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The paper explores the factorial relationship between measures of critical thinking skills, non-verbal intelligence, and academic performance (A-levels and undergraduate degree marks). One hundred and twenty-nine undergraduate completing two subscales of the California Critical Thinking Skills Test (CCTST) and Raven's Advanced Progressive Matrices Set 1 (APM-S1); they also provided information on their A-level points and degree marks. An exploratory factor analysis grouped the CCTST subscalesdoi:10.1080/03033910.2009.10446304 fatcat:2yj3wgdcebfnvbffjgjvub3eiq