a creative approach to solve problem solving. 5.32 5.30 .386 .700 2 In carrying out my day-to-day work, I tend to see pattern in solving problems where others would see items as ...

Critical thinking and problem-solving have similarities and differences in advantages, improvement methods, and more. This article will cover everything that is similar as well as that differs for both skills. Critical Thinking Meaning

The terms "critical thinking and problem solving" are crucial for cognitive processes of athletes. It could also be said that these two concepts are likely to affect athletic performance of individuals. Therefore, the aim of this research is to investigate critical thinking and problem solving disposition of athletes. For this purpose 432 athletes (X age : 20.53±3.85; X sportexperience ...

Thinking skill is the skill with cognitive processes in problem-solving (Álvarez-Huerta et al., 2022;Nganga, 2019). This thinking skill helps students develop critical thinking habits, curiosity ...

Abstract. This article explores the fundamental concepts and practical strategies for developing critical thinking and problem-solving skills. It delves into the importance of these skills in ...

This chapter aims to analyse the similarities and differences in the characteristics of the three terms computational thinking, problem-solving and critical thinking. Such analysis of the terms will be of importance, both for further research in the area and for clarification in communication with teachers.

4. Guide the Team Through Problem-Solving and Critical Thinking Activities that require problem-solving and critical thinking can help your team hone those skills and bond with each other. They ...

Similarities: Metacognition and critical-thinking. Regarding the similarities between these two concepts, three points need to be considered: ... as both concepts play crucial roles in decision-making and problem-solving. Critical […] Critical Thinking job interview questions.

Key Takeaways. Analytical thinking is about understanding complex situations, while problem-solving focuses on finding practical solutions. Mastery of both skills leads to informed decision-making and improved risk management. These abilities are essential for workplace success and overall personal growth.

Model: REM 201D. Weight: 2.00lb. Dimensions: 8.00in x 2.00in x 11.00in. Critical Thinking Skills: Similarities & Differences, The 23 lessons in this unit take a variety of approaches to identifying similarities and differences. Picture puzzles reinforce visual discrimination. Word search activities promote single-word and.

Brainstorming Imagery About Critical Thinking Critical thinking is the process of actively analyzing, interpreting, synthesizing, evaluating information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to make informed judgments and/or decisions.

This is why students study things in school like problem-solving, critical analysis, and how to compare and contrast different things. ... The easiest way to explain the similarities and differences between thinking and critical thinking is this: Critical thinking is a form of thinking, but not all thinking is critical thinking. ...

Tancred Thomas Product Implementation Specialist - P. Eng | Actenum Corporation Published May 5, 2023 + Follow Creative thinking encourages individuals to use a variety of approaches to solve...

Differences: 1. Creative . . . Critical thinking and creative problem solving skills are necessary to gain success. Similarities exists between both of these concepts. Those...

1. Creative problem solving usually resolves in something considered new or unusual as a solution 2. Critical thinking does not necessary result into a definite solution 3. Critical thinking sometimes is implemented so that multiple, many solutions are created Similarities: 1.

Critical thinking. A person's capacity for information analysis, evidence evaluation, and reasoned judgement creation is indicative of their depth of thought and analytical abilities. Problem-solving. Those with good problem-solving abilities usually take a creative approach to problems and look for answers relentlessly.

T T. Governor CP Radhakrishnan today appealed to the students of IIT-ISM, Dhanbad to embrace a culture of curiosity, critical thinking, and problem-solving. Addressing the students on the occasion ...

Our next-generation model: Gemini 1.5

Feb 15, 2024

The model delivers dramatically enhanced performance, with a breakthrough in long-context understanding across modalities.

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A note from Google and Alphabet CEO Sundar Pichai:

Last week, we rolled out our most capable model, Gemini 1.0 Ultra, and took a significant step forward in making Google products more helpful, starting with Gemini Advanced . Today, developers and Cloud customers can begin building with 1.0 Ultra too — with our Gemini API in AI Studio and in Vertex AI .

Our teams continue pushing the frontiers of our latest models with safety at the core. They are making rapid progress. In fact, we’re ready to introduce the next generation: Gemini 1.5. It shows dramatic improvements across a number of dimensions and 1.5 Pro achieves comparable quality to 1.0 Ultra, while using less compute.

This new generation also delivers a breakthrough in long-context understanding. We’ve been able to significantly increase the amount of information our models can process — running up to 1 million tokens consistently, achieving the longest context window of any large-scale foundation model yet.

Longer context windows show us the promise of what is possible. They will enable entirely new capabilities and help developers build much more useful models and applications. We’re excited to offer a limited preview of this experimental feature to developers and enterprise customers. Demis shares more on capabilities, safety and availability below.

Introducing Gemini 1.5

By Demis Hassabis, CEO of Google DeepMind, on behalf of the Gemini team

This is an exciting time for AI. New advances in the field have the potential to make AI more helpful for billions of people over the coming years. Since introducing Gemini 1.0 , we’ve been testing, refining and enhancing its capabilities.

Today, we’re announcing our next-generation model: Gemini 1.5.

Gemini 1.5 delivers dramatically enhanced performance. It represents a step change in our approach, building upon research and engineering innovations across nearly every part of our foundation model development and infrastructure. This includes making Gemini 1.5 more efficient to train and serve, with a new Mixture-of-Experts (MoE) architecture.

The first Gemini 1.5 model we’re releasing for early testing is Gemini 1.5 Pro. It’s a mid-size multimodal model, optimized for scaling across a wide-range of tasks, and performs at a similar level to 1.0 Ultra , our largest model to date. It also introduces a breakthrough experimental feature in long-context understanding.

Gemini 1.5 Pro comes with a standard 128,000 token context window. But starting today, a limited group of developers and enterprise customers can try it with a context window of up to 1 million tokens via AI Studio and Vertex AI in private preview.

As we roll out the full 1 million token context window, we’re actively working on optimizations to improve latency, reduce computational requirements and enhance the user experience. We’re excited for people to try this breakthrough capability, and we share more details on future availability below.

These continued advances in our next-generation models will open up new possibilities for people, developers and enterprises to create, discover and build using AI.

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Highly efficient architecture

Gemini 1.5 is built upon our leading research on Transformer and MoE architecture. While a traditional Transformer functions as one large neural network, MoE models are divided into smaller "expert” neural networks.

Depending on the type of input given, MoE models learn to selectively activate only the most relevant expert pathways in its neural network. This specialization massively enhances the model’s efficiency. Google has been an early adopter and pioneer of the MoE technique for deep learning through research such as Sparsely-Gated MoE , GShard-Transformer , Switch-Transformer, M4 and more.

Our latest innovations in model architecture allow Gemini 1.5 to learn complex tasks more quickly and maintain quality, while being more efficient to train and serve. These efficiencies are helping our teams iterate, train and deliver more advanced versions of Gemini faster than ever before, and we’re working on further optimizations.

Greater context, more helpful capabilities

An AI model’s “context window” is made up of tokens, which are the building blocks used for processing information. Tokens can be entire parts or subsections of words, images, videos, audio or code. The bigger a model’s context window, the more information it can take in and process in a given prompt — making its output more consistent, relevant and useful.

Through a series of machine learning innovations, we’ve increased 1.5 Pro’s context window capacity far beyond the original 32,000 tokens for Gemini 1.0. We can now run up to 1 million tokens in production.

This means 1.5 Pro can process vast amounts of information in one go — including 1 hour of video, 11 hours of audio, codebases with over 30,000 lines of code or over 700,000 words. In our research, we’ve also successfully tested up to 10 million tokens.

Complex reasoning about vast amounts of information

1.5 Pro can seamlessly analyze, classify and summarize large amounts of content within a given prompt. For example, when given the 402-page transcripts from Apollo 11’s mission to the moon, it can reason about conversations, events and details found across the document.

Reasoning across a 402-page transcript: Gemini 1.5 Pro Demo

Gemini 1.5 Pro can understand, reason about and identify curious details in the 402-page transcripts from Apollo 11’s mission to the moon.

Better understanding and reasoning across modalities

1.5 Pro can perform highly-sophisticated understanding and reasoning tasks for different modalities, including video. For instance, when given a 44-minute silent Buster Keaton movie , the model can accurately analyze various plot points and events, and even reason about small details in the movie that could easily be missed.

Multimodal prompting with a 44-minute movie: Gemini 1.5 Pro Demo

Gemini 1.5 Pro can identify a scene in a 44-minute silent Buster Keaton movie when given a simple line drawing as reference material for a real-life object.

Relevant problem-solving with longer blocks of code

1.5 Pro can perform more relevant problem-solving tasks across longer blocks of code. When given a prompt with more than 100,000 lines of code, it can better reason across examples, suggest helpful modifications and give explanations about how different parts of the code works.

Problem solving across 100,633 lines of code | Gemini 1.5 Pro Demo

Gemini 1.5 Pro can reason across 100,000 lines of code giving helpful solutions, modifications and explanations.

Enhanced performance

When tested on a comprehensive panel of text, code, image, audio and video evaluations, 1.5 Pro outperforms 1.0 Pro on 87% of the benchmarks used for developing our large language models (LLMs). And when compared to 1.0 Ultra on the same benchmarks, it performs at a broadly similar level.

Gemini 1.5 Pro maintains high levels of performance even as its context window increases. In the Needle In A Haystack (NIAH) evaluation, where a small piece of text containing a particular fact or statement is purposely placed within a long block of text, 1.5 Pro found the embedded text 99% of the time, in blocks of data as long as 1 million tokens.

Gemini 1.5 Pro also shows impressive “in-context learning” skills, meaning that it can learn a new skill from information given in a long prompt, without needing additional fine-tuning. We tested this skill on the Machine Translation from One Book (MTOB) benchmark, which shows how well the model learns from information it’s never seen before. When given a grammar manual for Kalamang , a language with fewer than 200 speakers worldwide, the model learns to translate English to Kalamang at a similar level to a person learning from the same content.

As 1.5 Pro’s long context window is the first of its kind among large-scale models, we’re continuously developing new evaluations and benchmarks for testing its novel capabilities.

For more details, see our Gemini 1.5 Pro technical report .

Extensive ethics and safety testing

In line with our AI Principles and robust safety policies, we’re ensuring our models undergo extensive ethics and safety tests. We then integrate these research learnings into our governance processes and model development and evaluations to continuously improve our AI systems.

Since introducing 1.0 Ultra in December, our teams have continued refining the model, making it safer for a wider release. We’ve also conducted novel research on safety risks and developed red-teaming techniques to test for a range of potential harms.

In advance of releasing 1.5 Pro, we've taken the same approach to responsible deployment as we did for our Gemini 1.0 models, conducting extensive evaluations across areas including content safety and representational harms, and will continue to expand this testing. Beyond this, we’re developing further tests that account for the novel long-context capabilities of 1.5 Pro.

Build and experiment with Gemini models

We’re committed to bringing each new generation of Gemini models to billions of people, developers and enterprises around the world responsibly.

Starting today, we’re offering a limited preview of 1.5 Pro to developers and enterprise customers via AI Studio and Vertex AI . Read more about this on our Google for Developers blog and Google Cloud blog .

We’ll introduce 1.5 Pro with a standard 128,000 token context window when the model is ready for a wider release. Coming soon, we plan to introduce pricing tiers that start at the standard 128,000 context window and scale up to 1 million tokens, as we improve the model.

Early testers can try the 1 million token context window at no cost during the testing period, though they should expect longer latency times with this experimental feature. Significant improvements in speed are also on the horizon.

Developers interested in testing 1.5 Pro can sign up now in AI Studio, while enterprise customers can reach out to their Vertex AI account team.

Learn more about Gemini’s capabilities and see how it works .

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IMAGES

  1. how can we solve diamond problem in c

    how can we solve diamond problem in c

  2. how can we solve diamond problem in c

    how can we solve diamond problem in c

  3. C++ Diamond Problem

    how can we solve diamond problem in c

  4. Diamond pattern problems in C++ using loops

    how can we solve diamond problem in c

  5. The Diamond Problem In Computer Programming

    how can we solve diamond problem in c

  6. C++ Diamond problem in OOPS, Solution using Virtual Inheritance with Example

    how can we solve diamond problem in c

VIDEO

  1. we like diamond in the sky 🌌 #nevada #xoteam #shorts

  2. Can you Solve the REALLY HARD Diamond Puzzle?

  3. CC2 Section 2.3.1 #2-116 (Diamond Problems)

  4. Print a Diamond using C++ (Recursively)

  5. Number Diamond Pattern Printing Program in C Sharp

  6. Diamond Problem and its Solution in C++?

COMMENTS

  1. What Is the Diamond Problem in C++? How to Spot It and How to Fix It

    The Diamond Problem can arise in C++ when you use multiple inheritance. Here's what it is, how to spot it, and how to fix it. Readers like you help support MUO. When you make a purchase using links on our site, we may earn an affiliate commission. Read More.

  2. oop

    If a method in D calls a method defined in A (and does not override the method), and B and C have overridden that method differently, then from which class does it inherit: B, or C?" So the diamond looks like this: A / \ B C \ / D My question is, what happens if there is no such class A, but again B and C declare the same method, say foo ().

  3. Diamond Problem in C++

    What is the Diamond Inheritance Problem in C++? The following image illustrates the situation under which the Diamond problem occurs. The Class A, is inherited by both Class B and C. Then Class D performs multiple inheritance by inheriting both B and C. Now why does this cause a problem?

  4. c++

    What I understand: When I say A *a = new D ();, the compiler wants to know if an object of type D can be assigned to a pointer of type A, but it has two paths that it can follow, but cannot decide by itself. So, how does virtual inheritance resolve the issue (help compiler take the decision)? c++ inheritance multiple-inheritance virtual-inheritance

  5. Virtual Inheritance in C++, and solving the diamond problem

    Solving the Diamond Problem with Virtual Inheritance By Andrei Milea Multiple inheritance in C++ is a powerful, but tricky tool, that often leads to problems if not used carefully. This article will teach you how to use virtual inheritance to solve some of these common problems programmers run into.

  6. Multiple Inheritance in C++ and the Diamond Problem

    by Onur Tuna Multiple Inheritance in C++ and the Diamond Problem Unlike many other object-oriented programming languages, C++ allows multiple inheritance. Multiple inheritance allows a child class to inherit from more than one parent class. At the outset, it seems like a very useful feature. But a user needs to.

  7. Why do you reduce multiple inheritance to the diamond problem?

    You're partially right: the problem exists in the case of the multiple inheritance too, but can easily be solved in some languages; diamond, on the other hand, cannot be solved that easily. In C#, multiple inheritance is forbidden, but a class can implement multiple interfaces. Imagine that the class Example implements IModifiable and ...

  8. Diamond Problem Calculator. Solve Your Math Problem

    Cite Table of contents: What is a diamond problem? Diamond math problems How to do diamond problems? Case 1: Given two factors Case 2: Given one factor, and the product or sum Case 3: Given product and sum, while searching for factors How to use diamond problem calculator FAQ

  9. Multiple Inheritance in C++

    Video. Multiple Inheritance is a feature of C++ where a class can inherit from more than one classes. The constructors of inherited classes are called in the same order in which they are inherited. For example, in the following program, B's constructor is called before A's constructor. A class can be derived from more than one base class.

  10. How C++ Solve Diamond Problem: Addressing Multiple Inheritance Issues

    The Diamond Problem crops up in languages like C++ that support multiple inheritance. It occurs when a class derives from two classes, which in turn, inherit from a common base class. This creates an ambiguous state as the derived class would have multiple instances of the shared base class, forming a diamond shape in the inheritance diagram.

  11. C++: Diamond Problem and Virtual Inheritance

    In this tutorial, we understood the concept of virtual inheritance and were able to solve the diamond problem using the same in C++. Understand and solve the diamond problem with virtual inheritance in C++. Get to know how multiple inheritance is different from virtual inheritance.

  12. oop Tutorial => Diamond Problem

    Example. Diamond problem is a common problem occurred in Object Oriented Programming, while using multiple-inheritance.. Consider the case where class C, is inherited from class A and class B.Suppose that both class A and class B have a method called foo().. Then when we are calling the method foo(), compiler cannot identify the exact method we are trying to use

  13. What is Diamond Problem in C# ~ Programming With Shri

    What is the Diamond Problem: The "diamond problem" is an ambiguity that arises when two classes B and C inherit from A, and class D inherits from both B and C. If there is a method in A that B and C have overridden, and D does not override it, then which class of the method does D inherit: that of B, or that of C?

  14. Multiple Inheritance in C++

    Here, you can see that the superclass is called two times because of the diamond problem. Solution of the Diamond Problem: The solution is to use the keyword virtual on the two parent classes, ClassA and ClassB.Two-parent classes with a common base class will now inherit the base class virtually and avoid the occurrence of copies of the base class in the child class (ClassC here).

  15. Diamond Problem in C++

    When employing numerous inheritances, a diamond problem can arise in computer languages, particularly in C++. When the code is exceedingly long, many inheritances in C++ are frequently utilized as a technique. So, in order to organize the program and the source code, we utilize classes. However, if they are not handled appropriately, multiple ...

  16. Resolving the Diamond Problem with Virtual Base Classes in C++

    2. In C++, a virtual base class is used to avoid the "dreaded diamond problem" that arises when multiple inheritance is involved. The diamond problem occurs when a class inherits from two or ...

  17. What is Diamond Problem in Java

    What is Diamond Problem in Java In Java, the diamond problem is related to multiple inheritance. Sometimes it is also known as the deadly diamond problem or deadly diamond of death. In this section, we will learn what is the demand problem in Java and what is the solution to the diamond problem.

  18. how can we solve diamond problem in c

    The six steps of problem solving involve problem definition, problem analysis, developing possible solutions, selecting a solution, implementing the solution and evaluating the outcome. Problem solving models are used to address issues that..... Maytag washers are reliable and durable machines, but like any appliance, they can experience problems from time to time.

  19. Introducing Gemini 1.5, Google's next-generation AI model

    Relevant problem-solving with longer blocks of code. 1.5 Pro can perform more relevant problem-solving tasks across longer blocks of code. When given a prompt with more than 100,000 lines of code, it can better reason across examples, suggest helpful modifications and give explanations about how different parts of the code works.

  20. How do interfaces solve the diamond problem?

    To solve the famous diamond problem, we have interfaces. Like (I am using C#) public interface IAInterface { void aMethod (); } public interface IBInterface { void aMethod (); } Now public class aClass : IAInterface, IBInterface { public void aMethod () { } }

  21. c++

    1 The diamond problem is not specific to C++, it is a more general problem in multiple inheritance. It is not a problem per se, it is just something that you have to be careful about. Say you have this: A ^ / \ | | B C ^ ^ \ / D The problem is that can be interpreted in two different ways: any B is a A (until then ok nothing special)