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 THiNK
CRITICAL THINKING AND LOGIC SKILLS FOR EVERYDAY LIFE

FIFTH EDITION
Judith A. Boss, PhD, MSc

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 5
INFORMAL FALLACIES 142

WHAT IS A FALLACY? 145

FALLACIES OF AMBIGUITY 145

Equivocation 145
Amphiboly 146
Fallacy of Accent 147
Fallacy of Division 147
Fallacy of Composition 148

FALLACIES OF RELEVANCE 149

Ad Hominem (Personal Attack) 149
U.S. Coast Guard photo Appeal to Force (Scare Tactics) 151

4
Appeal to Pity 153
KNOWLEDGE, EVIDENCE, AND
Popular Appeal 154
ERRORS IN THINKING 106
Appeal to Ignorance 156
HUMAN KNOWLEDGE AND Hasty Generalization 156
ITS LIMITATIONS 109
Straw Man 158
Rationalism and Empiricism 109
Red Herring 158
Structure of the Mind 109
FALLACIES INVOLVING UNWARRANTED
EVALUATING EVIDENCE 110 ASSUMPTIONS 161
Direct Experience and False Begging the Question 161
Memories 110
Inappropriate Appeal to Authority 162
The Unreliability of Hearsay
Loaded Question 162
and Anecdotal Evidence 112
False Dilemma 162
Experts and Credibility 113
Questionable Cause 163
Evaluating Evidence for a Claim 114
Slippery Slope 165
Research Resources 116
Naturalistic Fallacy 166
COGNITIVE AND PERCEPTUAL
ERRORS IN THINKING 119 STRATEGIES FOR AVOIDING FALLACIES 169
Perceptual Errors 119 CRITICAL THINKING ISSUE: Perspectives on Gun
Misperception of Random Data 122 Control 172
Memorable-Events Error 122 Notes 176
Probability Errors 124
David McNew/Getty Images
Self-Serving Biases 125
Self-Fulfilling Prophecy 128

SOCIAL ERRORS AND BIASES 130

“One of Us/One of Them” Error 130
Societal Expectations 131
Group Pressure and Conformity 132
Diffusion of Responsibility 133

CRITICAL THINKING ISSUE: Perspectives on

Evaluating Evidence for the Existence of
Unidentified Flying Objects (UFOs) 136
Notes 140

viii • THiNK

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 7
INDUCTIVE ARGUMENTS 218

WHAT IS AN INDUCTIVE ARGUMENT? 221

The Use of Inductive Reasoning
in Everyday Life 221

GENERALIZATION 222
Using Polls, Surveys, and Sampling
Jeff McCoy/Shutterstock to Make Generalizations 222

6
RECOGNIZING, ANALYZING, Applying Generalizations to
Particular Cases 227
AND CONSTRUCTING
Evaluating Inductive Arguments
ARGUMENTS 178 Using Generalization 228
WHAT IS AN ISSUE? 181 ANALOGIES 232
Identifying an Issue 181 Uses of Analogies 232
Asking the Right Questions 181 Arguments Based on Analogies 233
RECOGNIZING AN ARGUMENT 184 Analogies as Tools for Refuting
Distinguishing Between Argumentation Arguments 234
and Rhetoric 184 Evaluating Inductive Arguments
Types of Arguments 184 Based on Analogies 235
Propositions 184
CAUSAL ARGUMENTS 239
Premises and Conclusions 186
Causal Relationships 239
Nonarguments: Explanations and
Conditional Statements 186 Correlations 241
Establishing Causal Relationships 241
BREAKING DOWN AND DIAGRAMMING
ARGUMENTS 189 Causal Arguments in Public Policy and Everyday
Decision-Making 241
Breaking Down an Argument
into Propositions 189 Evaluating Causal Arguments 243
Identifying the Premise(s) and Conclusion CRITICAL THINKING ISSUE: Perspectives on the
in Complex Arguments 190 Legalization of Recreational Marijuana 246
Diagramming an Argument 190 Notes 251
EVALUATING ARGUMENTS 196
Clarity: Is the Argument Clear
and Unambiguous? 196
Credibility: Are the Premises Supported Patrick Baz/AFP/Getty Images
by Evidence? 196
Relevance: Are the Premises Relevant
to the Conclusion? 197
Completeness: Are There Any Unstated Premises
and Conclusions? 197
Soundness: Are the Premises True and Do They
Support the Conclusion? 199
CONSTRUCTING AN ARGUMENT 200
Steps for Constructing an Argument 200
Using Arguments in
Making Real-Life Decisions 205
CRITICAL THINKING ISSUE: Perspectives on
Same-Sex Marriage 208
Notes 214

Contents • ix

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 9
ETHICS AND MORAL DECISION-
MAKING 286
WHAT IS MORAL REASONING? 289
Moral Values and Happiness 289
Conscience and Moral Sentiments 291
THE DEVELOPMENT OF MORAL REASONING 293
Lawrence Kohlberg’s Stage Theory of Moral
Development 293
Carol Gilligan on Moral Reasoning in Women 296
The Development of Moral Reasoning in College
Students 298
MORAL THEORIES: MORALITY IS RELATIVE 300
Mike Kemp/Rubberball Images/Getty Images Ethical Subjectivism 300

8
DEDUCTIVE ARGUMENTS 254 Cultural Relativism 300

WHAT IS A DEDUCTIVE ARGUMENT? 257 MORAL THEORIES: MORALITY IS UNIVERSAL 303

Deductive Reasoning and Syllogisms 257 Utilitarianism (Consequence-Based Ethics) 304
Valid and Invalid Arguments 257 Deontology (Duty-Based Ethics) 305
Sound and Unsound Arguments 258 Rights-Based Ethics 306
Virtue Ethics 309
TYPES OF DEDUCTIVE ARGUMENTS 259
Arguments by Elimination 259 MORAL ARGUMENTS 310

Arguments Based on Mathematics 261 Recognizing Moral Arguments 310

Arguments from Definition 262 Constructing Moral Arguments 310

Evaluating Moral Arguments 311
HYPOTHETICAL SYLLOGISMS 265
Resolving Moral Dilemmas 312
Modus Ponens 265
Modus Tollens 266 CRITICAL THINKING ISSUE: Perspectives on
Abortion 317
Chain Arguments 266
Notes 322
Evaluating Hypothetical Syllogisms
for Validity 267 Albert Ferreira/Reuters/Corbis

CATEGORICAL SYLLOGISMS 269

Standard-Form Categorical Syllogisms 269
Quantity and Quality 270
Diagramming Propositions with Venn Diagrams 270
Using Venn Diagrams to Evaluate Categorical
Syllogisms 271

TRANSLATING ORDINARY ARGUMENTS

INTO STANDARD FORM 274
Rewriting Everyday Propositions in
Standard Form 274
Identifying the Three Terms in the Argument 275
Putting the Argument into Standard Form 276

CRITICAL THINKING ISSUE: Perspectives on the

Death Penalty 278
Notes 283

x • THiNK

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 11
MASS MEDIA 354

MASS MEDIA IN THE UNITED STATES 357

The Rise of Mass Media 357
The Media Today 357

THE NEWS MEDIA 359

Sensationalism and the News as
Entertainment 360
Depth of News Analysis 360
Bias in the News 363

SCIENCE REPORTING 366

Misrepresentation of Scientific Findings 366
Government Influence and Bias 367
Evaluating Scientific Reports 367

THE INTERNET 369

Impact of the Internet on Daily Life 369
Social Networking 370
The Internet as “The Great Equalizer” 371
Misuse of the Internet: Pornography and
Rommel Pecson/The Image Works Plagiarism 373

10
MARKETING AND MEDIA LITERACY: A CRITICAL-THINKING
ADVERTISING 324 APPROACH 374
Experiencing the Media 374
MARKETING IN A CONSUMER CULTURE 326
Interpreting Media Messages 375
Marketing Research 326
Analyzing Media Messages 375
Avoiding Confirmation Bias and Other
Errors in Thinking 328 CRITICAL THINKING ISSUE: Internet Plagiarism
Among College Students 377
MARKETING STRATEGIES 330
Notes 382
The SWOT Model 330
Consumer Awareness of Marketing
Strategies 334
Patrice Coppee/AFP/Getty Images
ADVERTISING AND THE MEDIA 336
The Role of Advertising in the Media 336
Product Placement 337
Television Advertising and Children 337

EVALUATING ADVERTISEMENTS 340

Common Fallacies in Advertisements 340
Rhetorical Devices and
Misleading Language 341
Faulty and Weak Arguments 341
A Critique of Advertising 343

CRITICAL THINKING ISSUE: Perspectives on

Advertising and Marketing Junk Food 348
Notes 352

Contents • xi

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 RESEARCH METHODOLOGY AND
SCIENTIFIC EXPERIMENTS 402
Research Methodology and Design 402
Field Experiments 403
Controlled
Experiments 404
Single-Group
(Pretest–Posttest)
Experiments 405
Evaluating an
Experimental
Design 406
Interpreting
Experimental
ERproductions Ltd./Blend Images/Getty Images Results 407
Ethical Concerns
in Scientific

12
Mario Beauregard/Corbis/
SCIENCE 384 Experimentation 408 Getty Images

WHAT IS SCIENCE? 387 THOMAS KUHN AND SCIENTIFIC

PARADIGMS 410
The Scientific Revolution 387
Normal Science and Paradigms 410
Assumptions Underlying
Science 387 Scientific Revolutions
and Paradigm Shifts 411
Limitations of Science 388
Science and Religion 389 CRITICAL THINKING ISSUE: Evolution versus
Intelligent Design 413
THE SCIENTIFIC METHOD 391 Notes 419
1. Identify the Problem 391
2. Develop an Initial
Hypothesis 392
3. Gather Additional Michael Nichols/National Geographic/Getty Images
Information and Refine
the Hypothesis 392
4. Test the Hypothesis 395
5. Evaluate the Hypothesis on the
Basis of Testing or Experimental
Results 395

EVALUATING SCIENTIFIC
HYPOTHESES 396
Relevance to the Problem Under Study 396
Consistency with Well-Established Theories 397
Simplicity 397
Testability and Falsifiability 399
Predictive Power 399
Distinguishing between Scientific and
Pseudoscientific Hypotheses 399

xii • THiNK

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 13
LAW AND POLITICS 422

THE SOCIAL CONTRACT THEORY

OF GOVERNMENT 425
The State of Nature 425
Social Contract Theory 425
International Law 426

THE DEVELOPMENT OF DEMOCRACY

IN THE UNITED STATES 427
Representative Democracy: A Safeguard against
the Tyranny of the Majority 427
Liberal Democracy: Protection
of Individual Rights 428
Political Campaigns and Elections 428
Voting: A Right or a Duty? 430

THE EXECUTIVE BRANCH OF GOVERNMENT 431

The Role of the Executive Branch 431
Executive Orders and National Security 431
Checks on Executive Power 432

THE LEGISLATIVE BRANCH OF

GOVERNMENT 435
The Role of the Legislative Branch 435
Citizens and Legislation 436
Unjust Laws and Civil Disobedience 438

THE JUDICIAL BRANCH OF GOVERNMENT 442

The Role of the Judicial Branch 442
Rules of Evidence 442
Legal Reasoning and the Doctrine Ink Drop/Shutterstock
of Legal Precedent 443
GLOSSARY 454
Jury Duty 445
INDEX 459
CRITICAL THINKING ISSUE: Perspectives
on the Use of Drones for Surveillance 448
Notes 453

Hero Images/Getty Images

Contents • xiii

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 Features
THINK TANK HIGHLIGHTS

THi
Self-Evaluation Questionnaire 6 Cognitive Development in College Students 7
Selected Questions from an Emotional IQ Test 48 Characteristics of a Skilled Critical Thinker 13
Self-Evaluation Questionnaire [Communication Style] 86 My Life Plan 15
Self-Evaluation Questionnaire 109 Types of Resistance and Narrow-Mindedness 26
Self-Evaluation Questionnaire: Moral Reasoning 294 Types of Definitions 81
Five Criteria for Evaluating Definitions 83
ANALYZING IMAGES Communication Styles 87
Creative Problem-Solving in Response to Natural Social Errors and Biases 133
Disasters 11 Fallacies of Ambiguity 148
Student Protestor in Front of Tanks at Tiananmen Square, Fallacies of Relevance 158
China 19 Fallacies Involving Unwarranted
“Only a Human Can . . .” 51 Assumptions 167
Abraham Making Preparations to Sacrifice His Son Isaac at How to Break Down an Argument 189
God’s Command 57 Symbols Used in Diagramming Arguments 194
Animal Language 75 Guidelines for Evaluating an Argument 199
Nonverbal Communication and Steps for Constructing an Argument 205
Withholding Information 76 Questions to Ask In Determining if a Poll or
International Diplomacy and Nonverbal Survey Is Reliable 227
Communication 88 Evaluating Arguments That are Based
The St. Louis Arch 120 on Generalization 230
Inkblots 121 Evaluating Arguments Based on an Analogy 236
Asch Experiment 132 Evaluating Causal Arguments 243
Darwin’s Descent from the Apes 152 Deductive Arguments 258
“You’ve Come a Long Way, Baby” 155 Valid Forms of Hypothetical Syllogisms 268
Scene From Star Wars Episode II 166 Guidelines for Translating Arguments Into
Rhetorical Standoff 185 Standard Categorical Form 275
The Debate over Marijuana 191 Stages in the Development of Moral Reasoning 295
Hispanic Housekeeper 198 Utilitarian Calculus: Seven Factors to Take Into
The Blind Men and the Elephant 229 Consideration In Determining The Most Moral
Violent Video Games and the Sandy Hook School Action or Decision 305
Massacre 240 Seven Prima Facie Duties 306
The Brain and Moral Reasoning: The Future-Looking Duties 306
Case of Phineas P. Gage 290 Duties Based on Past Obligations 306
The Effect of Community Service on Moral Ongoing Duties 306
Development 298 Universal Moral Theories 308
A Ku Klux Klan Lynching, Indiana, 1930 302 Steps for Resolving a Moral Dilemma 313
Football Players 309 Questions to Consider in Evaluating Advertisements 343
Product Placement in the Media 338 Evaluating Scientific Reports in the Media 368
Ad for a Toyota Hybrid 342 Points to Consider When Posting a Message On a Social
Ad for Sabai Wine Spritzer 344 Network Site 371
Stereotypes and Racism in the News Media 362 Analyzing Media Messages 375
The “Canals” of Mars 389 Assumptions of Science: 388
Darwin’s Drawings of Galapagos Island Finch Beaks 394 The Scientific Method 395
Science versus Pseudoscience 400 Criteria for Evaluating A Scientific Hypothesis 401
Jane Goodall’s Research on Chimpanzees 403 Criteria for a Well-Designed Experiment 407
Japanese American Internment Camps and Thoreau’s Four Criteria for Civil Disobedience 440
Executive Order 9066 433 Legal Precedents 445
The Salem Witch Trials 444

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 CRITICAL THINKING IN ACTION

iNK
Your Brain on Video Games 44
The “Mozart Effect” 52
Say What? 80
What Those “Code Words” in Personal
Ads Really Mean 92
Memorization Strategies 112
Food for Thought: Perception and Supersized
Food Portions 123
Irrational Beliefs and Depression 127
The Perils of Verbal Attacks in Personal
Relationships 150
Writing a Paper Based on Logical
Argumentation 203
The Dangers of Jumping to
a Conclusion 204
It’s Quitting Time—Students and Smoking 242
Put It on My Tab: Paying College Tuition by
Credit Card—A Wise Move? 263
The Golden Rule—Reciprocity as the Basis
of Morality in World Religions 307
Over Your Shoulder: Monitoring
Employees’ Internet Use 372
Science and Prayer 406
How to Read a Scientific Paper 409

THINKING OUTSIDE THE BOX

Elizabeth Cady Stanton 17
Stephen Hawking 25
Captain Chesley “Sully” Sullenberger 29
Temple Grandin 43
Rosa Parks 49
Albert Schweitzer 59
Sally Ride 73
Rachel Carson 115
Judith Sheindlin 164
Abraham Lincoln 182
George Gallup 226
Bo Dietl 260
Gloria Steinem 296
Mohandas Gandhi 297
Jørgen Vig Knudstorp 333
Edward R. Murrow 364
Albert Einstein 398
Rosa Parks 439

Francesco Ridolfi/Getty Images

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 CRITICAL-THINKING ISSUES
Perspectives on Affirmative Action in College
Admissions 32
Wrong Take on Admissions: Affirmative Action and Higher
Education: Before and After the Supreme Court Rulings
on the Michigan Cases, Nancy Cantor 33
Achieving Diversity on Campus: U.S. Supreme Court, Justice
Sandra Day O’connor 34
Perspectives on Reason and Proofs for the
Existence of God 62
The Existence of God, Thomas Aquinas 63
In Defense of Unbelief: Are There “Fundamentalist Atheists”?
Paul Kurtz 64
Perspectives on Free-Speech Zones on
College Campuses 99
Feigning Free Speech on Campus, Greg Lukianoff, Foundation
for Individual Rights in Education 100
Reasonable Limits Are Good, Robert J. Scott 101
Perspectives on Evaluating Evidence for the
Existence of Unidentified Flying Objects (UFOs) 136
Project Blue Book: Analysis of Reports of Unidentified Aerial
Objects, United States Air Force 137
Physical Evidence and Unidentified Flying Objects,
Royston Paynter 138
Perspectives on Gun Control 172
Stop Worrying About Guns in the Classroom. They’re Already
i
Here. The Chronicle of Higher Education,
By Erik Gilbert 173
Testimony by Mark Kelly, Senate Judiciary Committee Hearing
d
on Gun Violence on January 30, 2013 174
Perspectives on Same-Sex Marriage 208
a
Obergefell v. Hodges (2015), Justice Anthony Kennedy,
Majority Opinion 209
e
Obergefell v. Hodges (2015), Chief Justice John G. Roberts,
Dissenting Position 211
R
xvi • THiNK
bos05190_fm_i-xx_1.indd 16
Perspectives on the Legalization of Recreational
Marijuana 246
Keep Marijuana Illegal, Karen P. Tandy 247
Should Marijuana Be Legalized under Any Circumstances?
Karen P. Tandy 248
Perspectives on the Death Penalty 278
Eye for an Eye: The Case for Revenge, Thane
Rosenbaum 279
There Is Blood, a Lot of Blood, Very Red Blood,
Justin E. H. Smith 280
Perspectives on Abortion 317
A Defense of Abortion, Roe v. Wade (1973) 318
The Rights of the Unborn, Father Clifford Stevens 319
Perspectives on Advertising and Marketing
Junk Food 348
Eye-Catching Ads Promote Junk Food to Kids, CBS News 349
Poll: Obesity’s a Crisis but We Want Our Junk Food, Jennifer C.
Kerr & Jennifer Agiesta 350
Internet Plagiarism among College Students 377
s
Academic Integrity and Student Plagiarism: A Question of
Education, Not Ethics, Susan D. Blum 378
g
Four Reasons to Be Happy about Internet Plagiarism, Russell
Hunt 379
n
Evolution versus Intelligent Design 413
Irreducible Complexity: Obstacle to Darwinian Evolution,
Michael Behe 414
The Failure of “Intelligent Design,” By Kenneth Miller 416
Perspectives on the Use of Drones for
Surveillance 448
The Case for Drones, By Colin Wood 449
5 Reasons Why U.S. Is Not Ready for Domestic Drone Use, By
Lucas Eaves 450
1/6/20 8:04 AM
 Preface
Studies have found that many, if not most, Americans will
uncritically follow the orders of an authority figure. Social
psychologist Stanley Milgram writes that “ordinary people,
simply doing their jobs and without any particular hostility
on their parts, can become agents in a terrible destructive
process. . . . Relatively few people have the resources needed
to resist authority.” One of these resources is good critical
thinking skills.
Objective
THiNK is a multicultural and interdisciplinary introductory
critical thinking ethics textbook that offers core content
and pedagogy in a succinct magazine format that provides
students with the skills necessary to make and commit to
decisions in their lives based on reason and logic. THiNK
also offers students extensive opportunity for application
and practice, and to develop and apply their critical-
thinking skills.
The Thirteen Chapters
Each chapter in THiNK addresses a different topic related
to critical thinking beginning with the basic critical-thinking
skills, which are covered in Chapters 1 to 6. Chapters 7 and
8 address the use of these critical-thinking skills in analyzing
inductive and deductive arguments. Chapters 9 to 13 are
optional. Each of these chapters involves applying the
critical skills studied in Chapters 1 to 8 to a different
contemporary issue. Following is a summary of each of the
thirteen chapters.
Chapter 1, Critical Thinking: Why It’s Important:
Chapter 1 provides a definition of critical thinking along
with a discussion of the characteristics of a good critical
thinker. It then moves on to relate the importance of good
critical-thinking skills to both our self-development and our
public lives.
Chapter 2, Reason and Emotion: The role of emotion in
making good decisions is often ignored in traditional critical
thinking and logic books. Chapter 2 looks at the roles of
both reason and emotion in critical thinking and how they
can work together to help us make better decisions. Finally,
it examines and relationship between faith and reason.
Chapter 3, Language and Communication: This chapter
begins by defining language—both verbal and nonverbal. It
then covers the different types of definitions of words and
how to evaluate the definitions. Chapter 3 addresses how
culture and gender influences different communication
styles. It also discusses ways in which language can be used
to manipulate us.
Chapter 4, Knowledge, Evidence, and Errors in Thinking:
Human thinking has certain limitations which can
contribute to errors in our reasoning. In Chapter 4 students
learn how to evaluate evidence as well as learn how to
recognize the different cognitive, perceptual, and social
errors and biases that may occur in thinking.
bos05190_fm_i-xx_1.indd 17
Chapter 5, Informal Fallacies: Many people fall for
faulty reasoning because they fail to recognize the use of
fallacies in an argument. Chapter 5 covers three categories
of common logical fallacies, including fallacies of ambiguity,
fallacies of relevance, and fallacies involving unwarranted
assumptions. The chapter closes with a discussion of
strategies for avoiding these fallacies.
Chapter 6, Recognizing, Analyzing, and Constructing
Arguments: Chapter 6 is one of the key chapters in this
textbook. In this chapter students learn how to recognize
an argument as well as how to break down an argument into
its premises and conclusion. They then learn how to
diagram an argument so it can be evaluated. The chapter
ends by providing steps for constructing a logical argument.
Chapter 7, Inductive Arguments: Inductive arguments
are the most common type of arguments used in everyday
life. In Chapter 7, students learn how to recognize,
evaluative, and construct three types of inductive arguments:
generalizations, analogies, and causal arguments. They will
also examine the role of inductive arguments in public
policy and everyday decision-making.
Chapter 8, Deductive Arguments: Deductive arguments
are less common in everyday life. Consequently, Chapter 8
can be omitted if there are time constraints. This chapter
addresses three different types of deductive arguments:
arguments by elimination, arguments based on mathematics,
and arguments from definition. Students also learn how to
diagram and evaluate hypothetical and categorical
syllogisms.
Chapter 9, Ethics and Moral Decision-Making: Chapter 9
begins with a study of the stages of moral reasoning,
especially as it relates to college students. After a discussion
of the different moral theories, students learn how to
recognize and evaluate moral arguments. Finally, this
chapter provides strategies for resolving moral conflicts.
Chapter 10, Marketing and Advertising: Chapter 10
discusses marketing strategies using the SWOT Model. It
also offers students an opportunity to apply critical-thinking
skills learned in previous chapters, such as avoiding
confirmation bias, recognizing rhetorical devices, and
recognizing fallacies. This chapter is particularly relevant
for students who are studying business, marketing, and/or
communication.
Chapter 11, Mass Media: After offering an overview of
the rise of mass media in the United States, Chapter 11
examines the strengths and biases of the news media and
science reporting. From here it looks at the impact of the
Internet on our lives, including the misuse of the Internet.
Lastly, it offers a critical-thinking approach to media
literary, including how to interpret and analyze media
messages.
Chapter 12, Science: Chapter 12 opens with an
examination of the assumptions underlying science. The
five steps of the scientific method are covered next,
Preface • xvii
1/6/20 8:04 AM
 followed by a section on how to evaluate scientific
hypotheses. The chapter also includes coverage of the
different types of research methodology and experiments.
The chapter ends with a discussion of scientific revolutions
and paradigm shifts.
Chapter 13, Law and Politics: After introducing the
social contract theory of government, Chapter 13 looks at
the development of democracy in the United States,
including political campaigning and voting. Each of the
three branches of government is then covered in more
detail along with issues such as checks on executive power,
unjust laws, and civil disobedience.
Stop and Assess Yourself
The major sections in each chapter are followed by a series
of exercises which encourage students to apply their critical-
thinking skills to specific questions or issues.
The Critical-Thinking Issues
The short critical-thinking reading selections at the end of
each chapter address a different contemporary issue, such
as Affirmative Action, Proof for the Existence of God, Free
Speech Zones, Gun Control, Abortion, and Internet
Plagiarism. These reading selections are optional and may
be used for classroom discussion, essay topics, or group
presentations. Each reading has review questions to help
focus the students’ reading, while each set of readings on a
topic is followed by a series of “Think and Discuss” question
on the topic itself.
Features
THiNK has several innovative features that allow students
to apply their critical-thinking skills. Think Tank contains
self-evaluation questionnaires, including emotional IQ,
communication style, and stage of moral reasoning. These
questionnaires are designed to help students assess where
they are in their thinking as well as point out some of their
shortcomings, thereby encouraging them to move beyond
their current levels of thinking.
Because we are constantly bombarded with images,
especially through the media, each chapter contains several
Analyzing Images boxes which include summaries of each
image and discussion questions.
xviii • THiNK
bos05190_fm_i-xx_1.indd 18
The Highlights boxes provide summaries of the major
points in each chapter.
The Critical Thinking in Action boxes give students an
opportunity to apply their critical-thinking skills to
scenarios they might encounter in their everyday lives,
including verbal attacks in personal relationships, paying
for college with credit cards, and perception of supersized
food portions.
Finally, the Thinking Outside the Box features
introduce students to role models who have exhibited
exemplary critical-thinking skills, including Captain “Sully”
Sullenberger, Sally Ride, Abraham Lincoln, Mohandas
Gandhi, and Rosa Parks.
®
The fifth edition of THiNK is now available online with
Connect, McGraw-Hill Education’s integrated assign­
ment and assessment platform. Connect also offers
SmartBook® 2.0 for the new edition, which is an adaptive
reading experience proven to improve grades and help
students study more effectively. All of the title’s website
and ancillary content is also available through Connect,
including:
• A full Test Bank of multiple choice questions that test
students on central concepts and ideas in each
chapter.
• An Instructor’s Manual for each chapter with full
chapter outlines, sample test questions, and
discussion topics.
• Lecture Slides for instructor use in class.
Acknowledgments
I would like to thank all of the reviewers who took the time
to review the text. I am grateful for their thoughtful
suggestions that helped further strengthen the fifth edition.
Finally, I’d like to thank my intern and assistant, Lauren
Margaret Boss, for her enthusiasm and dedication to this
project, and for her invaluable input and assistance in
compiling this edition of THiNK.
Judith A. Boss
1/6/20 8:04 AM
 Acknowledgments
Thank you to the past and present reviewers of this book: Ruth Klein, Keiser University
Aaron Kosto, University of Cincinnati
Fred Akamine, Mercy College, Dobbs Ferry
Marisha Lecea, Western Michigan University
Mark Alfno, Gonzaga University
Marvin Lee, Villanova University
Kenneth Bearden, Butte College
Albert Lenel, Miami Dade College
Maggie Beddow, CSU Sacramento
Amy Lenoce, Naugatuck Valley Community College
Angela Bickham, University of Wisconsin, Parkside
Mary Lundberg, Laney College
Michael Bishop, Florida State University
Kimberly Lyle-Ippolito, Anderson University
Christian Blum, Bryant & Stratton College
Carole Mackewich, Clark College
Lee Braver, Hiram College
Daniel Magee, Bryant & Stratton College
Teresa Bridger, Prince George’s Community College
Tom McDermott, Pittsburgh Technical Institute
Joel Bruce, Art Institute of California, Orange County
Mary Jo Miuccio
Benita Budd, Wake Technical Community College
Dennis Mixer, Indiana Wesleyan
RaDonna Burik, Pittsburgh Technical Institute
Ben Mulvey, Nova Southeastern University
Charles Byrne, University of Illinois
Susana Nuccetelli, St. Cloud State University
Melinda Campbell, San Diego Mesa College
Leonard O’Brian, Scottsdale Community College
James Carmine, Carlow University
Randall Otto, Southwestern College
Paul Cesarini, Bowling Green State University
Chris Pallotti, California State University, Northridge
Ketsia Chapman, Centura College
J. Parsons, College of DuPage
Reed Coombs, Eagle Gate College
Jeanne Pfeifer, California State University, Sacramento
Dara Cox, Indiana Business College
Sage Platt, Southern Utah University
Ginny Curley, Nebraska Methodist College
Carol J. Pretlow, Norfolk State University
Michelle Darnell, Fayetteville State University
Barbara Purvis, Centura College
Ray Darr, Southern Illinois University, Edwardsville
Gregory Rich, Fayetteville State University
Cassandra Delgado-Reyes, University of Texas, Austin
Patricia Richey, Jacksonville College
Heath A. Diehl, Bowling Green State University
Thomas Riley, Wilson Community College
Gary Elkins, Toccoa Falls College
Beth Rosdatter, University of Kentucky
Michael Fein, Johnson & Wales University
Michael Sanders, Cazenovia College
Gregory P. Fields, Southern Illinois University,
Victoria Sansome, San Jose State/Chabot College
Edwardsville
John Santiago, College of DuPage
Brett Fulkerson-Smith, Illinois Institute of Technology
Valerie Santos, California State University, Long Beach
Alan Goldman, Mass Bay Community College
Bonnie Sarnoff, Limestone College
Andrea Goldstein, South University
Pauline Scott, Alabama State University
Amy Goodman-Wilson, Webster University
Sharon Shapiro, Northern Virginia Community College
Don Goodman-Wilson, Webster University
Donna Slaughter, Bryant & Stratton College
Charles Gossett, Cal Poly Pomona
Maria Sofa, Bryant & Stratton College
Carla Grady, Santa Rosa Junior College
Harvey Solganick, The College at Southwestern Baptist
Marcia Griffn, Keiser University
Theological Seminary
Elliot Gruner, Plymouth State University
John Sullins, Sonoma State University
Robin Hahn, Evergreen Valley College
Kenneth Thompson, Bowling Green State University
Max Hallman, Merced College
Molly Trauten, Oregon State University
Donna Hanley, KY Wesleyan College
Christine Tutlewski, University of Wisconsin, Parkside
Perry Hardison, Alamance Community College
Bruce Umbaugh, Webster University
Kenton Harris, Florida International University
Robert Urekew, University of Louisville
Brenda Houck, Centura College
Anand Vaidya, San Jose State University
Hui-Ju Huang, California State University, Sacramento
Rene Verry, Millikin University
Linda Johnson, The Art Institute of California, Orange
Gaye Walton-Price, Contra Costa College
County
Johnny Wen, California State University, Long Beach
Tracy Johnson, Butte College
Kathy Jo Werking, San Jose State University
Cristina Karmas, Graceland University
Karen Zempel, Bryant & Stratton College
David Kime, Northern Kentucky

Acknowledgments • xix

bos05190_fm_i-xx_1.indd 19 1/6/20 8:04 AM

 ®

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 1

CRITICAL
THINKING
WHY IT’S IMPORTANT

bos05190_ch01_002-037.indd 2 10/23/19 9:31 PM

 WHAT’S TO COME
6 What Is Critical Thinking?
9 Characteristics of a Good Critical Thinker
14 Critical Thinking and Self-Development
21 Barriers to Critical Thinking
32 Critical-Thinking Issue: Perspectives on
Affirmative Action in College Admissions

N azi war criminal Adolf Eichmann was

tried in Israel in 1960 for crimes against
humanity. Despite his claim that he was just
following the orders of his superiors when he
ordered the deaths of millions of Jews, the court
found him guilty and sentenced him to death.
The movie Operation Finale (2018) is based on
the true story of Eichmann’s capture and trial.
Was Eichmann an inhuman monster? Or was
he, as his defense lawyer claimed, just doing
what many of us would do—following orders
from our superiors?
To address this question, social psychologist
Stanley Milgram of Yale University conducted,
between 1960 and 1963, what has become a
classic experiment. Milgram placed an adver-
tisement in a newspaper asking for men to take
part in a scientific study of memory and learn-
ing.1 Those chosen to participate were told that
the purpose of the experiment was to study the
effects of punishment on learning and that their
job was to give electric shocks as punishment
when the learner gave a wrong answer.
In what ways do good listening skills and open-mindedness contribute

>>
to the development of our critical-thinking skills? Troy House/Corbis NX/
Getty Images

bos05190_ch01_002-037.indd 3 10/23/19 9:31 PM

 THiNK
■ What are the characteristics of a skilled critical thinker?
■ What are the three levels of thinking?

FIRST
■ What are some of the barriers to critical thinking?

Left: Stewart F. House/Getty Images; Middle: Geoff Tompkinson/Getty Images; Right: Jeff Widener/AP Images

>> The participants were instructed that the shocks would be given at the direction of the experi-
menter and would range in intensity from 15 volts to 450 volts. In fact, no shocks were actu-
ally being given, but the participants didn’t know this.
As the intensity of the shocks “increased,” the learner (actually an actor) responded with
increased anguish, screaming in pain and pleading with the participant delivering the shocks
to stop. Despite the repeated pleas, all the participants were given shocks of up to 300 volts
before refusing to go on. In addition, 65 percent continued to deliver shocks of 450 volts simply
because an authority figure (a scientist in a white lab coat) told the participants to continue.
Most who continued were clearly disturbed by what they were doing. However, unlike the
participants who refused to continue, they were unable to provide logical counterarguments
to the scientist’s insistence that “the experiment requires that you must continue.”
How could this happen? Were the results of Milgram’s study some sort of aberration? As it
turns out, they were not.
Along similar lines, in 1971, the U.S. Navy funded a study
of the reaction of humans to situations in which there are huge
differences in authority and power—as in a prison. The study
was administered under the direction of psychologist Philip
Zimbardo, who selected student volunteers judged to be psycho-
logically stable and healthy.2 The volunteers were randomly
assigned to play the role of either “guard” or “prisoner” in a two-
week prison simulation in the basement of the Stanford Univer-
sity building in which the psychology department was located.
To make the situation more realistic, guards were given wooden
batons and wore khaki, military-style uniforms and mirrored
sunglasses that minimized eye contact. The prisoners were
given ill-fitting smocks without underwear and rubber thongs
for their feet. Each prisoner was also assigned a number to be
used instead of a name. The guards were not given any formal
Milgram Experiment Scene from the Milgram experiment on
obedience. The “learner” is being hooked up to the machine instructions; they were simply told that it was their responsibility
that will deliver bogus electric shocks each time he gives a to run the prison.
wrong answer. Courtesy of Alexandra Milgram

4 • THiNK

bos05190_ch01_002-037.indd 4 10/23/19 9:31 PM

 The experiment quickly got out of control. Prison- those who continued, even though they knew what
ers were subjected to abusive and humiliating treat- they were doing was wrong, simply deferred to the
ment, both physical and emotional, by the guards. authority figure even though he was making unrea-
One-third of the guards became increasingly cruel, sonable demands of them.4
especially at night when they thought the cameras Although most of us may never be in a situation in
had been turned off. Prisoners were forced to clean which our actions have such grim consequences, a
toilets with their bare hands, to sleep on concrete lack of critical-thinking skills can still have negative
floors, and to endure solitary confinement and hunger. consequences in our everyday decisions. When it
They were also subjected comes to making per-
to forced nudity and sexual These experiments suggest that many, if not sonal, educational, and
abuse—much like what career choices, we may
most, Americans will uncritically follow the
would happen many years defer to our parents or
commands of those in authority.
later at Abu Ghraib prison cave in to pressure from
in Iraq and at Guantanamo friends rather than think
Bay in Cuba (see photo on page 18). After only six days, through the reasons for our decisions. When major
the Stanford prison experiment had to be called off. life decisions are not carefully thought out, there can
These experiments suggest that many, if not be long-lasting consequences, such as dropping out
most, Americans will uncritically follow the com- of school or choosing a career in which we are ulti-
mands of those in authority. Like the Milgram study, mately unhappy. In addition, because critical-thinking
the Stanford prison experiment demonstrated that skills are transferable across disciplines, improving
ordinary people will commit atrocities in situations these skills can have a positive impact on our success
where there is social and institutional support for in college. In this chapter, we’ll be looking at some of
behavior that they would not do on their own and if the components of critical thinking as well as the
they could put the blame on others. Milgram wrote: benefits of developing good critical-thinking skills.
Ordinary people, simply doing their jobs and without any We’ll conclude by examining some of the barriers to
particular hostility on their part, can become agents in a critical thinking. Specifically, we will:
terrible destructive process. Moreover, even when the • Define critical thinking and logic
destructive effects of their • Learn about the characteristics of a good critical
work become patently clear, thinker
and they are asked to carry • Distinguish between giving an opinion and en-
out actions incompatible gaging in critical thinking
with fundamental standards • Explain the benefits of good critical thinking
of the majority, relatively few • Relate critical thinking to personal
people have the resources development and our role as citizens in a
needed to ­resist authority.3 democracy
What are these resources that • Identify people who exemplify critical
people need to resist authority? thinking in action
Good critical-thinking skills • Identify barriers to critical thinking,
are certainly one. Those including types of resistance and
who refused to continue narrow-mindedness
in the ­Milgram study At the end of the chapter, we
were able to give good will apply our critical-thinking skills
reasons for why they to a specific issue by discussing
should stop: for example, and analyzing different perspectives
“it is wrong to cause harm to on affirmative action in college
another person.” In contrast, admissions.

Dmitriy Baranov/123RF 5

bos05190_ch01_002-037.indd 5 10/23/19 9:31 PM

Another random document with
no related content on Scribd:
we can only mention a few of the families, many of which, indeed,
differ from one another in small characters.
Fam. Lysianassidae.—The first joint of the first antenna is
short, with an accessory flagellum. Mandible with a palp, and with an
almost smooth cutting edge. The third joint of the second gnathopod
is elongated. This family is entirely marine, comprising forty-eight
genera, with species distributed in all seas. One genus,
Pseudalibrotus, inhabits the brackish water of the Caspian Sea.
Lysianassa has several common British and Mediterranean species.
Fam. Haustoriidae.—The members of this family are specially
adapted for burrowing, the joints of the hinder thoracic limbs being
expanded, and furnished with spines for digging. Some of the species
are common on the British coasts, e.g. Haustorius arenarius.
Pontoporeia has an interesting distribution, one species, P.
femorata, being entirely marine, in the Arctic and North Atlantic, P.
affinis inhabiting the Atlantic, and also fresh-water lakes in Europe
and North America, P. microphthalma being confined to the Caspian
Sea, and P. loyi to Lakes Superior and Michigan.
Fam. Gammaridae.—Includes fifty-two genera. The first
antennae are slender, with the accessory flagellum very variable. The
mandibles have a dentate cutting edge, spine-row, and molar
surface, and a three-jointed palp. The first two thoracic limbs are
subchelate. This family includes a few marine, but mostly brackish
and fresh-water species. Crangonyx is entirely subterranean in
habitat, as is Niphargus, N. forelii occurring, however, in the deep
waters of Lake Geneva. Both these genera are blind. Gammarus has
thirty species, G. locusta being the common species on the North
Atlantic coasts, and G. pulex the common fresh-water species of
streams and lakes in Europe. A number of Gammaridae inhabit the
Caspian Sea, e.g. Boeckia, Gmelina, Niphargoides, etc., while the
enormous Gammarid fauna of Lake Baikal, constituting numerous
genera, showing a great variety of structure, some of them being
blind, belong to this family, e.g. Macrohectopus (Constantia),
Acanthogammarus, Heterogammarus, etc.
 Fig. 95.—Gammarus locusta, ♂ (above) and ♀ (below), × 4.
Abd.1, First abdominal segment; T, telson; Th, seventh free
thoracic segment (= 8th thoracic segment); U, third uropod.
(After Della Valle.)

Fam. Talitridae.—This family may be distinguished by the

absence of a palp on the mandible, and by one ramus of the uropods
being very small or wanting. The various kinds of “Sand-hoppers”
belong here, familiar creatures on every sandy coast between tide-
marks. The genera Talitrus and Talorchestia always frequent sand,
while Orchestia is generally found under stones and among weed.
Some species of Orchestia, e.g. O. gammarellus, live inland in moist
places at some distance from the sea; one species of Talitrus (T.
sylvaticus) occurs at great elevations in forests in Southern
Australia.
Hyale is a coastal genus, and is also found on floating objects in
the Sargasso Sea. Hyalella is confined to Lake Titicaca and the fresh
waters of South America. Chiltonia from S. Australasia.
Fam. Corophiidae.—The members of this family have a rather
flattened body and small abdomen, and the side-plates on the thorax
are small. The uropods are also small and weak. Some species of the
genus Corophium are characteristic of the Caspian Sea.
 Sub-Order 2. Laemodipoda.

Fig. 96.—Caprella grandimana, × 4. a, Abdomen; g, gills; t, 3rd

(first free) thoracic segment; t′, 8th thoracic segment. (After P.
Mayer.)

Fam. 1. Caprellidae[113] are also chiefly littoral forms, swarming

among rocks covered by algae, though they are by no means so easy
to detect as the Gammaridae and Tanaidae which haunt similar
situations. In a basinful of algae or Polyzoa taken from the rocks
fringing the Bay of Naples, the latter are easily collected, the
Tanaidae always crawling out of the weeds in the direction of the
light, while the Gammarids dart about in all directions; but the
Caprellidae, with their branching stick-like forms, harmonise so well
with their surroundings that it requires an experienced eye to detect
them. The body is elongated and thin, resembling that of a stick-
insect. The first two thoracic segments are more or less completely
fused with the head; the second and third thoracic limbs end in
claws; the two following thoracic limbs are normal in the genus
Proto, rudimentary in Protella, and absent in the remaining genera,
though their gills remain as conspicuous flabellate structures. The
three hind legs are normal, and the abdomen is reduced to a tiny
wart at the hind end of the greatly elongated thorax.
P. Mayer has described cases of external hermaphroditism as
being fairly common in certain species, e.g. Caprella acutifrons, and
this is interesting if we take into consideration the frequent partial
hermaphroditism exhibited by the gonad of Orchestia at certain
times of year (see p. 104).
 Fam. 2. Cyamidae.—These are closely related to the Caprellidae
in the form of the limbs and the reduced state of the abdomen.
Cyamus ceti, which lives ectoparasitically on the skin of whales, has
the body expanded laterally instead of being elongated, as in the
Caprellids.

Sub-Order 3. Hyperina.

These are an equally distinct

and curious group of Amphipods,
characterised by the large size of
the head and the transparency of
the body. Instead of haunting the
littoral zone they are pelagic in
habit, and many of them live
inside transparent pelagic
Molluscs, Tunicates, or Jellyfish.
A well known form is Phronima
sedentaria, which inhabits the
Fig. 97.—Phronima sedentaria, ♀, in a glassy barrel-like cases of the
Pyrosoma colony, × 1. (After Claus, Tunicate Pyrosoma in the
from Gerstaecker and Ortmann.) Mediterranean. The female is
often taken in the plankton
together with her brood in one of these curious glass houses; the
zooids of the Pyrosoma colony are completely eaten away and the
external surface of the case, instead of being rough with the tentacles
of the zooids, is worn to a smooth, glass-like surface. It has been
observed that the female actively navigates her house upon the
surface of the sea; she clings on with her thoracic legs inside, while
the abdomen is pushed out through an opening of the Pyrosoma
case behind, and by its alternate flexion and extension drives the
boat forwards, the water being thus made to enter at the front
aperture and supply the female and her brood with nourishment.

DIVISION 3. HOPLOCARIDA.
 The carapace leaves at least four of the thoracic somites distinct.
The eyes are pedunculate. The mandibles are without a lacinia
mobilis; there are no oostegites, the eggs being carried in a chamber
formed by the maxillipedes. The hepatic caeca are much ramified,
the heart is greatly elongated, stretching through thorax and
abdomen, with a pair of ostia in each segment. The spermatozoa are
spherical, and there is a complicated and peculiar metamorphosis.

Order. Stomatopoda.

Fig. 98.—Lateral view of Squilla sp., × 1. A.1, A.2, 1st and 2nd
antennae; Ab.1, 1st abdominal segment; Ab.6, 6th abdominal
appendage; C, cephalothorax, consisting of the head fused with
the first five thoracic segments; E, eye; M, 2nd maxillipede; T,
telson. (After Gerstaecker and Ortmann.)

The Stomatopoda are rather large animals, occasionally reaching a

foot in length, all of which exhibit a very similar structure; Squilla
mantis and S. desmaresti are found on the south coast of England
not very frequently; but they are very common in the Mediterranean,
living in holes or in the sand within the littoral zone of shallow water.
They differ from all the other Malacostraca by a combination of
characters, and Calman proposes the term Hoplocarida for a
division equivalent to the Peracarida, Eucarida, etc.
The abdomen is very broad and well developed, ending in a widely
expanded telson. There is a carapace which covers the four anterior
thoracic segments, leaving the four posterior segments free. The
portion of the head carrying the stalked eyes constitutes an
apparently separate segment articulated to the head. The antennae,
mandibles, and maxillae are normal; there then follow five pairs of
uniramous thoracic limbs turned forwards as maxillipedes and
ending in claws; the second pair of these is modified into a huge
raptorial arm, exactly resembling that of a Praying Mantis (cf. vol. v.
p. 242), by means of which the Squilla seizes its prey. The last three
thoracic limbs are small and biramous. The pleopods are powerful,
flattened, biramous swimming organs with small hooks or
“retinaculae” upon their endopodites, which link together each
member of a pair in the middle, and with large branching gills upon
the exopodites.
The internal anatomy exhibits several primitive features. The
nervous system is not at all concentrated, there being a separate
ganglion for each segment; and the heart stretches right through
thorax and abdomen, with a pair of ostia in each segment. There are
also ten hepatic diverticula given off segmentally from the intestine.
The female has the curious habit of carrying the developing eggs in
a chamber improvised by the apposition of the maxillipedes, so that
it looks rather as if she were in the act of devouring her own brood.
The metamorphosis of the larvae, despite the work of Claus[114] and
Brooks,[115] is not very accurately known, especially uncertain being
the identification of the different larvae with their adult forms. The
chief interest consists in the fact that certain of the anterior thoracic
limbs develop in their normal order and degenerate, to be reformed
later, just as in the Phyllosoma larva of the Loricata (see pp. 165,
166).
In one series of larvae, probably not of Squilla itself, but of related
genera, the young hatch out as “Erichthoidina” (Fig. 99), with the
thoracic appendages developed as biramous organs as far as the fifth
pair, and with a single abdominal pair of limbs.
The abdominal series of limbs is next completed; the second
thoracic limb assumes its adult raptorial structure, but the
succeeding three limbs become greatly reduced and may entirely
degenerate, leaving the posterior six thoracic segments without
limbs.
 Usually the anterior three pairs
are only reduced, and then
redevelop side by side with the
small posterior limbs as they
appear. This larva is then termed
the “Erichthus” (Fig. 100); but
when they completely disappear Fig. 99.—Erichthoidina larva of a
the larva is called a Stomatopod, with five pairs of
“Pseudozoaea,” owing to its maxillipedes, and the first pair of
abdominal appendages, × 10. (From
resemblance to the Zoaea stage of Balfour, after Claus.)
the Decapoda, which is also
characterised by the suppressed
development of the thoracic segments.

Fig. 100.—Older Erichthus larva, with six pairs of abdominal

appendages, × 15. (From Balfour, after Claus.)

The so-called “Alima” larva of Squilla is also a Pseudozoaea, but it

is apparently arrived at directly without the previous formation and
degeneration of the anterior thoracic limbs, the larva hatching out
from the egg in the Pseudozoaeal stage.
Fam. Squillidae.—Of the six known genera none extend into the
cold subarctic seas; the majority are characteristic of the warm or
tropical seas (Gonodactylus), some of the species having very wide
ranges, e.g. G. chiragra, which is completely circumtropical, and
appears to have entered the Mediterranean at some period, though it
is very rare there.
 CHAPTER VI
CRUSTACEA (CONTINUED)—
EUMALACOSTRACA (CONTINUED):
EUCARIDA—EUPHAUSIACEA—COMPOUND
EYES—DECAPODA

DIVISION 4. EUCARIDA.

The carapace fuses with all the thoracic segments. The eyes are
pedunculate. The mandible is without a lacinia mobilis. There are no
oostegites, the eggs being attached to the endopodites of the
pleopods. The hepatic caeca are much ramified, the heart is
abbreviated and saccular, the spermatozoa are spherical with
radiating pseudopodia, and development is typically attended by a
complicated larval metamorphosis.

Order I. Euphausiacea.

The Euphausiidae[116] agree

with the Decapoda in passing
through a complicated larval
metamorphosis. The young hatch
out as Nauplii, with uniramous
first antennae and biramous
second antennae and mandibles.
In the next stage, or “Calyptopis”
Fig. 101.—Calyptopis larva of (Fig. 101), which corresponds
Euphausia pellucida, × about 20. A.1, exactly to the Zoaea of the
1st antenna; Ab.6, 6th abdominal Decapoda, two pairs of maxillae
segment; E, eye; M, maxillipede. (After
Sars.) and a pair of biramous
maxillipedes are added; the
hinder thoracic segments are
undifferentiated, but the abdomen is fully segmented, and the
rudiments of the sixth pair of pleopods are already visible.
 In the next stage (“Furcilia”) the other abdominal pleopods are
added, the whole series being completed before the thoracic
appendages number more than two or three. This stage corresponds
to the Metazoaea of the Decapoda, and the interference in the orderly
differentiation of the segments with their appendages from before
backwards is a phenomenon which we shall meet again when we
treat of Decapod metamorphosis. It is evidently a secondary
modification, furnishing the larva precociously with its most
important swimming organs so as to enable it to lead a pelagic
existence. The frequent violation of the law of metameric
segmentation, that the most anterior segments being the first formed
should be the first to be fully differentiated, leads us to suppose that
the larval stages of the Eucarida at any rate do not represent
phylogenetic adult stages through which the Malacostraca have
passed. Nor do they, perhaps, even represent primitive larval stages,
but have been secondarily acquired from an embryonic condition
which used to be passed through within the egg-membranes, as in
Nebalia and the Mysidacea, when the order of differentiation of the
segments was normal. The case is a little different with the Nauplius
larva. This larval form, in an identical condition, is found both in the
Entomostraca as a general rule, and again in certain Malacostraca,
viz. the Euphausiidae and the Peneidea. Whatever its phylogenetic
meaning may be, we may be quite certain that the ancestor of the two
great divisions of the Crustacea had a free-swimming Nauplius larva,
and this conclusion is confirmed by the probable presence of a
Nauplius larva in Trilobites.
The Euphausiidae, in contradistinction to the Mysidae, are
frequently met with in the surface-plankton. Euphausia pellucida
(Fig. 102) is of universal distribution, and is frequently taken at the
surface as well as at considerable depths.
Many noteworthy features in Euphausiid organisation are brought
out in Fig. 102. The shrimp-like appearance of the carapace and
antennae indicate the special Decapodan affinities of the family;
noteworthy, also, are the single series of gills and the biramous
thoracic and abdominal limbs, similar to those of the Mysidacea. The
Euphausiidae also possess phosphorescent organs of a highly
developed kind, and these are usually situated, as in the type figured,
upon the outer margins of the stalked eyes, on the bases of the
second and seventh thoracic limbs, and on the ventral median line
on the first four abdominal segments. These organs are lantern-like
structures provided with a lens, a reflector, and a light-producing
tissue, and they are under the control of the nervous system. Their
exact use is not known, any more than is the use of phosphorescence
in the majority of organisms which produce it; but in certain cases it
appears that the Euphausiids make use of their phosphorescent
organs as bull’s eye lanterns for illuminating the dark regions into
which they penetrate or in which some of them permanently dwell.
At any rate, associated with the presence of these organs in some
deep-sea Euphausiids are remarkable modifications of the eyes; and
we may perhaps here fittingly introduce a short discussion of these
visual modifications in deep-sea Crustacea, and the conditions which
call them forth.

Fig. 102.—Euphausia pellucida, female, × 5. G, Last gill; L,

luminous organ of first leg; L′, luminous organ of 2nd abdominal
segment; T, biramous thoracic appendages. (After Sars.)

The compound eyes of Crustacea resemble those of Insects in

that they are composed of a very large number of similar elements or
“ommatidia,” more or less isolated from one another by pigment.
Each ommatidium consists typically of a corneal lens (Fig. 103, c),
secreted by flat corneagen cells (c.g) below; beneath the corneal lens
is a transparent refractive body called the “crystalline cone” (cr),
which is produced by a number of cells surrounding it called the
“vitrellae” (v). Below the crystalline cone comes the “rhabdom” (rh),
produced and nourished by “retinulacells” (r). The rhabdom is a
transversely striated rod,
constituting the true sensory part
of each ommatidium, and is in
connexion at its lower end with a
nerve-fibre (n), passing to the
optic ganglion. The rhabdoms
rest upon a membrane (f) called
the “membrana fenestrata.” Each
ommatidium is isolated from its
fellows which surround it by a
complete cylinder of pigment,
part of which is especially Fig. 103.—A, Sections (diagrammatic)
crowded round the crystalline of Crustacean compound eye, A, with
pigment in light-position for mosaic
cone, and is known as “irido- vision; B, with pigment in dark-
pigment” (ip), while the part position for refractive vision. c, Corneal
which surrounds the rhabdom is lens; c.g, corneagen cells; cr, crystalline
called “retino-pigment” (rp). cone; f, basal membrane, or membrana
fenestrata; ip, irido-pigment; n, nerve;
When the pigment is arranged r, retinula; rh, rhabdom; rp, retino-
in this way, as in Fig. A, only pigment; v, vitrella.
those rays of light which strike an
ommatidium approximately at
right angles to the corneal surface can be perceived, since only these
can reach the top of the rhabdom; the others pass through the
crystalline cones obliquely, and are absorbed by the cylinder of
pigment surrounding each ommatidium, so that they neither reach
the rhabdom of the ommatidium which they originally entered, nor
can they penetrate to the rhabdom of neighbouring ommatidia. This
gives rise to what is known as “mosaic vision,” that is to say, each
ommatidium only perceives the rays of light which are parallel to its
long axis, and in this way an image is built up of which the various
points are perceived side by side by means of separate eye-elements.
The distinctness and efficiency of this mode of vision depends chiefly
upon the number of ommatidia present, and the completeness with
which they are isolated from one another by the pigment. Now this
form of vision, depending as it does upon the absorption of a great
number of the light-rays by pigment, and the transmission of only a
limited number to the sensory surface, is only possible when there is
a strong light, and there is no need for economising the light-rays.
The most important discovery was made by Exner,[117] that the
majority of animals with compound eyes had the power of so
arranging the pigment in their eyes as to enable them to see in two
ways. In bright light the pigment is situated as in Fig. 103, A, so as
completely to isolate the rhabdoms from one another (day-position);
but in the dusk the pigment actively migrates, the irido-pigment
passing to the surface (B) near the tops of the crystalline cones, and
the retino-pigment passing interiorly to rest on the membrana
fenestrata at the bases of the rhabdoms (night-position). When this
happens the rays of light which strike the ommatidia at all sorts of
angles, instead of being largely absorbed by the pigment, are
refracted by the crystalline cones and distributed over the tops of the
rhabdoms, passing freely from one ommatidium to another. In this
way the eye acts on this occasion, not by mosaic vision, but on the
principle of refraction, as in the Vertebrate eye. Of course the
distinctness of vision is lost, but an immense economy in the use of
light-rays is effected, and the creature can perceive objects and
movements dimly in the dusk which by mosaic vision it could not see
at all. The pigment is contained in living cells or chromatophores,
and it is carried about by the active amoeboid movements of these
cells with great rapidity.
Now, besides the active adaptability to different degrees of light
brought about in the individual by these means, we find Crustacea
living under special conditions in which the eyes are permanently
modified for seeing in the dusk, and this naturally occurs in many
deep-sea forms.
Doflein[118] has examined the eyes of a great number of deep-sea
Brachyura dredged by the Valdivia Expedition, and as the result of
this investigation he states that the eyes of deep-sea Brachyura are
never composed of so many ommatidia, nor are they so deeply
pigmented as those of littoral or shallow water forms. At the same
time an immense range of variation occurs among deep-sea forms
which are apparently subjected to similar conditions of darkness, a
variation stretching from almost normal eyes to their complete
degeneration and the fusion of the eye-stalks with the carapace; and
this variation is very difficult to account for. A very frequent
condition for crabs living at about 100 fathoms, and even more, is for
either the irido-pigment or the retino-pigment to be absent, for the
number of ommatidia to be reduced, and for the corneal lenses to be
greatly arched. There can be little doubt that these crabs use their
eyes, not for mosaic vision, but to obtain the superposition-image
characteristic of the Vertebrate eye. In deeper waters, where no
daylight penetrates at all, this type of eye is also met with, and also
further stages in degeneration where all pigment is absent, and the
ommatidia show further signs of reduction and degeneration, e.g.
Cyclodorippe dromioides. In a few forms, e.g. Cymonomus
granulatus among Brachyura, and numerous Macrura, the
ommatidia may entirely disappear, and the eye-stalks may become
fused with the carapace or converted into tactile organs.
Progressive stages in degeneration, correlated with the depth in
which the animals are found, are afforded by closely related species,
or even by individuals of apparently the same species. Thus in the
large Serolidae of Antarctic seas, Serolis schytei occurs in 7–128
metres, and has well-developed eyes; S. bronleyana, from 730 to
3600 metres, has small and semi-degenerate eyes; while S.
antarctica in 730–2920 metres is completely blind. Lispognathus
thompsoni is a deep-water spider-crab, and the individuals taken at
various depths are said to exhibit progressive stages in degeneration
according to the depth from which they come.
At the same time many anomalies occur which are difficult to
explain. In the middle depths, i.e. at about 100 fathoms, side by side
with species which have semi-degenerate or, at any rate, poorly
pigmented eyes, occur species with intensely pigmented eyes
composed of very numerous ommatidia, e.g. the Galatheid
Munidopsis and several shrimps, while in the true abysses many of
the species have quite normal pigmented eyes. This is especially the
case with the deep-sea Pagurids, of which Alcock describes only one
species, Parapylocheles scorpio, as having poorly pigmented eyes.
An attempt to account for this was made by Milne Edwards and
Bouvier,[119] who pointed out that the truly deep-sea forms with well-
developed eyes were always Crustacea of a roving habit, which were
perhaps capable of penetrating into better lit regions, and to whom
well-developed eyes might be useful, while the degenerate forms
were sluggish. This explanation cannot be held to account for the
phenomenon, as too many deep-sea forms with fairly normal eyes
are known which are never taken outside deep waters. Doflein (loc.
cit.) points out that in the Brachyura of the deep sea there is a
remarkable correlation between the degree of degeneration of the eye
and the size of the eggs—the large-egged forms having unpigmented
and degenerate eyes, while the species with small eggs have
pigmented eyes. He supposes that the species with large eggs
undergo a direct development without pelagic free-swimming larvae,
and that since they never reach the surface their eyes never meet
with the necessary stimulus of light for the development of pigment;
whereas the small-egged species undergo a pelagic larval existence
when this stimulus is present and gives the necessary initiative for
the development of the pigment.
Another factor enters into the question of eye-degeneration in the
Crustacea. The great majority of deep-sea animals, including many
deep-sea Crustacea, are phosphorescent, and it is certain that
although daylight never penetrates into the abysses of the ocean, yet
there is considerable illumination derived from the phosphorescence
of the inhabitants of these regions.
Alcock[120] points out in this connexion that the Pagurids, which
are conspicuous in the great depths as animals with normally
developed eyes, carry about anemones with them, and these
organisms are very frequently phosphorescent to a high degree. It
may well be, therefore, that the Pagurids are enabled to use their
eyes in the normal manner owing to the phosphorescent light which
they carry about with them, and this use of phosphorescent light may
apply to a number of deep-sea Crustacea whose eyes are not at all or
only partially degenerate.
An extremely interesting case of the use of phosphorescent light is
given by Chun.[121] In a number of Euphausiids occurring in deep
waters each compound eye is divided into two parts—a frontal and
ventro-lateral—which differ from one another very greatly in the
nature and disposition of their ommatidia.
In the frontal portion (Fig. 104, A) the ommatidia are few in
number and long, the corneal lenses are highly arched, and the
pigment is reduced to a few clumps in the iris. This part of the eye is
evidently adapted for forming a vague superposition-image in the
dusk. The ventro-lateral part (B), on the other hand, is composed of
numerous small ommatidia, the crystalline cones of which can be
completely isolated from one another by the irido-pigment.
Immediately below this part of the eye is a phosphorescent organ (C)
 provided with a lens and tapetum.
Chun suggests that the ventro-
lateral part of the eye is used for
obtaining a clear mosaic image of
objects illuminated by the
phosphorescent organ, while the
frontal part of the eye is used for
obtaining general visual
impressions in dimly lit regions.
This curious differentiation of the
eye into two parts apparently only
occurs in predaceous animals,
which capture their prey alive
upon the bottom, and to whom a
Fig. 104.—Section of eye of clear vision of moving organisms
Stylocheiron mastigophorum. A, is a necessity.
Frontal portion; B, ventro-lateral
portion; C, phosphorescent organ; D,
Another instance of
entrance of optic nerve; c, corneal lens; Crustaceans making use of their
[122]
cr, crystalline cone; pg, pigment; ret, own light is given by Alcock,
retinula; rh, rhabdom. (After Chun.) who found two deep-sea prawns,
Heterocarpus alphonsi and
Aristaeus coruscans, at about
500 fathoms in the Indian Ocean. These animals produce a highly
phosphorescent substance which they eject from the antennary
glands, and they possess very large, deeply-pigmented eyes.
The whole subject of the modification of the pigment and structure
of Crustacean eyes is an interesting one, because it presents us with
one of those cases in which the direct response to a stimulus acting
within the lifetime of the individual seems to run parallel to the fixed
adaptations of a whole species, which have become hereditary and
apparently independent of the external stimulus of light or of the
absence of light. As far as is known, however, the direct response of
the individual to the absence of light is limited to the reduction or
disappearance of the pigment, and does not extend to those
structural changes in the ommatidia which are characteristic of so
many deep-sea forms.

Order II. Decapoda.[123]

 The Decapoda, together with the Euphausiidae, make up the
Division Eucarida, the members of which differ from the Orders
hitherto described in a number of characters, e.g. the presence of a
carapace covering the whole of the thorax, the absence of a brood-
pouch formed of oostegites, the presence of a short heart, of
spermatozoa with radiating pseudopodia, and of a complicated larval
metamorphosis, of which the Zoaea stages are most prominent.
The Decapoda differ from the Euphausiidae chiefly in the anterior
three thoracic limbs being turned forwards towards the mouth to act
as maxillipedes, and in the five succeeding thoracic limbs being
nearly always uniramous and ambulatory or chelate; there are
typically present three serial rows of gills attached to the thoracic
segments, an upper series (“pleurobranchiae”) attached to the body-
wall above the articulation of the limbs, a middle series
(“arthrobranchiae”) attached at the articulation of the limbs, and a
lower series (“podobranchiae”) attached to the basal joints of the
limbs. These gills are enclosed in a special branchial chamber on
each side of the thorax, formed by lateral wings of the carapace
known as “branchiostegites.” The gills of each series are never all
present in the same animal, the anterior and posterior members
showing a special tendency to be reduced and to disappear. In this
manner “branchial formulae” can be constructed for the various
kinds of Decapods, which differ from the ideal formula in a manner
distinctive of each kind. The second maxilla is always provided with
an oar-like appendage on its outer margin (exopodite), known as the
“scaphognathite,” which, by its rhythmical movement, keeps up a
constant current of water through the gill-chamber.
A complicated auditory organ is present on the basal joint of the
first antennae; this is a sac communicating with the exterior and
lined internally with sensory hairs. The animal is said to place small
pieces of sand, etc., in its ears to act as otoliths. Anaspides (see p.
116) is the only other Crustacean which has an auditory organ in this
position.
The larval histories of the Decapods[124] are of great interest, and
will be given under the headings of the various groups. The first
discoverer of the metamorphosis of the Decapoda was the Irish
naturalist J. V. Thompson, certainly one of the ablest of British
zoologists. In 1828, in his Zoological Researches, he describes
certain Zoaeas of the Brachyura and proves that these animals are
not an adult genus, as supposed, but larval forms. But Rathke, in
1829, described the direct development of the Crayfish; and
Westwood, after describing the direct development of Gecarcinus,
utterly denied Thompson’s assertions concerning metamorphosis.
Thompson replied in the Royal Society Transactions for 1835, and
described the Megalopa stage of Cancer pagurus. Rathke,[125]
although previously an opponent of Thompson, subsequently made
confirmatory observations upon the larvae of the Anomura; and
Spence Bate clinched the matter by describing Brachyuran
metamorphosis with great accuracy in the Philosophical
Transactions for 1859. Since then a mass of work has been done on
the subject, though much detail still remains to be elucidated.
The Decapoda fall into three sub-orders, which graduate into one
another—(i.) the Macrura, including the Lobsters, Crayfishes,
Shrimps, and Prawns; (ii.) the Anomura, including the Hermit-
lobsters and Hermit-crabs; and (iii.) the Brachyura or true Crabs.

Sub-Order 1. Macrura.

This sub-order[126] is characterised by the large abdomen,

furnished with five pairs of biramous pleopods, and ending in a
powerful tail-fan composed of the telson and the greatly expanded
sixth pair of pleopods, the whole apparatus being locomotory. The
second antennae are furnished with very large external scales,
representing the exopodites of those appendages. Some of the
Shrimps and Prawns closely resemble the “Schizopods,” but the
pereiopods are nearly always uniramous.[127] Several subdivisions of
the Macrura are recognised.

Tribe 1. Nephropsidea.

This tribe includes the Lobsters and Crayfishes, animals well

known from their serviceableness to man. There are three families,
which will be treated separately.
 Fam. 1. Nephropsidae. The podobranchs are not united with
the epipodites, and the last thoracic segment is fixed and fused to the
carapace. The chelae are generally asymmetrical. The most
important Lobsters are the European and the American species—
Homarus vulgaris (= Astacus gammarus) and H. americanus
respectively; these animals engage a large number of people in the
fisheries. It is estimated that in America about £150,000 are spent
every year on Lobsters.
The genus Nephrops contains the small Norwegian lobster and
other forms.
Herrick[128] gives some interesting particulars with regard to the
life-history of the American species. The largest recorded specimen
weighed about twenty-five pounds, and measured twenty inches
from rostrum to tail; similar European specimens have been
recorded, but, on the average, they are not so large as the American
forms.
The Lobster, like all Crustacea, undergoes a series of moults as the
result of increase in size, shedding the whole of the external
integument in one piece. This is accomplished by a split taking place
on the dorsal surface at the junction of thorax and abdomen; through
the slit so formed the Lobster retracts first his thorax with all the
limbs, and then his abdomen. When first issuing from the old shell
the animal’s integument is soft and pulpy, but the increase in size of
the body is already manifest; this increase per moult, which is
approximately the same in young and adult animals, varies from 13
to 15 per cent of the animal’s length. According to this computation,
a Lobster 2 inches long has moulted fourteen times, 5 inches twenty
times, and 10 inches twenty-five times, and it may be roughly
estimated that a 10–inch Lobster is four years old. Young Lobsters
probably moult twice a year, and so do adult males, but females only
moult once a year soon after the young are hatched out.
The process of moulting or ecdysis is an exceedingly dangerous
one to the Lobster and to Crustacea in general, and is very frequently
fatal. There is, first of all, the danger of the act not being
accomplished skilfully, when death always ensues. The Lobster
remains soft and unprotected for about six weeks after the ecdysis,
and is very apt to fall a prey to the predaceous fish, such as Sharks,
Skates, Cod, etc., which feed upon it. There are, however, some
peculiar adaptations connected with the process which are of
interest. In order to facilitate the ecdysis, areas of absorption are
formed upon the dorsal and ventral surfaces of the carapace, on the
narrower parts of the chelipedes, and at other places; in these areas
the calcium carbonate is absorbed, and the old shell becomes elastic
and thin, so as to allow a more easy escape for the moulting Lobster.
It has been noticed that while this is taking place large concretions of
calcium carbonate are formed at the sides of the stomach, known as
“gastroliths,” which perhaps represent the waste lime that has been
abstracted from the areas of absorption. After moulting the Lobster
is in great need of lime for stiffening his shell, and it has been noticed
that on these occasions he is very greedy of this substance, even
devouring his own cast-off skin.
The male Lobster is especially prized on account of his larger
chelae, but in both sexes the chelipedes are differentiated into a
smaller cutting pincer and a larger crushing one. Lobsters may be
right or left handed, with the large crushing claw on the right or left
hand, and sometimes specimens occur with the smaller cutting
pincers on both chelipedes, and very rarely, indeed, with crushing
claws on both sides. Crustacea very commonly have the power of
casting off a limb if they are seized by it or if it is injured, and of
regenerating a new one. In the Lobster a so-called breaking joint is
situated on each leg at the suture between the fused second and third
segments; a membrane being pushed inwards from the skin, which
not only serves to form a weak joint where rupture may easily take
place, but also to stop excessive bleeding after rupture. In the newly-
hatched larvae there is a normal joint between the second and third
segments; and autotomy, or the voluntary throwing away of a limb,
never occurs until the fourth larval stage, when the breaking joint is
formed. Autotomy is a reflex act under the control of the segmental
ganglion; if a Crab or Lobster be anæsthetised, and then a limb be
injured or broken off below the breaking joint, the animal forgets to
throw the injured leg or stump off at the breaking joint, a proceeding
which always occurs under normal conditions. The regeneration of a
limb starts from a papilla which grows out of the breaking joint, and
after a number of moults acquires the specific form of the limb that
has been lost. A number of interesting observations have been made
upon the regeneration of the limbs in Crustacea. It was in the
Hermit-crab that Morgan[129] proved that regeneration and the
liability to injury do not always run parallel, as Weismann held they
should, since the rudimentary posterior thoracic limbs, which are
never injured in nature, can regenerate when artificially removed as
easily as any others. Przibram[130] has shown that in the shrimp
Alpheus, whose chelipedes are highly asymmetrical, if the large one
be cut off, the small one immediately begins to grow and to take on
the form of the large one, while the regenerated limb is formed as the
small variety. This remarkable inversion in the symmetry of the
animal clearly ensures that, if the large chela is injured and thrown
away, the least amount of time is wasted in providing the shrimp
with a new large claw.
To return to the Lobster; for the majority of the individuals there is
a definite breeding season, viz. July and August, but a certain
proportion breed earlier or later. A female begins to “berry” at about
eight inches in length, and to produce more and more eggs up to
about eighteen inches, when as many as 160,000 eggs are produced
at a time; after this there is a decline in numbers. A female normally
breeds only once in two years. Strict laws are enforced forbidding the
sale of Lobsters and Crabs “in berry” in both England and America.
The period of incubation, during which the developing eggs are
attached to the swimmerets of the female, lasts about ten or eleven
months, so that the larvae are hatched out approximately in the
following June. On hatching, the larva, which measures about one-
third of an inch, and is in the Mysis stage (i.e. it possesses all the
thoracic limbs in a biramous condition, but is without the abdominal
limbs), swims at first on the surface. After five or six months of this
life, during which the abdominal pleopods are added from before
backwards, it sinks to the bottom, loses the exopodites of the thoracic
limbs, and is converted into the young Lobster, measuring about half
an inch in length. The little Lobster starts in deepish water, and
gradually crawls towards the shore; here it passes its adolescence,
but on coming to maturity it migrates out again into the deep water.
Fam. 2. Astacidae.—In this family, which includes all the
European and North American Crayfishes, Astacus (Potamobius)
and Cambarus, the podobranchs are united with the epipodites, the
last thoracic segment is free, there is only one pleurobranch or none
at all, the gills have a central lamina, but the filaments are without
terminal hooks, and the endopodites of the first two pairs of