Sample records for abstract reasoning ability

  1. Abstract Spatial Reasoning as an Autistic Strength

    PubMed Central

    Stevenson, Jennifer L.; Gernsbacher, Morton Ann

    2013-01-01

    Autistic individuals typically excel on spatial tests that measure abstract reasoning, such as the Block Design subtest on intelligence test batteries and the Raven’s Progressive Matrices nonverbal test of intelligence. Such well-replicated findings suggest that abstract spatial processing is a relative and perhaps absolute strength of autistic individuals. However, previous studies have not systematically varied reasoning level – concrete vs. abstract – and test domain – spatial vs. numerical vs. verbal, which the current study did. Autistic participants (N = 72) and non-autistic participants (N = 72) completed a battery of 12 tests that varied by reasoning level (concrete vs. abstract) and domain (spatial vs. numerical vs. verbal). Autistic participants outperformed non-autistic participants on abstract spatial tests. Non-autistic participants did not outperform autistic participants on any of the three domains (spatial, numerical, and verbal) or at either of the two reasoning levels (concrete and abstract), suggesting similarity in abilities between autistic and non-autistic individuals, with abstract spatial reasoning as an autistic strength. PMID:23533615

  2. Conditional reasoning with false premises facilitates the transition between familiar and abstract reasoning.

    PubMed

    Markovits, Henry; Lortie-Forgues, Hugues

    2011-01-01

    Abstract reasoning is critical for science and mathematics, but is very difficult. In 3 studies, the hypothesis that alternatives generation required for conditional reasoning with false premises facilitates abstract reasoning is examined. Study 1 (n = 372) found that reasoning with false premises improved abstract reasoning in 12- to 15-year-olds. Study 2 (n = 366) found a positive effect of simply generating alternatives, but only in 19-year-olds. Study 3 (n = 92) found that 9- to 11-year-olds were able to respond logically with false premises, whereas no such ability was observed in 6- to 7-year-olds. Reasoning with false premises was found to improve reasoning with semiabstract premises in the older children. These results support the idea that alternatives generation with false premises facilitates abstract reasoning. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

  3. Abstract analogical reasoning in high-functioning children with autism spectrum disorders.

    PubMed

    Green, Adam E; Kenworthy, Lauren; Mosner, Maya G; Gallagher, Natalie M; Fearon, Edward W; Balhana, Carlos D; Yerys, Benjamin E

    2014-12-01

    Children with autism spectrum disorders (ASD) exhibit a deficit in spontaneously recognizing abstract similarities that are crucial for generalizing learning to new situations. This may contribute to deficits in the development of appropriate schemas for navigating novel situations, including social interactions. Analogical reasoning is the central cognitive mechanism that enables typically developing children to understand abstract similarities between different situations. Intriguingly, studies of high-functioning children with ASD point to a relative cognitive strength in basic, nonabstract forms of analogical reasoning. If this analogical reasoning ability extends to abstract analogical reasoning (i.e., between superficially dissimilar situations), it may provide a bridge between a cognitive capability and core ASD deficits in areas such as generalization and categorization. This study tested whether preserved analogical reasoning abilities in ASD can be extended to abstract analogical reasoning, using photographs of real-world items and situations. Abstractness of the analogies was determined via a quantitative measure of semantic distance derived from latent semantic analysis. Children with ASD performed as well as typically developing children at identifying abstract analogical similarities when explicitly instructed to apply analogical reasoning. Individual differences in abstract analogical reasoning ability predicted individual differences in a measure of social function in the ASD group. Preliminary analyses indicated that children with ASD, but not typically developing children, showed an effect of age on abstract analogical reasoning. These results provide new evidence that children with ASD are capable of identifying abstract similarities through analogical reasoning, pointing to abstract analogical reasoning as a potential lever for improving generalization skills and social function in ASD. © 2014 International Society for Autism Research, Wiley

  4. Age differences in proactive interference, working memory, and abstract reasoning

    PubMed Central

    Emery, Lisa; Hale, Sandra; Myerson, Joel

    2008-01-01

    It has been hypothesized that older adults are especially susceptible to proactive interference (PI), and that this may contribute to age differences in working memory performance. In young adults, individual differences in PI affect both working memory and reasoning ability, but the relations between PI, working memory, and reasoning in older adults have not been examined. In the current study, young, old, and very old adults performed a modified operation span task that induced several cycles of PI buildup and release, as well as two tests of abstract reasoning ability. Age differences in working memory scores increased as PI built up, consistent with the hypothesis that older adults are more susceptible to PI, but both young and older adults showed complete release from PI. Young adults' reasoning ability was best predicted by working memory performance under high-PI conditions, replicating Bunting (2006). In contrast, older adults' reasoning ability was best predicted by their working memory performance under low-PI conditions, thereby raising questions regarding the general role of susceptibility to PI in differences in higher cognitive function among older adults. PMID:18808252

  5. Development of abstract mathematical reasoning: the case of algebra.

    PubMed

    Susac, Ana; Bubic, Andreja; Vrbanc, Andrija; Planinic, Maja

    2014-01-01

    Algebra typically represents the students' first encounter with abstract mathematical reasoning and it therefore causes significant difficulties for students who still reason concretely. The aim of the present study was to investigate the developmental trajectory of the students' ability to solve simple algebraic equations. 311 participants between the ages of 13 and 17 were given a computerized test of equation rearrangement. Equations consisted of an unknown and two other elements (numbers or letters), and the operations of multiplication/division. The obtained results showed that younger participants are less accurate and slower in solving equations with letters (symbols) than those with numbers. This difference disappeared for older participants (16-17 years), suggesting that they had reached an abstract reasoning level, at least for this simple task. A corresponding conclusion arises from the analysis of their strategies which suggests that younger participants mostly used concrete strategies such as inserting numbers, while older participants typically used more abstract, rule-based strategies. These results indicate that the development of algebraic thinking is a process which unfolds over a long period of time. In agreement with previous research, we can conclude that, on average, children at the age of 15-16 transition from using concrete to abstract strategies while solving the algebra problems addressed within the present study. A better understanding of the timing and speed of students' transition from concrete arithmetic reasoning to abstract algebraic reasoning might help in designing better curricula and teaching materials that would ease that transition.

  6. Development of abstract mathematical reasoning: the case of algebra

    PubMed Central

    Susac, Ana; Bubic, Andreja; Vrbanc, Andrija; Planinic, Maja

    2014-01-01

    Algebra typically represents the students’ first encounter with abstract mathematical reasoning and it therefore causes significant difficulties for students who still reason concretely. The aim of the present study was to investigate the developmental trajectory of the students’ ability to solve simple algebraic equations. 311 participants between the ages of 13 and 17 were given a computerized test of equation rearrangement. Equations consisted of an unknown and two other elements (numbers or letters), and the operations of multiplication/division. The obtained results showed that younger participants are less accurate and slower in solving equations with letters (symbols) than those with numbers. This difference disappeared for older participants (16–17 years), suggesting that they had reached an abstract reasoning level, at least for this simple task. A corresponding conclusion arises from the analysis of their strategies which suggests that younger participants mostly used concrete strategies such as inserting numbers, while older participants typically used more abstract, rule-based strategies. These results indicate that the development of algebraic thinking is a process which unfolds over a long period of time. In agreement with previous research, we can conclude that, on average, children at the age of 15–16 transition from using concrete to abstract strategies while solving the algebra problems addressed within the present study. A better understanding of the timing and speed of students’ transition from concrete arithmetic reasoning to abstract algebraic reasoning might help in designing better curricula and teaching materials that would ease that transition. PMID:25228874

  7. Metacognition and abstract reasoning.

    PubMed

    Markovits, Henry; Thompson, Valerie A; Brisson, Janie

    2015-05-01

    The nature of people's meta-representations of deductive reasoning is critical to understanding how people control their own reasoning processes. We conducted two studies to examine whether people have a metacognitive representation of abstract validity and whether familiarity alone acts as a separate metacognitive cue. In Study 1, participants were asked to make a series of (1) abstract conditional inferences, (2) concrete conditional inferences with premises having many potential alternative antecedents and thus specifically conducive to the production of responses consistent with conditional logic, or (3) concrete problems with premises having relatively few potential alternative antecedents. Participants gave confidence ratings after each inference. Results show that confidence ratings were positively correlated with logical performance on abstract problems and concrete problems with many potential alternatives, but not with concrete problems with content less conducive to normative responses. Confidence ratings were higher with few alternatives than for abstract content. Study 2 used a generation of contrary-to-fact alternatives task to improve levels of abstract logical performance. The resulting increase in logical performance was mirrored by increases in mean confidence ratings. Results provide evidence for a metacognitive representation based on logical validity, and show that familiarity acts as a separate metacognitive cue.

  8. When do self-discrepancies predict negative emotions? Exploring formal operational thought and abstract reasoning skills as moderators.

    PubMed

    Stevens, Erin N; Holmberg, Nicole J; Lovejoy, M Christine; Pittman, Laura D

    2014-01-01

    Individual differences in higher-order cognitive abilities may be an important piece to understanding how and when self-discrepancies lead to negative emotions. In the current study, three measures of reasoning abilities were considered as potential moderators of the relationship between self-discrepancies and depression and anxiety symptoms. Participants (N = 162) completed measures assessing self-discrepancies, depression and anxiety symptoms, and were administered measures examining formal operational thought, and verbal and non-verbal abstract reasoning skills. Both formal operational thought and verbal abstract reasoning were significant moderators of the relationship between actual:ideal discrepancies and depressive symptoms. Discrepancies predicted depressive symptoms for individuals with higher levels of formal operational thought and verbal abstract reasoning skills, but not for those with lower levels. The discussion focuses on the need to consider advanced reasoning skills when examining self-discrepancies.

  9. Using Analogy to Improve Abstract Conditional Reasoning in Adolescents: Not as Easy as It Looks

    ERIC Educational Resources Information Center

    Markovits, Henry; Doyon, Celine

    2011-01-01

    Abstract reasoning refers to the ability to reason logically with premises that do not allow reference to knowledge about the real world. This form of reasoning is complex and difficult, and at the same time, it is critical for understanding science and mathematics. Two studies examined the use of analogy as a method to bridge reasoning with…

  10. Associations between conceptual reasoning, problem solving, and adaptive ability in high-functioning autism.

    PubMed

    Williams, Diane L; Mazefsky, Carla A; Walker, Jon D; Minshew, Nancy J; Goldstein, Gerald

    2014-11-01

    Abstract thinking is generally highly correlated with problem-solving ability which is predictive of better adaptive functioning. Measures of conceptual reasoning, an ecologically-valid laboratory measure of problem-solving, and a report measure of adaptive functioning in the natural environment, were administered to children and adults with and without autism. The individuals with autism had weaker conceptual reasoning ability than individuals with typical development of similar age and cognitive ability. For the autism group, their flexible thinking scores were significantly correlated with laboratory measures of strategy formation and rule shifting and with reported overall adaptive behavior but not socialization scores. Therefore, in autism, flexibility of thought is potentially more important for adaptive functioning in the natural environment than conceptual reasoning or problem-solving.

  11. Abstract-Reasoning Software for Coordinating Multiple Agents

    NASA Technical Reports Server (NTRS)

    Clement, Bradley; Barrett, Anthony; Rabideau, Gregg; Knight, Russell

    2003-01-01

    A computer program for scheduling the activities of multiple agents that share limited resources has been incorporated into the Automated Scheduling and Planning Environment (ASPEN) software system, aspects of which have been reported in several previous NASA Tech Briefs articles. In the original intended application, the agents would be multiple spacecraft and/or robotic vehicles engaged in scientific exploration of distant planets. The program could also be used on Earth in such diverse settings as production lines and military maneuvers. This program includes a planning/scheduling subprogram of the iterative repair type that reasons about the activities of multiple agents at abstract levels in order to greatly improve the scheduling of their use of shared resources. The program summarizes the information about the constraints on, and resource requirements of, abstract activities on the basis of the constraints and requirements that pertain to their potential refinements (decomposition into less-abstract and ultimately to primitive activities). The advantage of reasoning about summary information is that time needed to find consistent schedules is exponentially smaller than the time that would be needed for reasoning about the same tasks at the primitive level.

  12. The Effect of Teaching the Entire Academic Year of High School Chemistry Utilizing Abstract Reasoning

    ERIC Educational Resources Information Center

    Page, Michael F. Z.; Escott, Patrick; Silva, Maritza; Barding, Gregory A., Jr.

    2018-01-01

    This case study demonstrates the ability of high school chemistry students, with varying levels of math preparation, to experience learning-gains on state and district assessments as it relates to chemical reactions, thermodynamics, and kinetics. These advances were predicated on the use of a teaching style rooted in abstract reasoning. The…

  13. Analysis of algebraic reasoning ability of cognitive style perspectives on field dependent field independent and gender

    NASA Astrophysics Data System (ADS)

    Rosita, N. T.

    2018-03-01

    The purpose of this study is to analyse algebraic reasoning ability using the SOLO model as a theoretical framework to assess students’ algebraic reasoning abilities of Field Dependent cognitive (FD), Field Independent (FI) and Gender perspectives. The method of this study is a qualitative research. The instrument of this study is the researcher himself assisted with algebraic reasoning tests, the problems have been designed based on NCTM indicators and algebraic reasoning according to SOLO model. While the cognitive style of students is determined using Group Embedded Figure Test (GEFT), as well as interviews on the subject as triangulation. The subjects are 15 female and 15 males of the sixth semester students of mathematics education, STKIP Sebelas April. The results of the qualitative data analysis is that most subjects are at the level of unistructural and multi-structural, subjects at the relational level have difficulty in forming a new linear pattern. While the subjects at the extended abstract level are able to meet all the indicators of algebraic reasoning ability even though some of the answers are not perfect yet. Subjects of FI tend to have higher algebraic reasoning abilities than of the subject of FD.

  14. Abstracting Sequences: Reasoning That Is a Key to Academic Achievement.

    PubMed

    Pasnak, Robert; Kidd, Julie K; Gadzichowski, K Marinka; Gallington, Debbie A; Schmerold, Katrina Lea; West, Heather

    2015-01-01

    The ability to understand sequences of items may be an important cognitive ability. To test this proposition, 8 first-grade children from each of 36 classes were randomly assigned to four conditions. Some were taught sequences that represented increasing or decreasing values, or were symmetrical, or were rotations of an object through 6 or 8 positions. Control children received equal numbers of sessions on mathematics, reading, or social studies. Instruction was conducted three times weekly in 15-min sessions for seven months. In May, the children taught sequences applied their understanding to novel sequences, and scored as well or better on three standardized reading tests as the control children. They outscored all children on tests of mathematics concepts, and scored better than control children on some mathematics scales. These findings indicate that developing an understanding of sequences is a form of abstraction, probably involving fluid reasoning, that provides a foundation for academic achievement in early education.

  15. Abstraction and Assume-Guarantee Reasoning for Automated Software Verification

    NASA Technical Reports Server (NTRS)

    Chaki, S.; Clarke, E.; Giannakopoulou, D.; Pasareanu, C. S.

    2004-01-01

    Compositional verification and abstraction are the key techniques to address the state explosion problem associated with model checking of concurrent software. A promising compositional approach is to prove properties of a system by checking properties of its components in an assume-guarantee style. This article proposes a framework for performing abstraction and assume-guarantee reasoning of concurrent C code in an incremental and fully automated fashion. The framework uses predicate abstraction to extract and refine finite state models of software and it uses an automata learning algorithm to incrementally construct assumptions for the compositional verification of the abstract models. The framework can be instantiated with different assume-guarantee rules. We have implemented our approach in the COMFORT reasoning framework and we show how COMFORT out-performs several previous software model checking approaches when checking safety properties of non-trivial concurrent programs.

  16. Deterioration of abstract reasoning ability in mild cognitive impairment and Alzheimer's disease: correlation with regional grey matter volume loss revealed by diffeomorphic anatomical registration through exponentiated lie algebra analysis.

    PubMed

    Yoshiura, Takashi; Hiwatashi, Akio; Yamashita, Koji; Ohyagi, Yasumasa; Monji, Akira; Takayama, Yukihisa; Kamano, Norihiro; Kawashima, Toshiro; Kira, Jun-Ichi; Honda, Hiroshi

    2011-02-01

    To determine which brain regions are relevant to deterioration in abstract reasoning as measured by Raven's Colored Progressive Matrices (CPM) in the context of dementia. MR images of 37 consecutive patients including 19 with Alzheimer's disease (AD) and 18 with amnestic mild cognitive impairment (aMCI) were retrospectively analyzed. All patients were administered the CPM. Regional grey matter (GM) volume was evaluated according to the regimens of voxel-based morphometry, during which a non-linear registration algorithm called Diffeomorphic Anatomical Registration Through Exponentiated Lie algebra was employed. Multiple regression analyses were used to map the regions where GM volumes were correlated with CPM scores. The strongest correlation with CPM scores was seen in the left middle frontal gyrus while a region with the largest volume was identified in the left superior temporal gyrus. Significant correlations were seen in 14 additional regions in the bilateral cerebral hemispheres and right cerebellum. Deterioration of abstract reasoning ability in AD and aMCI measured by CPM is related to GM loss in multiple regions, which is in close agreement with the results of previous activation studies.

  17. Indicators that influence prospective mathematics teachers representational and reasoning abilities

    NASA Astrophysics Data System (ADS)

    Darta; Saputra, J.

    2018-01-01

    Representational and mathematical reasoning ability are very important ability as basic in mathematics learning process. The 2013 curriculum suggests that the use of a scientific approach emphasizes higher order thinking skills. Therefore, a scientific approach is required in mathematics learning to improve ability of representation and mathematical reasoning. The objectives of this research are: (1) to analyze representational and reasoning abilities, (2) to analyze indicators affecting the ability of representation and mathematical reasoning, (3) to analyze scientific approaches that can improve the ability of representation and mathematical reasoning. The subject of this research is the students of mathematics prospective teachers in the first semester at Private Higher Education of Bandung City. The research method of this research was descriptive analysis. The research data were collected using reasoning and representation tests on sixty-one students. Data processing was done by descriptive analysis specified based on the indicators of representation ability and mathematical reasoning that influenced it. The results of this first-year study showed that students still had many weaknesses in reasoning and mathematical representation that were influenced by the ability to understand the indicators of both capabilities. After observing the results of the first-year research, then in the second and third year, the development of teaching materials with a scientific approach in accordance with the needs of prospective students was planned.

  18. Cognitive Trait Modelling: The Case of Inductive Reasoning Ability

    ERIC Educational Resources Information Center

    Kinshuk, Taiyu Lin; McNab, Paul

    2006-01-01

    Researchers have regarded inductive reasoning as one of the seven primary mental abilities that account for human intelligent behaviours. Researchers have also shown that inductive reasoning ability is one of the best predictors for academic performance. Modelling of inductive reasoning is therefore an important issue for providing adaptivity in…

  19. Relationship among Demographic Variables and Pupils' Reasoning Ability

    ERIC Educational Resources Information Center

    Tella, Adeyinka; Tella, Adedeji; Adika, L. O.; Toyobo, Majekodunmi Oluwole

    2008-01-01

    Introduction: Pupils reasoning ability is a sine-qua-non to the evaluation of their performance in learning and an indicator of their potential predictors of future performance. Method: The study examined the relationship among demographic variables and reasoning ability of primary school pupils. It drew four hundred pupils from ten (10)…

  20. The Effect of Grouping by Formal Reasoning Ability, Formal Reasoning Ability Levels, Group Size, and Gender on Achievement in Laboratory Chemistry.

    ERIC Educational Resources Information Center

    Moody, Judith D.; Gifford, Vernon D.

    This study investigated the grouping effect on student achievement in a chemistry laboratory when homogeneous and heterogeneous formal reasoning ability, high and low levels of formal reasoning ability, group sizes of two and four, and homogeneous and heterogeneous gender were used for grouping factors. The sample consisted of all eight intact…

  1. Spatial vs. Nonspatial Reasoning Ability in Chronic Schizophrenics

    ERIC Educational Resources Information Center

    Hartlage, Lawrence C.; Garber, Judy

    1976-01-01

    Compares spatial with nonspatial reasoning ability within the same patients to determine whether spatial reasoning deficits in schizophrenics are specific to spatial types of tasks or are indicative of generalized reasoning difficulties. (Author/RK)

  2. Methods for solving reasoning problems in abstract argumentation – A survey

    PubMed Central

    Charwat, Günther; Dvořák, Wolfgang; Gaggl, Sarah A.; Wallner, Johannes P.; Woltran, Stefan

    2015-01-01

    Within the last decade, abstract argumentation has emerged as a central field in Artificial Intelligence. Besides providing a core formalism for many advanced argumentation systems, abstract argumentation has also served to capture several non-monotonic logics and other AI related principles. Although the idea of abstract argumentation is appealingly simple, several reasoning problems in this formalism exhibit high computational complexity. This calls for advanced techniques when it comes to implementation issues, a challenge which has been recently faced from different angles. In this survey, we give an overview on different methods for solving reasoning problems in abstract argumentation and compare their particular features. Moreover, we highlight available state-of-the-art systems for abstract argumentation, which put these methods to practice. PMID:25737590

  3. The Sport Students’ Ability of Literacy and Statistical Reasoning

    NASA Astrophysics Data System (ADS)

    Hidayah, N.

    2017-03-01

    The ability of literacy and statistical reasoning is very important for the students of sport education college due to the materials of statistical learning can be taken from their many activities such as sport competition, the result of test and measurement, predicting achievement based on training, finding connection among variables, and others. This research tries to describe the sport education college students’ ability of literacy and statistical reasoning related to the identification of data type, probability, table interpretation, description and explanation by using bar or pie graphic, explanation of variability, interpretation, the calculation and explanation of mean, median, and mode through an instrument. This instrument is tested to 50 college students majoring in sport resulting only 26% of all students have the ability above 30% while others still below 30%. Observing from all subjects; 56% of students have the ability of identification data classification, 49% of students have the ability to read, display and interpret table through graphic, 27% students have the ability in probability, 33% students have the ability to describe variability, and 16.32% students have the ability to read, count and describe mean, median and mode. The result of this research shows that the sport students’ ability of literacy and statistical reasoning has not been adequate and students’ statistical study has not reached comprehending concept, literary ability trining and statistical rasoning, so it is critical to increase the sport students’ ability of literacy and statistical reasoning

  4. Fronto-Parietal Network Reconfiguration Supports the Development of Reasoning Ability

    PubMed Central

    Wendelken, Carter; Ferrer, Emilio; Whitaker, Kirstie J.; Bunge, Silvia A.

    2016-01-01

    The goal of this fMRI study was to examine how well developmental improvements in reasoning ability can be explained by changes in functional connectivity between specific nodes in prefrontal and parietal cortices. To this end, we examined connectivity within the lateral fronto-parietal network (LFPN) and its relation to reasoning ability in 132 children and adolescents aged 6–18 years, 56 of whom were scanned twice over the course of 1.5 years. Developmental changes in strength of connections within the LFPN were most prominent in late childhood and early adolescence. Reasoning ability was related to functional connectivity between left rostrolateral prefrontal cortex (RLPFC) and inferior parietal lobule (IPL), but only among 12–18-year olds. For 9–11-year olds, reasoning ability was most strongly related to connectivity between left and right RLPFC; this relationship was mediated by working memory. For 6–8-year olds, significant relationships between connectivity and performance were not observed; in this group, processing speed was the primary mediator of improvement in reasoning ability. We conclude that different connections best support reasoning at different points in development and that RLPFC-IPL connectivity becomes an important predictor of reasoning during adolescence. PMID:25824536

  5. The Effect of Generate Argument’ Instruction Model to Increase Reasoning Ability of Seventh Grade Students on Interactions of Living Thing with their Environment

    NASA Astrophysics Data System (ADS)

    Darmawanti, Y.; Siahaan, P.; Widodo, A.

    2017-02-01

    This study aim to examine the effect of generates an argument instruction model to increase students’ thinking skills, especially reasoning ability in lesson material of interactions of living thing with their environment. The study use weak experimental method with and the design is One-group pretest-posttest design. Sample in this study consists of 34 junior high school students of Seventh Grade in one of the junior high school in Ciamis. The instrument used to collect data is the essay questions of reasoning ability test according to reasoning Marzano’s framework which consist of the eight indicators that are comparing, classifying, induction, deduction, constructing support, analyzing perspectives, analyzing errors, and abstraction. In generally, the results show there is an increase in the students’ reasoning ability is significantly (Sig = 0.000). In addition, an increase in the ability of reasoning also viewed based on gender, and the result show there is not significantly (Sig = 0.168) the difference of reasoning ability between male student and female student. Increasing the ability of reasoning divided into two categories that is middle and low category.

  6. Reasoning Ability and Academic Achievement among Secondary School Students in Trivandrum

    ERIC Educational Resources Information Center

    Rani, K. V.

    2017-01-01

    Reasoning ability is the 'problem solving skills' or 'analytical ability' or 'deductive and inductive reasoning'. Academic achievement is the total score one achieved at school, college, or university from class, laboratory, library, or field work. The objectives of the study were to explore the relationship between reasoning ability and academic…

  7. Fronto-Parietal Network Reconfiguration Supports the Development of Reasoning Ability.

    PubMed

    Wendelken, Carter; Ferrer, Emilio; Whitaker, Kirstie J; Bunge, Silvia A

    2016-05-01

    The goal of this fMRI study was to examine how well developmental improvements in reasoning ability can be explained by changes in functional connectivity between specific nodes in prefrontal and parietal cortices. To this end, we examined connectivity within the lateral fronto-parietal network (LFPN) and its relation to reasoning ability in 132 children and adolescents aged 6-18 years, 56 of whom were scanned twice over the course of 1.5 years. Developmental changes in strength of connections within the LFPN were most prominent in late childhood and early adolescence. Reasoning ability was related to functional connectivity between left rostrolateral prefrontal cortex (RLPFC) and inferior parietal lobule (IPL), but only among 12-18-year olds. For 9-11-year olds, reasoning ability was most strongly related to connectivity between left and right RLPFC; this relationship was mediated by working memory. For 6-8-year olds, significant relationships between connectivity and performance were not observed; in this group, processing speed was the primary mediator of improvement in reasoning ability. We conclude that different connections best support reasoning at different points in development and that RLPFC-IPL connectivity becomes an important predictor of reasoning during adolescence. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  8. Reasoning Abilities and Potential Correlates Among Jordanian School Children.

    PubMed

    Almomani, Fidaa; Al-Momani, Murad O; Alsheyab, Nihayah; Al Mhdawi, Khader

    2018-04-01

    Objectives To investigate factors related to reasoning skills in 434 school children aged 5-9 years. Methods The Leiter International Performance Scale-Revised was used to assess reasoning skills. Demographic, work and family income data, information on child's daily behavior and school academic achievement were provided by the participating children's parents. Results Reasoning scores increased by 4.56 points with increasing subject's age, 1.71 points with increasing level of father's occupation, 1.86 points with each increase in the subject's GPA, 1.13 points with consumption of breakfast at home and 1.81 points when child slept more hours. Having a father who smoked and living in a rural area decreased scores in reasoning. Conclusions for Practice Screening of reasoning and associated factors is essential for a comprehensive and accurate understanding of the child's abilities and limitations. Understanding the child's reasoning abilities is critical for establishing intervention goals and planning therapeutic activities.

  9. Children's Effort/Ability Reasoning: Individual Differences and Motivational Consequences.

    ERIC Educational Resources Information Center

    Leggett, Ellen L.; Dweck, Carol S.

    Individual differences in same-aged children's reasoning about effort and ability, as well as the consequences of different forms of reasoning in actual achievement situations, were investigated. It was hypothesized that different forms of children's reasoning would be related to different (helpless versus mastery-oriented) motivational patterns.…

  10. A preliminary investigation into the moral reasoning abilities of UK veterinarians.

    PubMed

    Batchelor, C E M; Creed, A; McKeegan, D E F

    2015-08-01

    Veterinary medicine is an ethically challenging profession, but the ethical reasoning abilities of practising veterinarians in the UK have never been formally assessed. This study investigated moral reasoning ability in 65 qualified veterinarians (38 practising and 27 academic) and 33 members of the public in the UK using the Defining Issues Test. Academic veterinarians had higher scores than members of the public but practising veterinarians did not. There was large variation in moral reasoning abilities among qualified veterinarians. Moral reasoning score in veterinarians did not improve with years of experience. These results show that despite having a professional degree moral reasoning skills of practising veterinarians may be insufficient to deal with the demands of their profession. This could have implications for animal welfare, client services and veterinarian wellbeing. The results highlight the need for more training in this area. British Veterinary Association.

  11. Students' Achievement in Relation to Reasoning Ability, Prior Knowledge and Gender

    ERIC Educational Resources Information Center

    Yenilmez, Ayse; Sungur, Semra; Tekkaya, Ceren

    2006-01-01

    This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth-grade students participated in the study. Test of logical thinking and the two-tier multiple choice tests were administered to determine students' reasoning ability and…

  12. Construction and Evaluation of Reliability and Validity of Reasoning Ability Test

    ERIC Educational Resources Information Center

    Bhat, Mehraj A.

    2014-01-01

    This paper is based on the construction and evaluation of reliability and validity of reasoning ability test at secondary school students. In this paper an attempt was made to evaluate validity, reliability and to determine the appropriate standards to interpret the results of reasoning ability test. The test includes 45 items to measure six types…

  13. Observable phenomena that reveal medical students' clinical reasoning ability during expert assessment of their history taking: a qualitative study.

    PubMed

    Haring, Catharina M; Cools, Bernadette M; van Gurp, Petra J M; van der Meer, Jos W M; Postma, Cornelis T

    2017-08-29

    During their clerkships, medical students are meant to expand their clinical reasoning skills during their patient encounters. Observation of these encounters could reveal important information on the students' clinical reasoning abilities, especially during history taking. A grounded theory approach was used to analyze what expert physicians apply as indicators in their assessment of medical students' diagnostic reasoning abilities during history taking. Twelve randomly selected clinical encounter recordings of students at the end of the internal medicine clerkships were observed by six expert assessors, who were prompted to formulate their assessment criteria in a think-aloud procedure. These formulations were then analyzed to identify the common denominators and leading principles. The main indicators of clinical reasoning ability were abstracted from students' observable acts during history taking in the encounter. These were: taking control, recognizing and responding to relevant information, specifying symptoms, asking specific questions that point to pathophysiological thinking, placing questions in a logical order, checking agreement with patients, summarizing and body language. In addition, patients' acts and the course, result and efficiency of the conversation were identified as indicators of clinical reasoning, whereas context, using self as a reference, and emotion/feelings were identified by the clinicians as variables in their assessment of clinical reasoning. In observing and assessing clinical reasoning during history taking by medical students, general and specific phenomena to be used as indicators for this process could be identified. These phenomena can be traced back to theories on the development and the process of clinical reasoning.

  14. Comparing Creative Thinking Abilities and Reasoning Ability of Deaf and Hearing Children

    ERIC Educational Resources Information Center

    Ebrahim, Fawzy

    2006-01-01

    This study focuses on comparing the creative thinking and reasoning abilities of deaf and hearing children. Two groups of deaf (N = 210) and hearing children (N = 200) were chosen based on specific criteria. Two instruments were used in the study: the Torrance Tests of Creative Thinking-Figural, Form A and Matrix Analogies Test. Canonical…

  15. Improvement of metacognitive skills and students’ reasoning ability through problem-based learning

    NASA Astrophysics Data System (ADS)

    Haryani, S.; Masfufah; Wijayati, N.; Kurniawan, C.

    2018-03-01

    The aim of this research is to know the influence of PBL application to the improvement of metacognitive skill and students’ reasoning ability on Constanta solubility product (Ksp). The research used mix method with concurrent triangulation strategy and pretest-posttest control group design. Metacognitive skills are known from the results of written tests and questionnaires with N-Gain analysis, t-test, whereas reasoning ability is known from observations and interviews with descriptive analysis. The results showed that the N-Gain effect of PBL on metacognitive skills is 0,59 with medium category and N-Gain value of PBL influence on reasoning ability is 0.71 with the high category. The steps in the PBL affect the metacognitive skills and can train learners to develop their reasoning skills in the solving problems.

  16. Reflective ability and moral reasoning in final year medical students: a semi-qualitative cohort study.

    PubMed

    Chalmers, Patricia; Dunngalvin, Audrey; Shorten, George

    2011-01-01

    Moral reasoning and reflective ability are important concepts in medical education. To date, the association between reflective ability and moral reasoning in medical students has not been measured. This study tested the hypotheses that, amongst final year medical students, (1) moral reasoning and reflective ability improve over time and (2) positive change in reflective ability favourably influences moral reasoning. With Institutional Ethical approval, 56 medical students (of a class of 110) participated fully both at the beginning and end of the final academic year. Reflective ability and moral reasoning were assessed at each time using Sobral's reflection-in-learning scale (RLS), Boenink's overall reflection score and by employing Kohlberg's schema for moral reasoning. The most important findings were that (1) Students' level of reflective ability scores related to medicine decreased significantly over the course of the year, (2) students demonstrated a predominantly conventional level of moral reasoning at both the beginning and end of the year, (3) moral reasoning scores tended to decrease over the course of the year and (4) RLS is a strong predictor of change in moral reasoning over time. This study confirms the usefulness of Sobral's RLS and BOR score for evaluating moral development in the context of medical education. This study further documents regression and levelling in the moral reasoning of final year medical students and a decrease in reflective ability applied in the medical context. Further studies are required to determine factors that would favourably influence reflective ability and moral reasoning among final year medical students.

  17. Social reasoning abilities in preterm and full-term children aged 5-7years.

    PubMed

    Lejeune, Fleur; Réveillon, Morgane; Monnier, Maryline; Hüppi, Petra S; Borradori Tolsa, Cristina; Barisnikov, Koviljka

    2016-12-01

    Literature has evidenced behavioral and socio-emotional problems in preterm children, as well as long-term difficulties to establish and maintain social relationships in preterm population. Several studies have shown relations between behavior and social reasoning abilities in typically developing children and adults. The present study aimed to investigate the social understanding and social reasoning abilities in preterm children aged between 5 and 7years in comparison to their full-term peers. A social resolution task (SRT) was used to assess abilities to judge, identify and reason about others' behavior in relation to conventional and moral rules knowledge. 102 preterm children and 88 full-term children were included in the study. Compared with their full-term peers, preterm children exhibited difficulties to understand and reason about inappropriate social behavior, particularly for situations related to the transgression of conventional rules. They used more irrelevant information and exhibited less social awareness when reasoning about the transgression of social rules. The only significant predictor for global SRT and social reasoning scores was the mental processing composite of the K-ABC, but the part of the variance of the SRT that could be explained by the general cognitive abilities was relatively small. Preterm children demonstrated poorer social knowledge and social reasoning abilities compared with full-term children at early school age. Improving such abilities may reduce behavioral difficulties and peer relationship problems often described in the preterm population. These findings emphasize the need to early identify children at risk for impaired social development. Copyright © 2016. Published by Elsevier Ireland Ltd.

  18. The Effectiveness of Interacting with Scientific Animations in Chemistry Using Mobile Devices on Grade 12 Students' Spatial Ability and Scientific Reasoning Skills

    NASA Astrophysics Data System (ADS)

    Al-Balushi, Sulaiman M.; Al-Musawi, Ali S.; Ambusaidi, Abdullah K.; Al-Hajri, Fatemah H.

    2017-02-01

    The purpose of the current study was to investigate the effectiveness of interacting with animations using mobile devices on grade 12 students' spatial and reasoning abilities. The study took place in a grade 12 context in Oman. A quasi-experimental design was used with an experimental group of 32 students and a control group of 28 students. The experimental group studied chemistry using mobile tablets that had a digital instructional package with different animation and simulations. There was one tablet per student. A spatial ability test and a scientific reasoning test were administered to both groups prior and after the study, which lasted for 9 weeks. The findings showed that there were significant statistical differences between the two groups in terms of spatial ability in favour of the experimental group. However, there were no differences between the two groups in terms of reasoning ability. The authors reasoned that the types of animations and simulations used in the current study featured a wide range of three-dimensional animated illustrations at the particulate level of matter. Most probably, this decreased the level of abstractness that usually accompanies chemical entities and phenomena and helped the students to visualize the interactions between submicroscopic entities spatially. Further research is needed to decide on types of scientific animations that could help students improve their scientific reasoning.

  19. Morphometry of Left Frontal and Temporal Poles Predicts Analogical Reasoning Abilities.

    PubMed

    Aichelburg, Clarisse; Urbanski, Marika; Thiebaut de Schotten, Michel; Humbert, Frederic; Levy, Richard; Volle, Emmanuelle

    2016-03-01

    Analogical reasoning is critical for making inferences and adapting to novelty. It can be studied experimentally using tasks that require creating similarities between situations or concepts, i.e., when their constituent elements share a similar organization or structure. Brain correlates of analogical reasoning have mostly been explored using functional imaging that has highlighted the involvement of the left rostrolateral prefrontal cortex (rlPFC) in healthy subjects. However, whether inter-individual variability in analogical reasoning ability in a healthy adult population is related to differences in brain architecture is unknown. We investigated this question by employing linear regression models of performance in analogy tasks and voxel-based morphometry in 54 healthy subjects. Our results revealed that the ability to reason by analogy was associated with structural variability in the left rlPFC and the anterior part of the inferolateral temporal cortex. Tractography of diffusion-weighted images suggested that these 2 regions have a different set of connections but may exchange information via the arcuate fasciculus. These results suggest that enhanced integrative and semantic abilities supported by structural variation in these areas (or their connectivity) may lead to more efficient analogical reasoning. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  20. Training the elderly on the ability factors of spatial orientation and inductive reasoning.

    PubMed

    Willis, S L; Schaie, K W

    1986-09-01

    We examined the effects of cognitive training with elderly participants from the Seattle Longitudinal Study. Subjects were classified as having remained stable or having declined over the previous 14-year interval on each of two primary abilities, spatial orientation and inductive reasoning. Subjects who had declined on one of these abilities received training on that ability; subjects who had declined on both abilities or who had remained stable on both were randomly assigned to the spatial orientation or inductive reasoning training programs. Training outcomes were examined within an ability-measurement framework with empirically determined factorial structure. Significant training effects, at the level of the latent ability constructs, occurred for both spatial orientation and inductive reasoning. These effects were general, in that no significant interactions with decline status or gender were found. Thus, training interventions were effective both in remediating cognitive decline on the target abilities and in improving the performance of stable subjects.

  1. Zambian pre-service junior high school science teachers' chemical reasoning and ability

    NASA Astrophysics Data System (ADS)

    Banda, Asiana

    The purpose of this study was two-fold: examine junior high school pre-service science teachers' chemical reasoning; and establish the extent to which the pre-service science teachers' chemical abilities explain their chemical reasoning. A sample comprised 165 junior high school pre-service science teachers at Mufulira College of Education in Zambia. There were 82 males and 83 females. Data were collected using a Chemical Concept Reasoning Test (CCRT). Pre-service science teachers' chemical reasoning was established through qualitative analysis of their responses to test items. The Rasch Model was used to determine the pre-service teachers' chemical abilities and item difficulty. Results show that most pre-service science teachers had incorrect chemical reasoning on chemical concepts assessed in this study. There was no significant difference in chemical understanding between the Full-Time and Distance Education pre-service science teachers, and between second and third year pre-service science teachers. However, there was a significant difference in chemical understanding between male and female pre-service science teachers. Male pre-service science teachers showed better chemical understanding than female pre-service science teachers. The Rasch model revealed that the pre-service science teachers had low chemical abilities, and the CCRT was very difficult for this group of pre-service science teachers. As such, their incorrect chemical reasoning was attributed to their low chemical abilities. These results have implications on science teacher education, chemistry teaching and learning, and chemical education research.

  2. Mental Ability and Mismatch Negativity: Pre-Attentive Discrimination of Abstract Feature Conjunctions in Auditory Sequences

    ERIC Educational Resources Information Center

    Houlihan, Michael; Stelmack, Robert M.

    2012-01-01

    The relation between mental ability and the ability to detect violations of an abstract, third-order conjunction rule was examined using event-related potential measures, specifically mismatch negativity (MMN). The primary objective was to determine whether the extraction of invariant relations based on abstract conjunctions between two…

  3. [Occupational complexity and late-life memory and reasoning abilities].

    PubMed

    Ishioka, Yoshiko; Gondo, Yasuyuki; Masui, Yukie; Nakagawa, Takeshi; Tabuchi, Megumi; Ogawa, Madoka; Kamide, Kei; Ikebe, Kazunori; Arai, Yasumichi; Ishizaki, Tatsuro; Takahashi, Ryutaro

    2015-08-01

    This study examined the associations between the complexity of an individual's primary lifetime occupation and his or her late-life memory and reasoning performance, using data from 824 community-dwelling participants aged 69-72 years. The complexity of work with data, people, and things was evaluated based on the Japanese job complexity score. The associations between occupational complexity and participant's memory and reasoning abilities were examined in multiple regression analyses. An association was found between more comple work with people and higher memory performance, as well as between more complex work with data and higher reasoning performance, after having controlled for gender, school records, and education. Further, an interaction effect was observed between gender and complexity of work with data in relation to reasoning performance: work involving a high degree of complexity with data was associated with high reasoning performance in men. These findings suggest the need to consider late-life cognitive functioning within the context of adulthood experiences, specifically those related to occupation and gender.

  4. Age- and Gender-Related Change in Mathematical Reasoning Ability and Some Educational Suggestions

    ERIC Educational Resources Information Center

    Erdem, Emrullah; Soylu, Yasin

    2017-01-01

    Does the mathematical reasoning ability develop with increase in age? How is mathematical reasoning ability differing according to gender? The current study is trying to find answers to these two questions. The study using cross-sectional design, was conducted with 409 (8th, 9th and 10th grade) students attending middle school and high school in…

  5. The Enhancement of Mathematical Reasoning Ability of Junior High School Students by Applying Mind Mapping Strategy

    ERIC Educational Resources Information Center

    Ayal, Carolina S.; Kusuma, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi Afgan

    2016-01-01

    Mathematical reasoning ability, are component that must be governable by the student. Mathematical reasoning plays an important role, both in solving problems and in conveying ideas when learning mathematics. In fact there ability are not still developed well, even in middle school. The importance of mathematical reasoning ability (KPM are…

  6. Come to think of it: Contributions of reasoning abilities and training schedule to skill acquisition in a virtual throwing task.

    PubMed

    Frömer, Romy; Stürmer, Birgit; Sommer, Werner

    2016-10-01

    According to Schmidt's schema theory skill acquisition is based on schema formation where multiple learning incidents with varying task features are abstracted to a unifying pattern, the schema. Practice can be scheduled block-wise, with low contextual interference (CI) or randomly, with high CI. The greater effort during high CI training usually results in reduced training success but enhanced retention and transfer performance. In contrast to well-established CI effects for simple tasks, findings for complex tasks are heterogeneous, supposedly due to the detrimental accumulation of task demands. We assumed that in complex tasks, cognitive reasoning abilities might impose a limit upon schema formation and hence the effectiveness of CI. In a virtual overarm-throwing experiment participants practiced target positions at center, left, or right and were retested for retention - at the center position - and transfer with a larger target distance. Although there was no main effect of CI on performance, either in training, retention or transfer, under high CI, training performance was better for participants with higher reasoning ability, as measured with the Raven matrices. This advantage persisted across retention and transfer. Under low CI, reasoning was positively related to performance improvement only in the last third of training. We argue, that variability of practice is a necessary prerequisite for beneficial effects of reasoning abilities. Based on previous findings, we discuss feedback evaluation as a possible locus of the relationship between reasoning and performance in motor skill acquisition. Copyright © 2016 Elsevier B.V. All rights reserved.

  7. Promoting middle school students’ abstract-thinking ability through cognitive apprenticeship instruction in mathematics learning

    NASA Astrophysics Data System (ADS)

    Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

    2018-01-01

    The aim of this study is to get an in-depth understanding of students’ abstract-thinking ability in mathematics learning. This study was an experimental research with pre-test and post-test control group design. The subject of this study was eighth-grade students from two junior high schools in Bandung. In each schools, two parallel groups were selected and assigned into control and experimental groups. The experimental group was exposed to Cognitive Apprenticeship Instruction (CAI) treatment, whereas the control group was exposed to conventional learning. The results showed that abstract-thinking ability of students in experimental group was better than that of those in control group in which it could be observed from the overall and school level. It could be concluded that CAI could be a good alternative learning model to enhance students’ abstract-thinking ability.

  8. Investigating Primary School Mathematics Teachers’ Deductive Reasoning Ability through Varignon’s Theorem

    NASA Astrophysics Data System (ADS)

    Jupri, A.

    2017-09-01

    The responsibility to promote the growth of deductive reasoning ability of school students through learning mathematics is in the hand of mathematics teachers and particularly primary school mathematics teachers. However, how we can make sure whether teachers are able to do so. To investigate this issue, we conducted a three-step of an exploratory survey study. First, we designed tasks from the Varignon’s theorem. Second, we administered an individual written test involving twenty master students of primary education program, in which they are prospective of and primary school mathematics teachers. Finally, we address the results in the light of Van Hiele theory. The results showed that participated students lack of deductive reasoning ability in the context of geometry. For further research, we wonder whether the designed tasks are also applicable to assess student deductive reasoning ability if the students have acquired appropriate teaching.

  9. The enhancement of mathematical analogical reasoning ability of university students through concept attainment model

    NASA Astrophysics Data System (ADS)

    Angraini, L. M.; Kusumah, Y. S.; Dahlan, J. A.

    2018-05-01

    This study aims to see the enhancement of mathematical analogical reasoning ability of the university students through concept attainment model learning based on overall and Prior Mathematical Knowledge (PMK) and interaction of both. Quasi experiments with the design of this experimental-controlled equivalent group involved 54 of second semester students at the one of State Islamic University. The instrument used is pretest-postest. Kolmogorov-Smirnov test, Levene test, t test, two-way ANOVA test were used to analyse the data. The result of this study includes: (1) The enhancement of the mathematical analogical reasoning ability of the students who gets the learning of concept attainment model is better than the enhancement of the mathematical analogical reasoning ability of the students who gets the conventional learning as a whole and based on PMK; (2) There is no interaction between the learning that is used and PMK on enhancing mathematical analogical reasoning ability.

  10. Caffeine intake and abstract reasoning among 1374 unselected men and women from general population. Role of the -163C>A polymorphism of CYP1A2 gene.

    PubMed

    Casiglia, Edoardo; Tikhonoff, Valérie; Albertini, Federica; Favaro, Jacopo; Montagnana, Martina; Danese, Elisa; Finatti, Francesco; Benati, Marco; Mazza, Alberto; Dal Maso, Lucia; Spinella, Paolo; Palatini, Paolo

    2017-08-01

    The possible effect of caffeine as an enhancer of cognitive performance, particularly that on abstract reasoning, has never been studied in an epidemiological setting, especially in relation to -163C>A polymorphism of CYP1A2 gene, largely controlling caffeine metabolism. Aim of this study was to ascertain whether in general population free chronic caffeine intake modifies abstract reasoning, and if this effect is influenced by the above mentioned genotype, by age, schooling, ethanol intake and smoking habits. We studied 1374 unselected men and women aged 51 ± 15 years (range 18-89) from a general population. Daily caffeine intake deriving from coffee, tea, chocolate or cola was calculated from an anamnestic questionnaire and from a 7-day dietary diary. Abstract reasoning was measured in the frame of a neuropsychological assessment as the ability to find a concept linking two words indicating objects or actions and explaining how they were connected. In age-schooling-adjusted linear regression, the higher the caffeine intake, the better the abstraction score. Abstract reasoning depended on caffeine in the -163C>A CC homozygous only (so-called slow metabolizers), where it was higher in the 3rd tertile of caffeine intake. Age and ethanol reduced while smoking and schooling enhanced this association. The interaction term between caffeine and the -163C>A polymorphism was accepted in linear regressions. Caffeine consumption resulted innocuous for the A-carriers (so-called fast metabolizers). In general population, a positive association between caffeine intake and abstract reasoning exists in the CC homozygous of the -163C>A polymorphism of CYP1A2 gene. Copyright © 2017 European Society for Clinical Nutrition and Metabolism. Published by Elsevier Ltd. All rights reserved.

  11. From Exploratory Talk to Abstract Reasoning: A Case for Far Transfer?

    ERIC Educational Resources Information Center

    Webb, Paul; Whitlow, J. W., Jr.; Venter, Danie

    2017-01-01

    Research has shown improvements in science, mathematics, and language scores when classroom discussion is employed in school-level science and mathematics classes. Studies have also shown statistically and practically significant gains in children's reasoning abilities as measured by the Raven's Standard Progressive Matrices test when employing…

  12. Covariation of learning and "reasoning" abilities in mice: evolutionary conservation of the operations of intelligence.

    PubMed

    Wass, Christopher; Denman-Brice, Alexander; Rios, Chris; Light, Kenneth R; Kolata, Stefan; Smith, Andrew M; Matzel, Louis D

    2012-04-01

    Contemporary descriptions of human intelligence hold that this trait influences a broad range of cognitive abilities, including learning, attention, and reasoning. Like humans, individual genetically heterogeneous mice express a "general" cognitive trait that influences performance across a diverse array of learning and attentional tasks, and it has been suggested that this trait is qualitatively and structurally analogous to general intelligence in humans. However, the hallmark of human intelligence is the ability to use various forms of "reasoning" to support solutions to novel problems. Here, we find that genetically heterogeneous mice are capable of solving problems that are nominally indicative of inductive and deductive forms of reasoning, and that individuals' capacity for reasoning covaries with more general learning abilities. Mice were characterized for their general learning ability as determined by their aggregate performance (derived from principal component analysis) across a battery of five diverse learning tasks. These animals were then assessed on prototypic tests indicative of deductive reasoning (inferring the meaning of a novel item by exclusion, i.e., "fast mapping") and inductive reasoning (execution of an efficient search strategy in a binary decision tree). The animals exhibited systematic abilities on each of these nominal reasoning tasks that were predicted by their aggregate performance on the battery of learning tasks. These results suggest that the coregulation of reasoning and general learning performance in genetically heterogeneous mice form a core cognitive trait that is analogous to human intelligence. (c) 2012 APA, all rights reserved.

  13. A perceptual account of symbolic reasoning

    PubMed Central

    Landy, David; Allen, Colin; Zednik, Carlos

    2014-01-01

    People can be taught to manipulate symbols according to formal mathematical and logical rules. Cognitive scientists have traditionally viewed this capacity—the capacity for symbolic reasoning—as grounded in the ability to internally represent numbers, logical relationships, and mathematical rules in an abstract, amodal fashion. We present an alternative view, portraying symbolic reasoning as a special kind of embodied reasoning in which arithmetic and logical formulae, externally represented as notations, serve as targets for powerful perceptual and sensorimotor systems. Although symbolic reasoning often conforms to abstract mathematical principles, it is typically implemented by perceptual and sensorimotor engagement with concrete environmental structures. PMID:24795662

  14. Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

    NASA Astrophysics Data System (ADS)

    Hidayat, W.; Wahyudin; Prabawanto, S.

    2018-01-01

    This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.

  15. Improving Junior High School Students' Spatial Reasoning Ability through Model Eliciting Activities with Cabri 3D

    ERIC Educational Resources Information Center

    Hartatiana; Darhim; Nurlaelah, Elah

    2018-01-01

    One of students' abilities which can facilitate them to understand geometric concepts is spatial reasoning ability. Spatial reasoning ability can be defined as an ability involving someone's cognitive processing to present and manipulate spatial figures, relationship, and figure formations. This research aims to find out significant difference on…

  16. Reasoning abstractly about resources

    NASA Technical Reports Server (NTRS)

    Clement, B.; Barrett, A.

    2001-01-01

    r describes a way to schedule high level activities before distributing them across multiple rovers in order to coordinate the resultant use of shared resources regardless of how each rover decides how to perform its activities. We present an algorithm for summarizing the metric resource requirements of an abstract activity based n the resource usages of its potential refinements.

  17. Knowledge acquisition for temporal abstraction.

    PubMed

    Stein, A; Musen, M A; Shahar, Y

    1996-01-01

    Temporal abstraction is the task of detecting relevant patterns in data over time. The knowledge-based temporal-abstraction method uses knowledge about a clinical domain's contexts, external events, and parameters to create meaningful interval-based abstractions from raw time-stamped clinical data. In this paper, we describe the acquisition and maintenance of domain-specific temporal-abstraction knowledge. Using the PROTEGE-II framework, we have designed a graphical tool for acquiring temporal knowledge directly from expert physicians, maintaining the knowledge in a sharable form, and converting the knowledge into a suitable format for use by an appropriate problem-solving method. In initial tests, the tool offered significant gains in our ability to rapidly acquire temporal knowledge and to use that knowledge to perform automated temporal reasoning.

  18. Frontoparietal Structural Connectivity in Childhood Predicts Development of Functional Connectivity and Reasoning Ability: A Large-Scale Longitudinal Investigation

    PubMed Central

    Ferrer, Emilio; Cutting, Laurie

    2017-01-01

    Prior research points to a positive concurrent relationship between reasoning ability and both frontoparietal structural connectivity (SC) as measured by diffusion tensor imaging (Tamnes et al., 2010) and frontoparietal functional connectivity (FC) as measured by fMRI (Cocchi et al., 2014). Further, recent research demonstrates a link between reasoning ability and FC of two brain regions in particular: rostrolateral prefrontal cortex (RLPFC) and the inferior parietal lobe (IPL) (Wendelken et al., 2016). Here, we sought to investigate the concurrent and dynamic, lead–lag relationships among frontoparietal SC, FC, and reasoning ability in humans. To this end, we combined three longitudinal developmental datasets with behavioral and neuroimaging data from 523 male and female participants between 6 and 22 years of age. Cross-sectionally, reasoning ability was most strongly related to FC between RLPFC and IPL in adolescents and adults, but to frontoparietal SC in children. Longitudinal analysis revealed that RLPFC–IPL SC, but not FC, was a positive predictor of future changes in reasoning ability. Moreover, we found that RLPFC–IPL SC at one time point positively predicted future changes in RLPFC–IPL FC, whereas, in contrast, FC did not predict future changes in SC. Our results demonstrate the importance of strong white matter connectivity between RLPFC and IPL during middle childhood for the subsequent development of both robust FC and good reasoning ability. SIGNIFICANCE STATEMENT The human capacity for reasoning develops substantially during childhood and has a profound impact on achievement in school and in cognitively challenging careers. Reasoning ability depends on communication between lateral prefrontal and parietal cortices. Therefore, to understand how this capacity develops, we examined the dynamic relationships over time among white matter tracts connecting frontoparietal cortices (i.e., structural connectivity, SC), coordinated frontoparietal

  19. Students' Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches

    ERIC Educational Resources Information Center

    Kiliç, Didem; Saglam, Necdet

    2014-01-01

    Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation…

  20. Frontoparietal Structural Connectivity in Childhood Predicts Development of Functional Connectivity and Reasoning Ability: A Large-Scale Longitudinal Investigation.

    PubMed

    Wendelken, Carter; Ferrer, Emilio; Ghetti, Simona; Bailey, Stephen K; Cutting, Laurie; Bunge, Silvia A

    2017-08-30

    Prior research points to a positive concurrent relationship between reasoning ability and both frontoparietal structural connectivity (SC) as measured by diffusion tensor imaging (Tamnes et al., 2010) and frontoparietal functional connectivity (FC) as measured by fMRI (Cocchi et al., 2014). Further, recent research demonstrates a link between reasoning ability and FC of two brain regions in particular: rostrolateral prefrontal cortex (RLPFC) and the inferior parietal lobe (IPL) (Wendelken et al., 2016). Here, we sought to investigate the concurrent and dynamic, lead-lag relationships among frontoparietal SC, FC, and reasoning ability in humans. To this end, we combined three longitudinal developmental datasets with behavioral and neuroimaging data from 523 male and female participants between 6 and 22 years of age. Cross-sectionally, reasoning ability was most strongly related to FC between RLPFC and IPL in adolescents and adults, but to frontoparietal SC in children. Longitudinal analysis revealed that RLPFC-IPL SC, but not FC, was a positive predictor of future changes in reasoning ability. Moreover, we found that RLPFC-IPL SC at one time point positively predicted future changes in RLPFC-IPL FC, whereas, in contrast, FC did not predict future changes in SC. Our results demonstrate the importance of strong white matter connectivity between RLPFC and IPL during middle childhood for the subsequent development of both robust FC and good reasoning ability. SIGNIFICANCE STATEMENT The human capacity for reasoning develops substantially during childhood and has a profound impact on achievement in school and in cognitively challenging careers. Reasoning ability depends on communication between lateral prefrontal and parietal cortices. Therefore, to understand how this capacity develops, we examined the dynamic relationships over time among white matter tracts connecting frontoparietal cortices (i.e., structural connectivity, SC), coordinated frontoparietal activation

  1. How do working-memory-related demand, reasoning ability and aversive reinforcement modulate conflict monitoring?

    PubMed Central

    Leue, Anja; Weber, Bernd; Beauducel, André

    2014-01-01

    Conflict monitoring is a process of stimulus evaluation and a pre-requisite for subsequent recruitment of cognitive control and behavioral adaptations. This study investigated how experimentally manipulated working-memory-related cognitive demand and aversive reinforcement modulate individual differences of conflict monitoring intensity and behavioral adjustments. Individual differences were assessed by means of an anxiety-related trait dimension (trait-BIS) and by means of reasoning abilities—a core determinant of intelligence. Moreover, we investigated the special role of verbal reasoning ability and figural reasoning ability for the modulation of the conflict monitoring intensity. Ninety participants performed a go/nogo task with four conditions each comprising a combination of low vs. high working-memory-related cognitive demand and low vs. high aversive reinforcement. No effect of aversive reinforcement was observed for the N2 amplitude. The fronto-central nogo N2 amplitude was more pronounced for high demand vs. low demand suggesting that cognitive demand served as an aversive costly event. Higher total reasoning abilities were associated with more intense conflict monitoring and shorter response times with increasing aversive reinforcement (defined as verbal error-feedback vs. monetary loss). Individuals with higher trait-BIS scores demonstrated a more intense conflict monitoring even in conditions with low aversive reinforcement and also a more cautious responding (i.e., response times slowing) with increasing aversive reinforcement indicating a focus on negative feedback prevention. The findings provide evidence for the conflict monitoring theory and suggest that working-memory-related demand overrules the impact of aversive reinforcement on conflict monitoring intensity. Reasoning abilities and anxiety-related traits go along with an intensification of conflict monitoring but differences in the flexibility of behavioral adjustment. PMID:24782739

  2. The Enhancement of Students' Teacher Mathematical Reasoning Ability through Reflective Learning

    ERIC Educational Resources Information Center

    Rohana

    2015-01-01

    This study aims to examine the enhancement of mathematical reasoning ability through reflective learning. This study used quasi-experimental method with nonequivalent pretest and posttest control group design. The subject of this study were students of Mathematics Education Program in one of private universities in Palembang, South Sumatera,…

  3. The interpretation of proverbs by elderly with high, medium and low educational level: Abstract reasoning as an aspect of executive functions

    PubMed Central

    Wachholz, Thalita Bianchi de Oliveira; Yassuda, Mônica Sanches

    2011-01-01

    It is now known that cognitive functions tend to decline with age. Executive functions (EF) are among the first abilities to decline with aging. A subcomponent of the EF is abstract reasoning. The Test of Proverbs is an instrument that can be used to evaluate the capacity of abstract reasoning. Objective To examine the association of performance in interpretation of proverbs, with education and with episodic memory and EF tasks. Methods A total of 67 individuals aged between 60 and 75 years were evaluated, and divided into three categories of education: 1-4 years, 5-8 years, and 9 or more years of schooling. The instruments used were a sociodemographic questionnaire (gender, age, marital status, education, income, previous occupation, current occupation and health perception), the Mini Mental State Examination, Brief Cognitive Screening Battery; Geriatric Depression Scale; Forward and Backward Digit Span (WAIS-III), and the Test of Proverbs. Results A high impact of education was seen on the interpretation of proverbs, with lower performance among the elderly with less education. A significant association between performance on the Test of Proverbs and scores on the MMSE, GDS, and verbal fluency tests was found. There was a modest association with incidental memory. Conclusions The capacity to interpret proverbs is strongly associated with education and with performance on other EF tasks. PMID:29213717

  4. Peirce's Philosophy of Mathematical Education: Fostering Reasoning Abilities for Mathematical Inquiry

    ERIC Educational Resources Information Center

    Campos, Daniel G.

    2010-01-01

    I articulate Charles S. Peirce's philosophy of mathematical education as related to his conception of mathematics, the nature of its method of inquiry, and especially, the reasoning abilities required for mathematical inquiry. The main thesis is that Peirce's philosophy of mathematical education primarily aims at fostering the development of the…

  5. Automated Assume-Guarantee Reasoning by Abstraction Refinement

    NASA Technical Reports Server (NTRS)

    Pasareanu, Corina S.; Giannakopoulous, Dimitra; Glannakopoulou, Dimitra

    2008-01-01

    Current automated approaches for compositional model checking in the assume-guarantee style are based on learning of assumptions as deterministic automata. We propose an alternative approach based on abstraction refinement. Our new method computes the assumptions for the assume-guarantee rules as conservative and not necessarily deterministic abstractions of some of the components, and refines those abstractions using counter-examples obtained from model checking them together with the other components. Our approach also exploits the alphabets of the interfaces between components and performs iterative refinement of those alphabets as well as of the abstractions. We show experimentally that our preliminary implementation of the proposed alternative achieves similar or better performance than a previous learning-based implementation.

  6. Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents

    PubMed Central

    Gamino, Jacquelyn F.; Chapman, Sandra B.; Hull, Elizabeth L.; Lyon, G. Reid

    2010-01-01

    Improving the reasoning skills of adolescents across the United States has become a major concern for educators and scientists who are dedicated to identifying evidence-based protocols to improve student outcome. This small sample randomized, control pilot study sought to determine the efficacy of higher-order cognitive training on gist-reasoning and fact-learning in an inner-city public middle school. The study compared gist-reasoning and fact-learning performances after training in a smaller sample when tested in Spanish, many of the students’ native language, versus English. The 54 eighth grade students who participated in this pilot study were enroled in an urban middle school, predominantly from lower socio-economic status families, and were primarily of minority descent. The students were randomized into one of three groups, one that learned cognitive strategies promoting abstraction of meaning, a group that learned rote memory strategies, or a control group to ascertain the impact of each program on gist-reasoning and fact-learning from text-based information. We found that the students who had cognitive strategy instruction that entailed abstraction of meaning significantly improved their gist-reasoning and fact-learning ability. The students who learned rote memory strategies significantly improved their fact-learning scores from a text but not gist-reasoning ability. The control group showed no significant change in either gist-reasoning or fact-learning ability. A trend toward significant improvement in overall reading scores for the group that learned to abstract meaning as well as a significant correlation between gist-reasoning ability and the critical thinking on a state-mandated standardized reading test was also found. There were no significant differences between English and Spanish performance of gist-reasoning and fact-learning. Our findings suggest that teaching higher-order cognitive strategies facilitates gist-reasoning ability and student

  7. Exploring visuospatial abilities and their contribution to constructional abilities and nonverbal intelligence.

    PubMed

    Trojano, Luigi; Siciliano, Mattia; Cristinzio, Chiara; Grossi, Dario

    2018-01-01

    The present study aimed at exploring relationships among the visuospatial tasks included in the Battery for Visuospatial Abilities (BVA), and at assessing the relative contribution of different facets of visuospatial processing on tests tapping constructional abilities and nonverbal abstract reasoning. One hundred forty-four healthy subjects with a normal score on Mini Mental State Examination completed the BVA plus Raven's Coloured Progressive Matrices and Constructional Apraxia test. We used Principal Axis Factoring and Parallel Analysis to investigate relationships among the BVA visuospatial tasks, and performed regression analyses to assess the visuospatial contribution to constructional abilities and nonverbal abstract reasoning. Principal Axis Factoring and Parallel Analysis revealed two eigenvalues exceeding 1, accounting for about 60% of the variance. A 2-factor model provided the best fit. Factor 1 included sub-tests exploring "complex" visuospatial skills, whereas Factor 2 included two subtests tapping "simple" visuospatial skills. Regression analyses revealed that both Factor 1 and Factor 2 significantly affected performance on Raven's Coloured Progressive Matrices, whereas only the Factor 1 affected performance on Constructional Apraxia test. Our results supported functional segregation proposed by De Renzi, suggesting clinical caution to utilize a single test to assess visuospatial domain, and qualified the visuospatial contribution in drawing and non-verbal intelligence test.

  8. White Matter Maturation Supports the Development of Reasoning Ability Through its Influence on Processing Speed

    PubMed Central

    Ferrer, E.; Whitaker, K.J.; Steele, J.; Green, C.T.; Wendelken, C.; Bunge, S.A.

    2013-01-01

    The structure of the human brain changes in several ways throughout childhood and adolescence. Perhaps the most salient of these changes is the strengthening of white matter tracts that enable distal brain regions to communicate with one another more quickly and efficiently. Here, we sought to understand whether and how white matter changes contribute to improved reasoning ability over development. In particular, we sought to understand whether previously reported relationships between white matter microstructure and reasoning are mediated by processing speed. To this end, we analyzed diffusion tensor imaging data as well as data from standard psychometric tests of cognitive abilities from 103 individuals between the ages of 6 and 18. We used structural equation modeling to investigate the network of relationships between brain and behavior variables. Our analyses provide support for the hypothesis that white matter maturation (as indexed either by microstructural organization or volume) supports improved processing speed, which, in turn, supports improved reasoning ability. PMID:24118718

  9. Effects of Scaffolds and Scientific Reasoning Ability on Web-Based Scientific Inquiry

    ERIC Educational Resources Information Center

    Wu, Hui-Ling; Weng, Hsiao-Lan; She, Hsiao-Ching

    2016-01-01

    This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…

  10. Effects of Mathematics Computer Games on Special Education Students' Multiplicative Reasoning Ability

    ERIC Educational Resources Information Center

    Bakker, Marjoke; van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander

    2016-01-01

    This study examined the effects of a teacher-delivered intervention with online mathematics mini-games on special education students' multiplicative reasoning ability (multiplication and division). The games involved declarative, procedural, as well as conceptual knowledge of multiplicative relations, and were accompanied with teacher-led lessons…

  11. Generating Linear Equations Based on Quantitative Reasoning

    ERIC Educational Resources Information Center

    Lee, Mi Yeon

    2017-01-01

    The Common Core's Standards for Mathematical Practice encourage teachers to develop their students' ability to reason abstractly and quantitatively by helping students make sense of quantities and their relationships within problem situations. The seventh-grade content standards include objectives pertaining to developing linear equations in…

  12. Spatial Reasoning: Improvement of Imagery and Abilities in Sophomore Organic Chemistry. Perspective to Enhance Student Learning

    ERIC Educational Resources Information Center

    Hornbuckle, Susan F.; Gobin, Latanya; Thurman, Stephanie N.

    2014-01-01

    Spatial reasoning has become a demanded skill for students pursuing a science emphasis to compete with the dynamic growth of our professional society. The ability to reason spatially includes explorations in memory recollection and problem solving capabilities as well as critical thinking and reasoning skills. With these advancements, educational…

  13. Decision Performance Using Spatial Decision Support Systems: A Geospatial Reasoning Ability Perspective

    ERIC Educational Resources Information Center

    Erskine, Michael A.

    2013-01-01

    As many consumer and business decision makers are utilizing Spatial Decision Support Systems (SDSS), a thorough understanding of how such decisions are made is crucial for the information systems domain. This dissertation presents six chapters encompassing a comprehensive analysis of the impact of geospatial reasoning ability on…

  14. Cognitive contributions to theory of mind ability in children with a traumatic head injury.

    PubMed

    Levy, Naomi Kahana; Milgram, Noach

    2016-01-01

    The objective of the current study is to examine the contribution of intellectual abilities, executive functions (EF), and facial emotion recognition to difficulties in Theory of Mind (ToM) abilities in children with a traumatic head injury. Israeli children with a traumatic head injury were compared with their non-injured counterparts. Each group included 18 children (12 males) ages 7-13. Measurements included reading the mind in the eyes, facial emotion recognition, reasoning the other's characteristics based on motive and outcome, Raven's Coloured Progressive Matrices, similarities and digit span (Wechsler Intelligence Scale for Children - Revised 95 subscales), verbal fluency, and the Behaviour Rating Inventory of Executive Functions. Non-injured children performed significantly better on ToM, abstract reasoning, and EF measures compared with children with a traumatic head injury. However, differences in ToM abilities between the groups were no longer significant after controlling for abstract reasoning, working memory, verbal fluency, or facial emotion recognition. Impaired ToM recognition and reasoning abilities after a head injury may result from other cognitive impairments. In children with mild and moderate head injury, poorer performance on ToM tasks may reflect poorer abstract reasoning, a general tendency to concretize stimuli, working memory and verbal fluency deficits, and difficulties in facial emotion recognition, rather than deficits in the ability to understand the other's thoughts and emotions. ToM impairments may be secondary to a range of cognitive deficits in determining social outcomes in this population.

  15. Information processing systems, reasoning modules, and reasoning system design methods

    DOEpatents

    Hohimer, Ryan E.; Greitzer, Frank L.; Hampton, Shawn D.

    2016-08-23

    Information processing systems, reasoning modules, and reasoning system design methods are described. According to one aspect, an information processing system includes working memory comprising a semantic graph which comprises a plurality of abstractions, wherein the abstractions individually include an individual which is defined according to an ontology and a reasoning system comprising a plurality of reasoning modules which are configured to process different abstractions of the semantic graph, wherein a first of the reasoning modules is configured to process a plurality of abstractions which include individuals of a first classification type of the ontology and a second of the reasoning modules is configured to process a plurality of abstractions which include individuals of a second classification type of the ontology, wherein the first and second classification types are different.

  16. Information processing systems, reasoning modules, and reasoning system design methods

    DOEpatents

    Hohimer, Ryan E.; Greitzer, Frank L.; Hampton, Shawn D.

    2015-08-18

    Information processing systems, reasoning modules, and reasoning system design methods are described. According to one aspect, an information processing system includes working memory comprising a semantic graph which comprises a plurality of abstractions, wherein the abstractions individually include an individual which is defined according to an ontology and a reasoning system comprising a plurality of reasoning modules which are configured to process different abstractions of the semantic graph, wherein a first of the reasoning modules is configured to process a plurality of abstractions which include individuals of a first classification type of the ontology and a second of the reasoning modules is configured to process a plurality of abstractions which include individuals of a second classification type of the ontology, wherein the first and second classification types are different.

  17. Information processing systems, reasoning modules, and reasoning system design methods

    DOEpatents

    Hohimer, Ryan E; Greitzer, Frank L; Hampton, Shawn D

    2014-03-04

    Information processing systems, reasoning modules, and reasoning system design methods are described. According to one aspect, an information processing system includes working memory comprising a semantic graph which comprises a plurality of abstractions, wherein the abstractions individually include an individual which is defined according to an ontology and a reasoning system comprising a plurality of reasoning modules which are configured to process different abstractions of the semantic graph, wherein a first of the reasoning modules is configured to process a plurality of abstractions which include individuals of a first classification type of the ontology and a second of the reasoning modules is configured to process a plurality of abstractions which include individuals of a second classification type of the ontology, wherein the first and second classification types are different.

  18. Spatial and Visual Reasoning: Do These Abilities Improve in First-Year Veterinary Medical Students Exposed to an Integrated Curriculum?

    PubMed

    Gutierrez, J Claudio; Chigerwe, Munashe; Ilkiw, Jan E; Youngblood, Patricia; Holladay, Steven D; Srivastava, Sakti

    Spatial visualization ability refers to the human cognitive ability to form, retrieve, and manipulate mental models of spatial nature. Visual reasoning ability has been linked to spatial ability. There is currently limited information about how entry-level spatial and visual reasoning abilities may predict veterinary anatomy performance or may be enhanced with progression through the veterinary anatomy content in an integrated curriculum. The present study made use of two tests that measure spatial ability and one test that measures visual reasoning ability in veterinary students: Guay's Visualization of Views Test, adapted version (GVVT), the Mental Rotations Test (MRT), and Raven's Advanced Progressive Matrices Test, short form (RavenT). The tests were given to the entering class of veterinary students during their orientation week and at week 32 in the veterinary medical curriculum. Mean score on the MRT significantly increased from 15.2 to 20.1, and on the RavenT significantly increased from 7.5 to 8.8. When females only were evaluated, results were similar to the total class outcome; however, all three tests showed significant increases in mean scores. A positive correlation between the pre- and post-test scores was found for all three tests. The present results should be considered preliminary at best for associating anatomic learning in an integrated curriculum with spatial and visual reasoning abilities. Other components of the curriculum, for instance histology or physiology, could also influence the improved spatial visualization and visual reasoning test scores at week 32.

  19. Exploring the Impact of Formal Education on the Moral Reasoning Abilities of College Students

    ERIC Educational Resources Information Center

    Nather, Fatima

    2013-01-01

    The present study was to investigate the patterns of moral reasoning of a sample of college students at Kuwait University, and to examine the effect of education level upon their moral reasoning abilities. A sample of 90 college male students participated in this study. They ranged in age from 17-25. For the purpose of this study they were divided…

  20. Structure and coherence of reasoning ability in Down Syndrome adults and typically developing children.

    PubMed

    Natsopoulo, D; Christou, C; Koutselini, M; Raftopoulos, A; Karefillidou, C

    2002-01-01

    The present study investigates the ability of Down Syndrome (DS) adults to reason: (a) deductively with transitivity (linear and reverse relations) and categorical syllogisms (all-some relations); (b) inductively with classical verbal analogies and non-verbal analogical reasoning (Raven's Coloured Progressive Matrices); and (c) to retain information in short-term memory. The results have shown that: (i) The Down Syndrome adults did not differ from typically developing children, matched on expressive and verbal ability, in transitivity and non-verbal analogical thinking; (ii) they differed in categorical reasoning, classical verbal analogies and short-term memory. Application of a structural model demonstrated that, despite differences in slope means in the three measures, the structure of functioning within-and-across all domains of cognition tests and its growth pattern, equally reliable and coherent, goes in parallel for the Down Syndrome adults and the typically developing children. The results are discussed within the context of the two-group developmental and difference approach.

  1. The Abstraction Ability in Constructing Relation Within Triangles by The Seventh Grade Students of Junior High School

    NASA Astrophysics Data System (ADS)

    Annas, Suwardi; Djadir; Mutmainna Hasma, Sitti

    2018-01-01

    on is an activity to organize a mathematical concept that has been previously owned into a new mathematical structure. Activites in abstraction are recognizing, organizing and constructing. Recognizing is a process of identifying a mathematical structure that had existed before. Organizing is a process of using structural knowledge to be assembled into a solution of a problem and constructing is a process of organizing the characteristics of the object into a new structure that does not exist. In abstraction process, the students use attributes to address the object, including routine attribute, nonroutine attributes, and meaningless attributes. This research applied descriptive qualitative research which aimed to describe the abstraction ability of students from high, moderate, and low groups to construct a relation within triangle. In collecting the data, this research used students’ pre-ability math test, abstraction test, and guided interview. The sampling technique in this research was based on the students’ scores in pre-ability math test, which were divided into three groups. Two students from each group were opted as the subjects of this research. Questions of the test are based on the indicators of steps in abstraction activity. Thus, based on the data gained in this research, researcher determined the tendency of attributes used in each abstraction activity. The result of this research revealed that students from high, moderate and low groups were prone to use routine attributes in recognizing triangles. In organizing the characteristics within triangles, high group tended to organize the triangle correctly, while the moderate and low groups tended to organize the triangle incorrectly. In constructing relation within triangles, students in high, moderate and low groups construct it incompletely.

  2. Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities.

    PubMed

    Vilia, Paulo N; Candeias, Adelinda A; Neto, António S; Franco, Maria Da Glória S; Melo, Madalena

    2017-01-01

    Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in

  3. Cognitive Ability, Learning Approaches and Personality Correlates of General Knowledge

    ERIC Educational Resources Information Center

    Furnham, Adrian; Swami, Viren; Arteche, Adriane; Chamorro-Premuzic, Tomas

    2008-01-01

    The relationship between general knowledge (GK) and cognitive ability (IQ and abstract reasoning), learning approaches, and personality ("big five" traits and typical intellectual engagement) was investigated in a sample of 101 British undergraduates. As predicted, GK was positively correlated with cognitive ability (more so with IQ than…

  4. Developing Strategic and Reasoning Abilities with Computer Games at Primary School Level

    ERIC Educational Resources Information Center

    Bottino, R. M.; Ferlino, L.; Ott, M.; Tavella, M.

    2007-01-01

    The paper reports a small-scale, long-term pilot project designed to foster strategic and reasoning abilities in young primary school pupils by engaging them in a number of computer games, mainly those usually called mind games (brainteasers, puzzlers, etc.). In this paper, the objectives, work methodology, experimental setting, and tools used in…

  5. The effect of perceptual reasoning abilities on confrontation naming performance: An examination of three naming tests.

    PubMed

    Soble, Jason R; Marceaux, Janice C; Galindo, Juliette; Sordahl, Jeffrey A; Highsmith, Jonathan M; O'Rourke, Justin J F; González, David Andrés; Critchfield, Edan A; McCoy, Karin J M

    2016-01-01

    Confrontation naming tests are a common neuropsychological method of assessing language and a critical diagnostic tool in identifying certain neurodegenerative diseases; however, there is limited literature examining the visual-perceptual demands of these tasks. This study investigated the effect of perceptual reasoning abilities on three confrontation naming tests, the Boston Naming Test (BNT), Neuropsychological Assessment Battery (NAB) Naming Test, and Visual Naming Test (VNT) to elucidate the diverse cognitive functions underlying these tasks to assist with test selection procedures and increase diagnostic accuracy. A mixed clinical sample of 121 veterans were administered the BNT, NAB, VNT, and Wechsler Adult Intelligence Scale-4th Edition (WAIS-IV) Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI) as part of a comprehensive neuropsychological evaluation. Multiple regression indicated that PRI accounted for 23%, 13%, and 15% of the variance in BNT, VNT, and NAB scores, respectively, but dropped out as a significant predictor once VCI was added. Follow-up bootstrap mediation analyses revealed that PRI had a significant indirect effect on naming performance after controlling education, primary language, and severity of cognitive impairment, as well as the mediating effect of general verbal abilities for the BNT (B = 0.13; 95% confidence interval, CI [.07, .20]), VNT (B = 0.01; 95% CI [.002, .03]), and NAB (B = 0.03; 95% CI [.01, .06]). Findings revealed a complex relationship between perceptual reasoning abilities and confrontation naming that is mediated by general verbal abilities. However, when verbal abilities were statistically controlled, perceptual reasoning abilities were found to have a significant indirect effect on performance across all three confrontation naming measures with the largest effect noted with the BNT relative to the VNT and NAB Naming Test.

  6. An Exploration into the Use of Manipulatives to Develop Abstract Reasoning in an Introductory Science Course

    ERIC Educational Resources Information Center

    Fencl, Heidi; Butler, Angie Huenink

    2007-01-01

    Classical physics has a long history of using demonstrations and experiments to develop ideas in introductory courses. The purpose of this exploration is to examine the effectiveness of a desk-top activity for helping students develop abstract reasoning. In the pilot exploration, students in three laboratory sections of a single physics course…

  7. A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

    PubMed Central

    Gómez-Veiga, Isabel; Vila Chaves, José O.; Duque, Gonzalo; García Madruga, Juan A.

    2018-01-01

    Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school. PMID:29643823

  8. A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School.

    PubMed

    Gómez-Veiga, Isabel; Vila Chaves, José O; Duque, Gonzalo; García Madruga, Juan A

    2018-01-01

    Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.

  9. Profile of mathematical reasoning ability of 8th grade students seen from communicational ability, basic skills, connection, and logical thinking

    NASA Astrophysics Data System (ADS)

    Sumarsih; Budiyono; Indriati, D.

    2018-04-01

    This research aims to understand the students’ weaknesses in mathematical reasoning ability in junior secondary school. A set of multiple choice tests were used to measure this ability involve components mathematical communication, basic skills, connection, and logical thinking. A total of 259 respondents were determined by stratified cluster random sampling. Data were analyzed using one-way Anova test with Fobs = 109.5760 and F = 3.0000. The results show that students’ ability from schools with high National Exam in mathematics category was the best and followed by medium and low category. Mathematical connection is the most difficult component performed by students. In addition, most students also have difficulty in expressing ideas and developing logical arguments.

  10. Statistical Reasoning Ability, Self-Efficacy, and Value Beliefs in a University Statistics Course

    ERIC Educational Resources Information Center

    Olani, A.; Hoekstra, R.; Harskamp, E.; van der Werf, G.

    2011-01-01

    Introduction: The study investigated the degree to which students' statistical reasoning abilities, statistics self-efficacy, and perceived value of statistics improved during a reform based introductory statistics course. The study also examined whether the changes in these learning outcomes differed with respect to the students' mathematical…

  11. Applying temporal abstraction and case-based reasoning to predict approaching influenza waves.

    PubMed

    Schmidt, Rainer; Gierl, Lothar

    2002-01-01

    The goal of the TeCoMed project is to send early warnings against forthcoming waves or even epidemics of infectious diseases, especially of influenza, to interested practitioners, pharmacists etc. in the German federal state Mecklenburg-Western Pomerania. The forecast of these waves is based on written confirmations of unfitness for work of the main German health insurance company. Since influenza waves are difficult to predict because of their cyclic but not regular behaviour, statistical methods based on the computation of mean values are not helpful. Instead, we have developed a prognostic model that makes use of similar former courses. Our method combines Case-based Reasoning with Temporal Abstraction to decide whether early warning is appropriate.

  12. Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities

    PubMed Central

    Vilia, Paulo N.; Candeias, Adelinda A.; Neto, António S.; Franco, Maria Da Glória S.; Melo, Madalena

    2017-01-01

    Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students’ attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student’s attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls – 56.8% and 203 boys – 43.2%), aged 14–16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students’ quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student’s grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student

  13. The Precalculus Concept Assessment: A Tool for Assessing Students' Reasoning Abilities and Understandings

    ERIC Educational Resources Information Center

    Carlson, Marilyn; Oehrtman, Michael; Engelke, Nicole

    2010-01-01

    This article describes the development of the Precalculus Concept Assessment (PCA) instrument, a 25-item multiple-choice exam. The reasoning abilities and understandings central to precalculus and foundational for beginning calculus were identified and characterized in a series of research studies and are articulated in the PCA Taxonomy. These…

  14. The role of research-article writing motivation and self-regulatory strategies in explaining research-article abstract writing ability.

    PubMed

    Lin, Ming-Chia; Cheng, Yuh-Show; Lin, Sieh-Hwa; Hsieh, Pei-Jung

    2015-04-01

    The purpose of the study was to investigate the effects of research-article writing motivation and use of self-regulatory writing strategies in explaining second language (L2) research-article abstract writing ability, alongside the L2 literacy effect. Four measures were administered: a L2 literacy test, a research abstract performance assessment, and inventories of writing motivation and strategy. Participants were L2 graduate students in Taiwan (N=185; M age=25.8 yr., SD=4.5, range=22-53). Results of structural equation modeling showed a direct effect of motivation on research-article writing ability, but no direct effect of strategy or indirect effect of motivation via strategy on research-article writing ability, with L2 literacy controlled. The findings suggest research-article writing instruction should address writing motivation, besides L2 literacy.

  15. Assessing residual reasoning ability in overtly non-communicative patients using fMRI☆

    PubMed Central

    Hampshire, Adam; Parkin, Beth L.; Cusack, Rhodri; Espejo, Davinia Fernández; Allanson, Judith; Kamau, Evelyn; Pickard, John D.; Owen, Adrian M.

    2012-01-01

    It is now well established that some patients who are diagnosed as being in a vegetative state or a minimally conscious state show reliable signs of volition that may only be detected by measuring neural responses. A pertinent question is whether these patients are also capable of logical thought. Here, we validate an fMRI paradigm that can detect the neural fingerprint of reasoning processes and moreover, can confirm whether a participant derives logical answers. We demonstrate the efficacy of this approach in a physically non-communicative patient who had been shown to engage in mental imagery in response to simple auditory instructions. Our results demonstrate that this individual retains a remarkable capacity for higher cognition, engaging in the reasoning task and deducing logical answers. We suggest that this approach is suitable for detecting residual reasoning ability using neural responses and could readily be adapted to assess other aspects of cognition. PMID:24179769

  16. Qualitative Constraint Reasoning For Image Understanding

    NASA Astrophysics Data System (ADS)

    Perry, John L.

    1987-05-01

    Military planners and analysts are exceedingly concerned with increasing the effectiveness of command and control (C2) processes for battlefield management (BM). A variety of technical approaches have been taken in this effort. These approaches are intended to support and assist commanders in situation assessment, course of action generation and evaluation, and other C2 decision-making tasks. A specific task within this technology support includes the ability to effectively gather information concerning opposing forces and plan/replan tactical maneuvers. Much of the information that is gathered is image-derived, along with collateral data supporting this visual imagery. In this paper, we intend to describe a process called qualitative constraint reasoning (QCR) which is being developed as a mechanism for reasoning in the mid to high level vision domain. The essential element of QCR is the abstraction process. One of the factors that is unique to QCR is the level at which the abstraction process occurs relative to the problem domain. The computational mechanisms used in QCR belong to a general class of problem called the consistent labeling problem. The success of QCR is its ability to abstract out from a visual domain a structure appropriate for applying the labeling procedure. An example will be given that will exemplify the abstraction process for a battlefield management application. Exploratory activities are underway for investigating the suitability of QCR approach for the battlefield scenario. Further research is required to investigate the utility of QCR in a more complex battlefield environment.

  17. Intuitive reasoning about abstract and familiar physics problems

    NASA Technical Reports Server (NTRS)

    Kaiser, Mary Kister; Jonides, John; Alexander, Joanne

    1986-01-01

    Previous research has demonstrated that many people have misconceptions about basic properties of motion. Two experiments examined whether people are more likely to produce dynamically correct predictions about basic motion problems involving situations with which they are familiar, and whether solving such problems enhances performance on a subsequent abstract problem. In experiment 1, college students were asked to predict the trajectories of objects exiting a curved tube. Subjects were more accurate on the familiar version of the problem, and there was no evidence of transfer to the abstract problem. In experiment 2, two familiar problems were provided in an attempt to enhance subjects' tendency to extract the general structure of the problems. Once again, they gave more correct responses to the familiar problems but failed to generalize to the abstract problem. Formal physics training was associated with correct predictions for the abstract problem but was unrelated to performance on the familiar problems.

  18. Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1981 (Vol. 42 Nos. 1 through 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 29 titles deal with a vareity of topics, including the following: (1) the interrelationship of reading and writing in the composing process; (2) the relationship between composition teachers' ability to write and the writing…

  19. Enhancing inferential abilities in adolescence: new hope for students in poverty

    PubMed Central

    Gamino, Jacquelyn F.; Motes, Michael M.; Riddle, Russell; Lyon, G. Reid; Spence, Jeffrey S.; Chapman, Sandra B.

    2014-01-01

    The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist reasoning and fact recall ability in 556 public middle school students (grades seven and eight), vs. a sample of 357 middle school students who served as a comparison group, to determine if changes in gist reasoning and fact recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist reasoning varied as a function of gender and grade level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist reasoning after training regardless of socioeconomic status (SES). There were no significant increases in gist reasoning or fact recall ability for the 357 middle school students who served as a comparison group. We postulate that cognitive training in middle school is efficacious for improving gist reasoning ability and fact recall in students from all socioeconomic levels. PMID:25505393

  20. Enhancing inferential abilities in adolescence: new hope for students in poverty.

    PubMed

    Gamino, Jacquelyn F; Motes, Michael M; Riddle, Russell; Lyon, G Reid; Spence, Jeffrey S; Chapman, Sandra B

    2014-01-01

    The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist reasoning and fact recall ability in 556 public middle school students (grades seven and eight), vs. a sample of 357 middle school students who served as a comparison group, to determine if changes in gist reasoning and fact recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist reasoning varied as a function of gender and grade level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist reasoning after training regardless of socioeconomic status (SES). There were no significant increases in gist reasoning or fact recall ability for the 357 middle school students who served as a comparison group. We postulate that cognitive training in middle school is efficacious for improving gist reasoning ability and fact recall in students from all socioeconomic levels.

  1. Much ado about aha!: Insight problem solving is strongly related to working memory capacity and reasoning ability.

    PubMed

    Chuderski, Adam; Jastrzębski, Jan

    2018-02-01

    A battery comprising 4 fluid reasoning tests as well as 13 working memory (WM) tasks that involved storage, recall, updating, binding, and executive control, was applied to 318 adults in order to evaluate the true relationship of reasoning ability and WM capacity (WMC) to insight problem solving, measured using 40 verbal, spatial, math, matchstick, and remote associates problems (insight problems). WMC predicted 51.8% of variance in insight problem solving and virtually explained its almost isomorphic link to reasoning ability (84.6% of shared variance). The strong link between WMC and insight pertained generally to most WM tasks and insight problems, was identical for problems solved with and without reported insight, was linear throughout the ability levels, and was not mediated by age, motivation, anxiety, psychoticism, and openness to experience. In contrast to popular views on the sudden and holistic nature of insight, the solving of insight problems results primarily from typical operations carried out by the basic WM mechanisms that are responsible for the maintenance, retrieval, transformation, and control of information in the broad range of intellectual tasks (including fluid reasoning). Little above and beyond WM is unique about insight. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  2. Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 37 titles deal with a variety of topics, including the following: (1) composing strategies used by college freshmen; (2) three methods of assessment of writing ability; (3) one child's growth in writing; (4) the relationship…

  3. Detecting Edges in Images by Use of Fuzzy Reasoning

    NASA Technical Reports Server (NTRS)

    Dominguez, Jesus A.; Klinko, Steve

    2003-01-01

    A method of processing digital image data to detect edges includes the use of fuzzy reasoning. The method is completely adaptive and does not require any advance knowledge of an image. During initial processing of image data at a low level of abstraction, the nature of the data is indeterminate. Fuzzy reasoning is used in the present method because it affords an ability to construct useful abstractions from approximate, incomplete, and otherwise imperfect sets of data. Humans are able to make some sense of even unfamiliar objects that have imperfect high-level representations. It appears that to perceive unfamiliar objects or to perceive familiar objects in imperfect images, humans apply heuristic algorithms to understand the images

  4. A prognostic model for temporal courses that combines temporal abstraction and case-based reasoning.

    PubMed

    Schmidt, Rainer; Gierl, Lothar

    2005-03-01

    Since clinical management of patients and clinical research are essentially time-oriented endeavours, reasoning about time has become a hot topic in medical informatics. Here we present a method for prognosis of temporal courses, which combines temporal abstractions with case-based reasoning. It is useful for application domains where neither well-known standards, nor known periodicity, nor a complete domain theory exist. We have used our method in two prognostic applications. The first one deals with prognosis of the kidney function for intensive care patients. The idea is to elicit impairments on time, especially to warn against threatening kidney failures. Our second application deals with a completely different domain, namely geographical medicine. Its intention is to compute early warnings against approaching infectious diseases, which are characterised by irregular cyclic occurrences. So far, we have applied our program on influenza and bronchitis. In this paper, we focus on influenza forecast and show first experimental results.

  5. A grounded theory of abstraction in artificial intelligence.

    PubMed Central

    Zucker, Jean-Daniel

    2003-01-01

    In artificial intelligence, abstraction is commonly used to account for the use of various levels of details in a given representation language or the ability to change from one level to another while preserving useful properties. Abstraction has been mainly studied in problem solving, theorem proving, knowledge representation (in particular for spatial and temporal reasoning) and machine learning. In such contexts, abstraction is defined as a mapping between formalisms that reduces the computational complexity of the task at stake. By analysing the notion of abstraction from an information quantity point of view, we pinpoint the differences and the complementary role of reformulation and abstraction in any representation change. We contribute to extending the existing semantic theories of abstraction to be grounded on perception, where the notion of information quantity is easier to characterize formally. In the author's view, abstraction is best represented using abstraction operators, as they provide semantics for classifying different abstractions and support the automation of representation changes. The usefulness of a grounded theory of abstraction in the cartography domain is illustrated. Finally, the importance of explicitly representing abstraction for designing more autonomous and adaptive systems is discussed. PMID:12903672

  6. A grounded theory of abstraction in artificial intelligence.

    PubMed

    Zucker, Jean-Daniel

    2003-07-29

    In artificial intelligence, abstraction is commonly used to account for the use of various levels of details in a given representation language or the ability to change from one level to another while preserving useful properties. Abstraction has been mainly studied in problem solving, theorem proving, knowledge representation (in particular for spatial and temporal reasoning) and machine learning. In such contexts, abstraction is defined as a mapping between formalisms that reduces the computational complexity of the task at stake. By analysing the notion of abstraction from an information quantity point of view, we pinpoint the differences and the complementary role of reformulation and abstraction in any representation change. We contribute to extending the existing semantic theories of abstraction to be grounded on perception, where the notion of information quantity is easier to characterize formally. In the author's view, abstraction is best represented using abstraction operators, as they provide semantics for classifying different abstractions and support the automation of representation changes. The usefulness of a grounded theory of abstraction in the cartography domain is illustrated. Finally, the importance of explicitly representing abstraction for designing more autonomous and adaptive systems is discussed.

  7. The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

    NASA Astrophysics Data System (ADS)

    James, Mark Charles

    Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson

  8. Reasoning and dyslexia: is visual memory a compensatory resource?

    PubMed

    Bacon, Alison M; Handley, Simon J

    2014-11-01

    Effective reasoning is fundamental to problem solving and achievement in education and employment. Protocol studies have previously suggested that people with dyslexia use reasoning strategies based on visual mental representations, whereas non-dyslexics use abstract verbal strategies. This research presents converging evidence from experimental and individual differences perspectives. In Experiment 1, dyslexic and non-dyslexic participants were similarly accurate on reasoning problems, but scores on a measure of visual memory ability only predicted reasoning accuracy for dyslexics. In Experiment 2, a secondary task loaded visual memory resources during concurrent reasoning. Dyslexics were significantly less accurate when reasoning under conditions of high memory load and showed reduced ability to subsequently recall the visual stimuli, suggesting that the memory and reasoning tasks were competing for the same visual cognitive resource. The results are consistent with an explanation based on limitations in the verbal and executive components of working memory in dyslexia and the use of compensatory visual strategies for reasoning. There are implications for cognitive activities that do not readily support visual thinking, whether in education, employment or less formal everyday settings. Copyright © 2014 John Wiley & Sons, Ltd.

  9. An Examination of Juveniles' Miranda Abilities: Investigating Differences in Miranda Recall and Reasoning.

    PubMed

    Rogers, Richard; Steadham, Jennifer A; Carter, Rachel M; Henry, Sarah A; Drogin, Eric Y; Robinson, Emily V

    2016-07-01

    Juvenile suspects are routinely expected to possess an accurate recall of written or oral Miranda warnings. This study addresses the Miranda-related comprehension recall and reasoning of legally involved juveniles. It is the first juvenile research to compare systematically two levels of complexity for Miranda warnings with the three modalities (oral, written, or combined) of administration. Unexpectedly, easily read written warnings marginally outperformed the combined modality. In order to examine Miranda reasoning, three juvenile groups were operationalized: impaired, questionable, and likely adequate. Predictably, the impaired and questionable groups possessed significantly lower verbal abilities than the likely-adequate reasoning group. In addition, the likely-adequate group exhibited the strongest appreciation of the adversarial context in which Miranda waiver decisions are rendered. The discussion addresses the marked disparities in Miranda recall from a total recall versus component-by-component understanding of Miranda rights. It also considers more generally how crucially important Miranda misconceptions might be remedied. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  10. Early Maternal Employment and Children's Vocabulary and Inductive Reasoning Ability: A Dynamic Approach

    ERIC Educational Resources Information Center

    Kühhirt, Michael; Klein, Markus

    2018-01-01

    This study investigates the relationship between early maternal employment history and children's vocabulary and inductive reasoning ability at age 5, drawing on longitudinal information on 2,200 children from the Growing Up in Scotland data. Prior research rarely addresses dynamics in maternal employment and the methodological ramifications of…

  11. THE REASONING METHODS AND REASONING ABILITY IN NORMAL AND MENTALLY RETARDED GIRLS AND THE REASONING ABILITY OF NORMAL AND MENTALLY RETARDED BOYS AND GIRLS.

    ERIC Educational Resources Information Center

    CAPOBIANCO, RUDOLPH J.; AND OTHERS

    A STUDY WAS MADE TO ESTABLISH AND ANALYZE THE METHODS OF SOLVING INDUCTIVE REASONING PROBLEMS BY MENTALLY RETARDED CHILDREN. THE MAJOR OBJECTIVES WERE--(1) TO EXPLORE AND DESCRIBE REASONING IN MENTALLY RETARDED CHILDREN, (2) TO COMPARE THEIR METHODS WITH THOSE UTILIZED BY NORMAL CHILDREN OF APPROXIMATELY THE SAME MENTAL AGE, (3) TO EXPLORE THE…

  12. Reasoning Abilities in Primary School: A Pilot Study on Poor Achievers vs. Normal Achievers in Computer Game Tasks

    ERIC Educational Resources Information Center

    Dagnino, Francesca Maria; Ballauri, Margherita; Benigno, Vincenza; Caponetto, Ilaria; Pesenti, Elia

    2013-01-01

    This paper presents the results of preliminary research on the assessment of reasoning abilities in primary school poor achievers vs. normal achievers using computer game tasks. Subjects were evaluated by means of cognitive assessment on logical abilities and academic skills. The aim of this study is to better understand the relationship between…

  13. Cognitive Gains from Gist Reasoning Training in Adolescents with Chronic-Stage Traumatic Brain Injury

    PubMed Central

    Cook, Lori G.; Chapman, Sandra B.; Elliott, Alan C.; Evenson, Nellie N.; Vinton, Kami

    2014-01-01

    Adolescents with traumatic brain injury (TBI) typically demonstrate good recovery of previously acquired skills. However, higher-order and later emergent cognitive functions are often impaired and linked to poor outcomes in academic and social/behavioral domains. Few control trials exist that test cognitive treatment effectiveness at chronic recovery stages. The current pilot study compared the effects of two forms of cognitive training, gist reasoning (top-down) versus rote memory learning (bottom-up), on ability to abstract meanings, recall facts, and utilize core executive functions (i.e., working memory, inhibition) in 20 adolescents (ages 12–20) who were 6 months or longer post-TBI. Participants completed eight 45-min sessions over 1 month. After training, the gist reasoning group (n = 10) exhibited significant improvement in ability to abstract meanings and increased fact recall. This group also showed significant generalizations to untrained executive functions of working memory and inhibition. The memory training group (n = 10) failed to show significant gains in ability to abstract meaning or on other untrained specialized executive functions, although improved fact recall approached significance. These preliminary results suggest that relatively short-term training (6 h) utilizing a top-down reasoning approach is more effective than a bottom-up rote learning approach in achieving gains in higher-order cognitive abilities in adolescents at chronic stages of TBI. These findings need to be replicated in a larger study; nonetheless, the preliminary data suggest that traditional cognitive intervention schedules need to extend to later-stage training opportunities. Chronic-stage, higher-order cognitive trainings may serve to elevate levels of cognitive performance in adolescents with TBI. PMID:24966850

  14. A Video-Based Measure of Preservice Teachers' Abilities to Predict Elementary Students' Scientific Reasoning

    ERIC Educational Resources Information Center

    Akerson, Valarie L.; Carter, Ingrid S.; Park Rogers, Meredith A.; Pongsanon, Khemmawadee

    2018-01-01

    In this mixed methods study, the researchers developed a video-based measure called a "Prediction Assessment" to determine preservice elementary teachers' abilities to predict students' scientific reasoning. The instrument is based on teachers' need to develop pedagogical content knowledge for teaching science. Developing a knowledge…

  15. Student reasoning about ratio and proportion in introductory physics

    NASA Astrophysics Data System (ADS)

    Boudreaux, Andrew

    2012-02-01

    To many students, introductory physics must seem a fast-moving parade of abstract and somewhat mysterious quantities. Most such quantities are rooted in proportional reasoning. Using ratio, physicists construct the force experienced by a unit charge, and attach the name electric field, or characterize a motion with the velocity change that occurs in a unit time. While physicists reason about these ratios without conscious effort, students tend to resort to memorized algorithms, and at times struggle to match the appropriate algorithm to the situation encountered. Although the term ``proportional reasoning'' is prevalent, skill in reasoning with these ratio quantities is neither acquired nor applied as a single cognitive entity. Expert ability seems to be characterized by the intentional use of a variety of components, or elements of proportional reasoning, by a fluency in shifting from one component to another, and by a skill in selecting from among these components. Based on this perspective, it is natural to expect students to develop proportional reasoning ability in fits and starts as various facets are acquired and integrated into existing understandings. In an ongoing collaboration between Western Washington University, New Mexico State University, and Rutgers, we are attempting to map the rich cognitive terrain of proportional reasoning, and to use our findings to guide the design of instruction that develops fluency. This talk will present a provisional set of proportional reasoning components, along with research tasks that have been developed to measure student ability along these components. Student responses will be presented as evidence of specific modes of thinking. The talk will conclude with a brief outline of our approach to improving student understanding.

  16. Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

    NASA Astrophysics Data System (ADS)

    Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

    2018-05-01

    The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

  17. Early Maternal Employment and Children's Vocabulary and Inductive Reasoning Ability: A Dynamic Approach.

    PubMed

    Kühhirt, Michael; Klein, Markus

    2018-03-01

    This study investigates the relationship between early maternal employment history and children's vocabulary and inductive reasoning ability at age 5, drawing on longitudinal information on 2,200 children from the Growing Up in Scotland data. Prior research rarely addresses dynamics in maternal employment and the methodological ramifications of time-variant confounding. The present study proposes various measures to capture duration, timing, and stability of early maternal employment and uses inverse probability of treatment weighting to control for time-variant confounders that may partially mediate the effect of maternal employment on cognitive scores. The findings suggest only modest differences in the above ability measures between children who have been exposed to very different patterns of eary maternal employment, but with similar observed covariate history. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  18. LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY.

    PubMed

    Bird, Lillian

    2010-03-01

    Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed.

  19. LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY

    PubMed Central

    Bird, Lillian

    2010-01-01

    Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students’ cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed. PMID:21373364

  20. A neurocomputational system for relational reasoning.

    PubMed

    Knowlton, Barbara J; Morrison, Robert G; Hummel, John E; Holyoak, Keith J

    2012-07-01

    The representation and manipulation of structured relations is central to human reasoning. Recent work in computational modeling and neuroscience has set the stage for developing more detailed neurocomputational models of these abilities. Several key neural findings appear to dovetail with computational constraints derived from a model of analogical processing, 'Learning and Inference with Schemas and Analogies' (LISA). These include evidence that (i) coherent oscillatory activity in the gamma and theta bands enables long-distance communication between the prefrontal cortex and posterior brain regions where information is stored; (ii) neurons in prefrontal cortex can rapidly learn to represent abstract concepts; (iii) a rostral-caudal abstraction gradient exists in the PFC; and (iv) the inferior frontal gyrus exerts inhibitory control over task-irrelevant information. Copyright © 2012. Published by Elsevier Ltd.

  1. Measurement of Spatial Ability: Construction and Validation of the Spatial Reasoning Instrument for Middle School Students

    ERIC Educational Resources Information Center

    Ramful, Ajay; Lowrie, Thomas; Logan, Tracy

    2017-01-01

    This article describes the development and validation of a newly designed instrument for measuring the spatial ability of middle school students (11-13 years old). The design of the Spatial Reasoning Instrument (SRI) is based on three constructs (mental rotation, spatial orientation, and spatial visualization) and is aligned to the type of spatial…

  2. The Predictive Power of Fifth Graders' Learning Styles on Their Mathematical Reasoning and Spatial Ability

    ERIC Educational Resources Information Center

    Danisman, Sahin; Erginer, Ergin

    2017-01-01

    The purpose of this study was to examine fifth graders' mathematical reasoning and spatial ability, to identify a correlation with their learning styles, and to determine the predictive power of their learning styles on their mathematical learning profiles. This causal study was conducted with 97 fifth graders (60 females, 61.9% and 37 males,…

  3. LETTERS AND COMMENTS: Comment on 'The effects of students' reasoning abilities on conceptual understanding and problem-solving skills in introductory mechanics'

    NASA Astrophysics Data System (ADS)

    Coletta, Vincent P.; Phillips, Jeffrey A.; Savinainen, Antti; Steinert, Jeffrey J.

    2008-09-01

    In a recent article, Ates and Cataloglu (2007 Eur. J. Phys. 28 1161-71), in analysing results for a course in introductory mechanics for prospective science teachers, found no statistically significant correlation between students' pre-instruction scores on the Lawson classroom test of scientific reasoning ability (CTSR) and post-instruction scores on the force concept inventory (FCI). As a possible explanation, the authors suggest that the FCI does not probe for skills required to determine reasoning abilities. Our previously published research directly contradicts the authors' finding. We summarize our research and present a likely explanation for their observation of no correlation.

  4. Does Marketing Attract Less Ethical Students? An Assessment of the Moral Reasoning Ability of Undergraduate Marketing Students

    ERIC Educational Resources Information Center

    Herington, Carmel; Weaven, Scott

    2007-01-01

    This article assesses the level of moral reasoning ability (MRA) of undergraduate marketing students and compares the results with the MRA of students in a range of other business disciplines. The aim was to determine if marketing attracts individuals who have a greater predisposition to unethical behaviors given that marketing is often reported…

  5. Extended abstract: Managing disjunction for practical temporal reasoning

    NASA Technical Reports Server (NTRS)

    Boddy, Mark; Schrag, Bob; Carciofini, Jim

    1992-01-01

    One of the problems that must be dealt with in either a formal or implemented temporal reasoning system is the ambiguity arising from uncertain information. Lack of precise information about when events happen leads to uncertainty regarding the effects of those events. Incomplete information and nonmonotonic inference lead to situations where there is more than one set of possible inferences, even when there is no temporal uncertainty at all. In an implemented system, this ambiguity is a computational problem as well as a semantic one. In this paper, we discuss some of the sources of this ambiguity, which we will treat as explicit disjunction, in the sense that ambiguous information can be interpreted as defining a set of possible inferences. We describe the application of three techniques for managing disjunction in an implementation of Dean's Time Map Manager. Briefly, the disjunction is either: removed by limiting the expressive power of the system, or approximated by a weaker form of representation that subsumes the disjunction. We use a combination of these methods to implement an expressive and efficient temporal reasoning engine that performs sound inference in accordance with a well-defined formal semantics.

  6. Education and Training that Meets the Needs of Small Business: List of 198 Studies with Abstracts and Reasons for Exclusion. Support Document

    ERIC Educational Resources Information Center

    Dawe, Susan; Naidu, Radhika; Harris, Lee-Ann

    2007-01-01

    This document lists 198 studies with abstracts and reasons for exclusion in support of the main report, "Education and Training that Meets the Needs of Small Business: A Systematic Review of Research" (ED499699). [This work has been produced with funding provided through the Australian Department of Education, Science and Training. For a…

  7. Formal Reasoning Skills of Secondary School Students as Related to Gender, Age, School Type and Learning Abilities.

    ERIC Educational Resources Information Center

    Shemesh, Michal; Lazarowitz, Reuven

    This study investigated: (1) whether boys and girls master formal reasoning tasks to the same degree at the same age; (2) if the variance of boys' and girls' performance in formal tasks could be predicted by the same cognitive learning abilities; and (3) what are the main and interactional effects of age, sex, and school type on the variance of…

  8. Internal Structure and Partial Invariance across Gender in the Spanish Version of the Reasoning Test Battery.

    PubMed

    Elosua, Paula; Mujika, Josu

    2015-10-13

    The Reasoning Test Battery (BPR) is an instrument built on theories of the hierarchical organization of cognitive abilities and therefore consists of different tasks related with abstract, numerical, verbal, practical, spatial and mechanical reasoning. It was originally created in Belgium and later adapted to Portuguese. There are three forms of the battery consisting of different items and scales which cover an age range from 9 to 22. This paper focuses on the adaptation of the BPR to Spanish, and analyzes different aspects of its internal structure: (a) exploratory item factor analysis was applied to assess the presence of a dominant factor for each partial scale; (b) the general underlined model was evaluated through confirmatory factor analysis, and (c) factorial invariance across gender was studied. The sample consisted of 2624 Spanish students. The results concluded the presence of a general factor beyond the scales, with equivalent values for men and women, and gender differences in the factorial structure which affect the numerical reasoning, abstract reasoning and mechanical reasoning scales.

  9. Irrelevance Reasoning in Knowledge Based Systems

    NASA Technical Reports Server (NTRS)

    Levy, A. Y.

    1993-01-01

    This dissertation considers the problem of reasoning about irrelevance of knowledge in a principled and efficient manner. Specifically, it is concerned with two key problems: (1) developing algorithms for automatically deciding what parts of a knowledge base are irrelevant to a query and (2) the utility of relevance reasoning. The dissertation describes a novel tool, the query-tree, for reasoning about irrelevance. Based on the query-tree, we develop several algorithms for deciding what formulas are irrelevant to a query. Our general framework sheds new light on the problem of detecting independence of queries from updates. We present new results that significantly extend previous work in this area. The framework also provides a setting in which to investigate the connection between the notion of irrelevance and the creation of abstractions. We propose a new approach to research on reasoning with abstractions, in which we investigate the properties of an abstraction by considering the irrelevance claims on which it is based. We demonstrate the potential of the approach for the cases of abstraction of predicates and projection of predicate arguments. Finally, we describe an application of relevance reasoning to the domain of modeling physical devices.

  10. The Abstraction Process of Limit Knowledge

    ERIC Educational Resources Information Center

    Sezgin Memnun, Dilek; Aydin, Bünyamin; Özbilen, Ömer; Erdogan, Günes

    2017-01-01

    The RBC+C abstraction model is an effective model in mathematics education because it gives the opportunity to analyze research data through cognitive actions. For this reason, we aim to examine the abstraction process of the limit knowledge of two volunteer participant students using the RBC+C abstraction model. With this aim, the students'…

  11. Reasoning and dyslexia: a spatial strategy may impede reasoning with visually rich information.

    PubMed

    Bacon, Alison M; Handley, Simon J; McDonald, Emma L

    2007-02-01

    Bacon, Handley, and Newstead (2003, 2004), have presented evidence for individual differences in reasoning strategies, with most people seeming to represent and manipulate problem information using either a verbal or a spatial strategy. There is also evidence that individuals with dyslexia are inclined to conceptualise information in a visuo-spatial, rather than a verbal, way (e.g. von Károlyi et al., 2003). If so, we might expect a higher proportion of individuals with dyslexia to be spatial reasoners, compared with individuals who do not have dyslexia. The study reported here directly compared strategies reported by these two groups of participants on a syllogistic reasoning task. Moreover, problem content was manipulated so that reasoning across concrete and abstract materials could be compared. The findings suggest that whilst most individuals without dyslexia use a verbal strategy, reasoners with dyslexia do tend to adopt a spatial approach, though their performance is impaired with visually concrete materials. However, when reasoning with more abstract content, they perform comparably with non-dyslexic controls. The paper discusses these results in the light of recent research which has suggested that visual images may impede reasoning, and considers how individuals with dyslexia may differ from other reasoners.

  12. Analysis of students’ mathematical reasoning

    NASA Astrophysics Data System (ADS)

    Sukirwan; Darhim; Herman, T.

    2018-01-01

    The reasoning is one of the mathematical abilities that have very complex implications. This complexity causes reasoning including abilities that are not easily attainable by students. Similarly, studies dealing with reason are quite diverse, primarily concerned with the quality of mathematical reasoning. The objective of this study was to determine the quality of mathematical reasoning based perspective Lithner. Lithner looked at how the environment affects the mathematical reasoning. In this regard, Lithner made two perspectives, namely imitative reasoning and creative reasoning. Imitative reasoning can be memorized and algorithmic reasoning. The Result study shows that although the students generally still have problems in reasoning. Students tend to be on imitative reasoning which means that students tend to use a routine procedure when dealing with reasoning. It is also shown that the traditional approach still dominates on the situation of students’ daily learning.

  13. Abstract Reasoning Ability as a Predictor of Vocational Success of Adult Retardates

    ERIC Educational Resources Information Center

    Bolton, Brian; Sugent, Elaine

    1974-01-01

    Validity of the Attitudes Toward Work and Money Questionnaire as a predictor of vocational adjustment for mentally retarded adults who were clients of an intensive rehabilitation program was assessed. (Author/RC)

  14. Spatial Reasoning and Adults.

    ERIC Educational Resources Information Center

    La Pierre, Sharon D.; Fellenz, Robert A.

    This monograph contains two studies in which the notion of intelligence as one general basic ability is rejected and in its place is posited the existence of a specific type of mental ability described as "spatial intelligence.""Spatial Reasoning and Its Measurement" investigates the process of spatial reasoning in the adult through an analysis of…

  15. Abstraction and reformulation in artificial intelligence.

    PubMed Central

    Holte, Robert C.; Choueiry, Berthe Y.

    2003-01-01

    This paper contributes in two ways to the aims of this special issue on abstraction. The first is to show that there are compelling reasons motivating the use of abstraction in the purely computational realm of artificial intelligence. The second is to contribute to the overall discussion of the nature of abstraction by providing examples of the abstraction processes currently used in artificial intelligence. Although each type of abstraction is specific to a somewhat narrow context, it is hoped that collectively they illustrate the richness and variety of abstraction in its fullest sense. PMID:12903653

  16. Abstraction and reformulation in artificial intelligence.

    PubMed

    Holte, Robert C; Choueiry, Berthe Y

    2003-07-29

    This paper contributes in two ways to the aims of this special issue on abstraction. The first is to show that there are compelling reasons motivating the use of abstraction in the purely computational realm of artificial intelligence. The second is to contribute to the overall discussion of the nature of abstraction by providing examples of the abstraction processes currently used in artificial intelligence. Although each type of abstraction is specific to a somewhat narrow context, it is hoped that collectively they illustrate the richness and variety of abstraction in its fullest sense.

  17. Characteristics of gray matter morphological change in Parkinson's disease patients with semantic abstract reasoning deficits.

    PubMed

    Wang, Li; Nie, Kun; Zhao, Xin; Feng, Shujun; Xie, Sifen; He, Xuetao; Ma, Guixian; Wang, Limin; Huang, Zhiheng; Huang, Biao; Zhang, Yuhu; Wang, Lijuan

    2018-04-23

    Semantic abstract reasoning(SAR) is an important executive domain that is involved in semantic information processing and enables one to make sense of the attributes of objects, facts and concepts in the world. We sought to investigate whether Parkinson's disease subjects(PDs) have difficulty in SAR and to examine the associated pattern of gray matter morphological changes. Eighty-six PDs and 30 healthy controls were enrolled. PDs were grouped into PD subjects with Similarities preservation(PDSP, n = 62) and PD subjects with Similarities impairment(PDSI, n = 24)according to their performance on the Similarities subtest of the Wechsler Adult Intelligence Scale. Brain structural images were captured with a 3T MRI scanner. Surface-based investigation of cortical thickness and automated segmentation of deep gray matter were conducted using FreeSurfer software. PDs performed notably worse on the Similarities test than controls(F = 13.56, P < 0.001).In the PDSI group, cortical thinning associated with Similarities scores was found in the left superior frontal, left superior parietal and left rostral middle frontal regions. Notable atrophy of the bilateral hippocampi was observed, but only the right hippocampus volume was positively correlated with the Similarities scores of the PDSI group. PDs have difficulty in SAR, and this limitation may be associated with impaired conceptual abstraction and generalization along with semantic memory deficits. Cortical thinning in the left frontal and parietal regions and atrophy in the right hippocampus may explain these impairments among Chinese PDs. Copyright © 2017 Elsevier B.V. All rights reserved.

  18. Explicitly Targeting Pre-Service Teacher Scientific Reasoning Abilities and Understanding of Nature of Science through an Introductory Science Course

    ERIC Educational Resources Information Center

    Koenig, Kathleen; Schen, Melissa; Bao, Lei

    2012-01-01

    Development of a scientifically literate citizenry has become a national focus and highlights the need for K-12 students to develop a solid foundation of scientific reasoning abilities and an understanding of nature of science, along with appropriate content knowledge. This implies that teachers must also be competent in these areas; but…

  19. The Development of Geometri Teaching Materials Based on Constructivism to Improve the Students' Mathematic Reasoning Ability through Cooperative Learing Jigsaw at the Class VIII of SMP Negeri 3 Padangsidimpuan

    ERIC Educational Resources Information Center

    Dewi, Izwita; Harahap, Muhammad Syahri

    2016-01-01

    The purposes of this research were to know the validity, practicality, and effectivity of geometrical learning material based on the constructivism to Increase students' mathematic reasoning ability and increasing students' mathematic reasoning ability by using learning material at the grade VIII of SMP Negeri 3 Padangsidimpuan. Type of the…

  20. The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.

    PubMed

    Walker, Caren M; Bridgers, Sophie; Gopnik, Alison

    2016-11-01

    We explore the developmental trajectory and underlying mechanisms of abstract relational reasoning. We describe a surprising developmental pattern: Younger learners are better than older ones at inferring abstract causal relations. Walker and Gopnik (2014) demonstrated that toddlers are able to infer that an effect was caused by a relation between two objects (whether they are the same or different), rather than by individual kinds of objects. While these findings are consistent with evidence that infants recognize same-different relations, they contrast with a large literature suggesting that older children tend to have difficulty inferring these relations. Why might this be? In Experiment 1a, we demonstrate that while younger children (18-30-month-olds) have no difficulty learning these relational concepts, older children (36-48-month-olds) fail to draw this abstract inference. Experiment 1b replicates the finding with 18-30-month-olds using a more demanding intervention task. Experiment 2 tests whether this difference in performance might be because older children have developed the general hypothesis that individual kinds of objects are causal - the high initial probability of this alternative hypothesis might override the data that favors the relational hypothesis. Providing additional information falsifying the alternative hypothesis improves older children's performance. Finally, Experiment 3 demonstrates that prompting for explanations during learning also improves performance, even without any additional information. These findings are discussed in light of recent computational and algorithmic theories of learning. Copyright © 2016 Elsevier B.V. All rights reserved.

  1. Scientific reasoning abilities of nonscience majors in physics-based courses

    NASA Astrophysics Data System (ADS)

    Moore, J. Christopher; Rubbo, Louis J.

    2012-06-01

    We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

  2. Finding Feasible Abstract Counter-Examples

    NASA Technical Reports Server (NTRS)

    Pasareanu, Corina S.; Dwyer, Matthew B.; Visser, Willem; Clancy, Daniel (Technical Monitor)

    2002-01-01

    A strength of model checking is its ability to automate the detection of subtle system errors and produce traces that exhibit those errors. Given the high computational cost of model checking most researchers advocate the use of aggressive property-preserving abstractions. Unfortunately, the more aggressively a system is abstracted the more infeasible behavior it will have. Thus, while abstraction enables efficient model checking it also threatens the usefulness of model checking as a defect detection tool, since it may be difficult to determine whether a counter-example is feasible and hence worth developer time to analyze. We have explored several strategies for addressing this problem by extending an explicit-state model checker, Java PathFinder (JPF), to search for and analyze counter-examples in the presence of abstractions. We demonstrate that these techniques effectively preserve the defect detection ability of model checking in the presence of aggressive abstraction by applying them to check properties of several abstracted multi-threaded Java programs. These new capabilities are not specific to JPF and can be easily adapted to other model checking frameworks; we describe how this was done for the Bandera toolset.

  3. The Effects of 3-Dimensional CADD Modeling on the Development of the Spatial Ability of Technology Education Students

    ERIC Educational Resources Information Center

    Basham, K. Lynn; Kotrlik, Joe W.

    2008-01-01

    Spatial abilities are fundamental to human functioning in the physical world. Spatial reasoning allows people to use concepts of shape, features, and relationships in both concrete and abstract ways, to make and use things in the world, to navigate, and to communicate. Surgeons, pilots, architects, engineers, mechanics, builders, farmers, trades…

  4. Educational strategies for improving clinical reasoning.

    PubMed

    Cutrer, William B; Sullivan, William M; Fleming, Amy E

    2013-10-01

    Clinical reasoning serves as a crucial skill for all physicians regardless of their area of expertise. Helping trainees develop effective and appropriate clinical reasoning abilities is a central aim of medical education. Teaching clinical reasoning however can be a very difficult challenge for practicing physicians. Better understanding of the different cognitive processes involved in physician clinical reasoning provides a foundation from which to guide learner development of effective reasoning skills, while pairing assessment of learner reasoning abilities with understanding of different improvement strategies offers the opportunity to maximize educational efforts for learners. Clinical reasoning errors often can occur as a result of one of four problems in trainees as well as practicing physicians; inadequate knowledge, faulty data gathering, faulty data processing, or faulty metacognition. Educators are encouraged to consider at which point a given learner's reasoning is breaking down. Experimentation with different strategies for improving clinical reasoning can help address learner struggles in each of these domains. In this chapter, various strategies for improving reasoning related to knowledge acquisition, data gathering, data processing, and clinician metacognition will be discussed. Understanding and gaining experience using the different educational strategies will provide practicing physicians with a toolbox of techniques for helping learners improve their reasoning abilities. © 2013 Mosby, Inc. All rights reserved.

  5. Measuring Relational Reasoning

    ERIC Educational Resources Information Center

    Alexander, Patricia A.; Dumas, Denis; Grossnickle, Emily M.; List, Alexandra; Firetto, Carla M.

    2016-01-01

    Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of…

  6. Young Humeans: the role of emotions in children's evaluation of moral reasoning abilities.

    PubMed

    Danovitch, Judith H; Keil, Frank C

    2008-01-01

    Three experiments investigated whether children in grades K, 2, and 4 (n = 144) view emotional comprehension as important in solving moral dilemmas. The experiments asked whether a human or an artificially intelligent machine would be best at solving different types of problems, ranging from moral and emotional to nonmoral and pragmatic. In Experiment 1, children in all age groups indicated that a human would be superior to a computer not only at comprehending emotions, but also at solving moral dilemmas. In Experiment 2, older children also indicated that a human could solve moral dilemmas better than a 'robot' with human-like perceptual and physical abilities. Experiment 3 further demonstrated that these effects were not solely due to a bias towards humans. Thus, children as young as age 5 view emotional understanding as an important element for moral, but not for nonmoral, reasoning, suggesting that the basis for Humean intuitions emerges early in life.

  7. Young Humeans: the role of emotions in children's evaluation of moral reasoning abilities

    PubMed Central

    Danovitch, Judith H.; Keil, Frank C.

    2009-01-01

    Three experiments investigated whether children in grades K, 2, and 4 (n = 144) view emotional comprehension as important in solving moral dilemmas. The experiments asked whether a human or an artificially intelligent machine would be best at solving different types of problems, ranging from moral and emotional to nonmoral and pragmatic. In Experiment 1, children in all age groups indicated that a human would be superior to a computer not only at comprehending emotions, but also at solving moral dilemmas. In Experiment 2, older children also indicated that a human could solve moral dilemmas better than a ‘robot’ with human-like perceptual and physical abilities. Experiment 3 further demonstrated that these effects were not solely due to a bias towards humans. Thus, children as young as age 5 view emotional understanding as an important element for moral, but not for nonmoral, reasoning, suggesting that the basis for Humean intuitions emerges early in life. PMID:18171364

  8. Issues of Gender in Spatial Reasoning.

    ERIC Educational Resources Information Center

    La Pierre, Sharon D.

    This paper highlights issues concerning the relationship between spatial reasoning and gender differences. It is noted that spatial reasoning can take on many different forms of expression, from geometric formations to abstract expressive creations. The definition of spatial reasoning for research purposes has been limited to a logical concept of…

  9. Leadership styles of nurse managers in ethical dilemmas: Reasons and consequences.

    PubMed

    Zydziunaite, Vilma; Suominen, Tarja

    2014-01-01

    Abstract Background: Understanding the reasons and consequences of leadership styles in ethical dilemmas is fundamental to exploring nurse managers' abilities to influence outcomes for patients and nursing personnel. To explain the associations between different leadership styles, reasons for their application and its consequences when nurse managers make decisions in ethical dilemmas. The data were collected between 15 October 2011 and 30 April 2012 by statistically validated questionnaire. The respondents (N = 278) were nurse managers. The data were analysed using SPSS 20.0, calculating Spearman's correlations, the Stepwise Regression and ANOVA. The reasons for applying different leadership styles in ethical dilemmas include personal characteristics, years in work position, institutional factors, and the professional authority of nurse managers. The applied leadership styles in ethical dilemmas are associated with the consequences regarding the satisfaction of patients,' relatives' and nurse managers' needs. Nurse managers exhibited leadership styles oriented to maintenance, focussing more on the 'doing the job' than on managing the decision-making in ethical dilemmas.

  10. Relationships among selected physical science misconceptions held by preservice elementary teachers and four variables: Formal reasoning ability, working memory capacity, verbal intelligence, and field dependence/independence

    NASA Astrophysics Data System (ADS)

    Griffin, Leslie Little

    The purpose of this study was to determine the relationship of selected cognitive abilities and physical science misconceptions held by preservice elementary teachers. The cognitive abilities under investigation were: formal reasoning ability as measured by the Lawson Classroom Test of Formal Reasoning (Lawson, 1978); working memory capacity as measured by the Figural Intersection Test (Burtis & Pascual-Leone, 1974); verbal intelligence as measured by the Acorn National Academic Aptitude Test: Verbal Intelligence (Kobal, Wrightstone, & Kunze, 1944); and field dependence/independence as measured by the Group Embedded Figures Test (Witkin, Oltman, & Raskin, 1971). The number of physical science misconceptions held by preservice elementary teachers was measured by the Misconceptions in Science Questionnaire (Franklin, 1992). The data utilized in this investigation were obtained from 36 preservice elementary teachers enrolled in two sections of a science methods course at a small regional university in the southeastern United States. Multiple regression techniques were used to analyze the collected data. The following conclusions were reached following an analysis of the data. The variables of formal reasoning ability and verbal intelligence were identified as having significant relationships, both individually and in combination, to the dependent variable of selected physical science misconceptions. Though the correlations were not high enough to yield strong predictors of physical science misconceptions or strong relationships, they were of sufficient magnitude to warrant further investigation. It is recommended that further investigation be conducted replicating this study with a larger sample size. In addition, experimental research should be implemented to explore the relationships suggested in this study between the cognitive variables of formal reasoning ability and verbal intelligence and the dependent variable of selected physical science misconceptions

  11. Effects of cognitive training on change in accuracy in inductive reasoning ability.

    PubMed

    Boron, Julie Blaskewicz; Turiano, Nicholas A; Willis, Sherry L; Schaie, K Warner

    2007-05-01

    We investigated cognitive training effects on accuracy and number of items attempted in inductive reasoning performance in a sample of 335 older participants (M = 72.78 years) from the Seattle Longitudinal Study. We assessed the impact of individual characteristics, including chronic disease. The reasoning training group showed significantly greater gain in accuracy and number of attempted items than did the comparison group; gain was primarily due to enhanced accuracy. Reasoning training effects involved a complex interaction of gender, prior cognitive status, and chronic disease. Women with prior decline on reasoning but no heart disease showed the greatest accuracy increase. In addition, stable reasoning-trained women with heart disease demonstrated significant accuracy gain. Comorbidity was associated with less change in accuracy. The results support the effectiveness of cognitive training on improving the accuracy of reasoning performance.

  12. The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students' Ability to Reason Causally in History

    ERIC Educational Resources Information Center

    Stoel, Gerhard L.; van Drie, Jannet P.; van Boxtel, Carla A. M.

    2017-01-01

    This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and…

  13. The Effects of the Concrete-Representational-Abstract Integration Strategy on the Ability of Students with Learning Disabilities to Multiply Linear Expressions within Area Problems

    ERIC Educational Resources Information Center

    Strickland, Tricia K.; Maccini, Paula

    2013-01-01

    We examined the effects of the Concrete-Representational-Abstract Integration strategy on the ability of secondary students with learning disabilities to multiply linear algebraic expressions embedded within contextualized area problems. A multiple-probe design across three participants was used. Results indicated that the integration of the…

  14. The Effects of Impulsivity, Sexual Arousability, and Abstract Intellectual Ability on Men’s and Women’s Go/No-Go Task Performance

    PubMed Central

    Macapagal, Kathryn R.; Janssen, Erick; Fridberg, Daniel J.; Finn, Peter R.; Heiman, Julia R.

    2011-01-01

    While a number of studies have assessed the role of personality traits, situational variables, and drug use on sexual risk behaviors, fewer studies have employed experimental methods to examine cognitive processes that may underlie risky sexual decision making. This study used a go/no-go paradigm to examine how individual difference variables and sexual arousal influence discrimination learning and sexual and nonsexual decision making. A total of 28 men (M age = 20 years) and 25 women (M age = 19 years) completed self-report measures of impulsivity, abstract intellectual ability, and sexual excitation and inhibition and participated in a laboratory experiment. The experiment consisted of two go/no-go tasks with sexual stimuli and two tasks with neutral stimuli, preceded by either sexually arousing or sexually neutral stimulus presentations. Task performance was measured by totals of false alarms and misses. Individuals high in impulsivity and low in abstract intellectual ability committed more false alarms in conditions involving sexually arousing stimuli. Furthermore, higher sexual excitation scores were linked to more misses. These findings indicate that cognitive processes associated with decision making that occurs in the “heat of the moment” are influenced by a combination of situational and sexual and nonsexual individual difference variables. PMID:20862534

  15. Social class and wise reasoning about interpersonal conflicts across regions, persons and situations

    PubMed Central

    Brienza, Justin P.

    2017-01-01

    We propose that class is inversely related to a propensity for using wise reasoning (recognizing limits of their knowledge, consider world in flux and change, acknowledges and integrate different perspectives) in interpersonal situations, contrary to established class advantage in abstract cognition. Two studies—an online survey from regions differing in economic affluence (n = 2 145) and a representative in-lab study with stratified sampling of adults from working and middle-class backgrounds (n = 299)—tested this proposition, indicating that higher social class consistently related to lower levels of wise reasoning across different levels of analysis, including regional and individual differences, and subjective construal of specific situations. The results held across personal and standardized hypothetical situations, across self-reported and observed wise reasoning, and when controlling for fluid and crystallized cognitive abilities. Consistent with an ecological framework, class differences in wise reasoning were specific to interpersonal (versus societal) conflicts. These findings suggest that higher social class weighs individuals down by providing the ecological constraints that undermine wise reasoning about interpersonal affairs. PMID:29263284

  16. Social class and wise reasoning about interpersonal conflicts across regions, persons and situations.

    PubMed

    Brienza, Justin P; Grossmann, Igor

    2017-12-20

    We propose that class is inversely related to a propensity for using wise reasoning (recognizing limits of their knowledge, consider world in flux and change, acknowledges and integrate different perspectives) in interpersonal situations, contrary to established class advantage in abstract cognition. Two studies-an online survey from regions differing in economic affluence ( n = 2 145) and a representative in-lab study with stratified sampling of adults from working and middle-class backgrounds ( n = 299)-tested this proposition, indicating that higher social class consistently related to lower levels of wise reasoning across different levels of analysis, including regional and individual differences, and subjective construal of specific situations. The results held across personal and standardized hypothetical situations, across self-reported and observed wise reasoning, and when controlling for fluid and crystallized cognitive abilities. Consistent with an ecological framework, class differences in wise reasoning were specific to interpersonal (versus societal) conflicts. These findings suggest that higher social class weighs individuals down by providing the ecological constraints that undermine wise reasoning about interpersonal affairs. © 2017 The Authors.

  17. Reasoning by analogy requires the left frontal pole: lesion-deficit mapping and clinical implications.

    PubMed

    Urbanski, Marika; Bréchemier, Marie-Laure; Garcin, Béatrice; Bendetowicz, David; Thiebaut de Schotten, Michel; Foulon, Chris; Rosso, Charlotte; Clarençon, Frédéric; Dupont, Sophie; Pradat-Diehl, Pascale; Labeyrie, Marc-Antoine; Levy, Richard; Volle, Emmanuelle

    2016-06-01

    SEE BURGESS DOI101093/BRAIN/AWW092 FOR A SCIENTIFIC COMMENTARY ON THIS ARTICLE  : Analogical reasoning is at the core of the generalization and abstraction processes that enable concept formation and creativity. The impact of neurological diseases on analogical reasoning is poorly known, despite its importance in everyday life and in society. Neuroimaging studies of healthy subjects and the few studies that have been performed on patients have highlighted the importance of the prefrontal cortex in analogical reasoning. However, the critical cerebral bases for analogical reasoning deficits remain elusive. In the current study, we examined analogical reasoning abilities in 27 patients with focal damage in the frontal lobes and performed voxel-based lesion-behaviour mapping and tractography analyses to investigate the structures critical for analogical reasoning. The findings revealed that damage to the left rostrolateral prefrontal region (or some of its long-range connections) specifically impaired the ability to reason by analogies. A short version of the analogy task predicted the existence of a left rostrolateral prefrontal lesion with good accuracy. Experimental manipulations of the analogy tasks suggested that this region plays a role in relational matching or integration. The current lesion approach demonstrated that the left rostrolateral prefrontal region is a critical node in the analogy network. Our results also suggested that analogy tasks should be translated to clinical practice to refine the neuropsychological assessment of patients with frontal lobe lesions. © The Author (2016). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  18. An Investigation of Pre-Service Middle School Mathematics Teachers' Ability to Conduct Valid Proofs, Methods Used, and Reasons for Invalid Arguments

    ERIC Educational Resources Information Center

    Demiray, Esra; Isiksal Bostan, Mine

    2017-01-01

    The purposes of this study are to investigate Turkish pre-service middle school mathematics teachers' ability in conducting valid proofs for statements regarding numbers and algebra in terms of their year of enrollment in a teacher education program, to determine the proof methods used in their valid proofs, and to examine the reasons for their…

  19. Reasoning about beliefs: a human specialization?

    PubMed

    Povinelli, D J; Giambrone, S

    2001-01-01

    A recent meta-analysis performed by Wellman, Cross, and Watson clears the air surrounding young children's performance on tests of false belief by showing that it is highly likely that there is some type of conceptual development between 3 and 5 years of age that supports improved task performance. The data concerning the evolutionary origin of these abilities, however, is considerably less clear. Nonetheless, there is some reason to suspect that theory of mind is unique to our species, and that its original function was to provide a more abstract level of describing ancient behavioral patterns (such as deception, reconciliation, and gaze following)-behaviors that humans share in common with many other species. Thus, the initial selective advantage of theory of mind may have been because it increased the flexibility of already-existing behaviors, not because it generated scores of radically new ones.

  20. Teaching and Assessing Clinical Reasoning Skills.

    PubMed

    Modi, Jyoti Nath; Anshu; Gupta, Piyush; Singh, Tejinder

    2015-09-01

    Clinical reasoning is a core competency expected to be acquired by all clinicians. It is the ability to integrate and apply different types of knowledge, weigh evidence critically and reflect upon the process used to arrive at a diagnosis. Problems with clinical reasoning often occur because of inadequate knowledge, flaws in data gathering and improper approach to information processing. Some of the educational strategies which can be used to encourage acquisition of clinical reasoning skills are: exposure to a wide variety of clinical cases, activation of previous knowledge, development of illness scripts, sharing expert strategies to arrive at a diagnosis, forcing students to prioritize differential diagnoses; and encouraging reflection, metacognition, deliberate practice and availability of formative feedback. Assessment of clinical reasoning abilities should be done throughout the training course in diverse settings. Use of scenario based multiple choice questions, key feature test and script concordance test are some ways of theoretically assessing clinical reasoning ability. In the clinical setting, these skills can be tested in most forms of workplace based assessment. We recommend that clinical reasoning must be taught at all levels of medical training as it improves clinician performance and reduces cognitive errors.

  1. Teaching to Reason

    ERIC Educational Resources Information Center

    Riveros Rotge, Hector G.

    2014-01-01

    The objective of Physics courses is that the students learn how to use what they know to solve problems in the real world (competencies), but no one learns to do that seeing as the professor think in the blackboard. The program of a course uses topics as examples of reasoning. Reasoning involves the ability to use their knowledge. If we precisely…

  2. Cauldrons: An Abstraction for Concurrent Problems Solving. Revision.

    DTIC Science & Technology

    1986-09-01

    iaCtio1ns are the cauldron, a mechanism for organizing inference into distinct reasoning contexts: the flmse. a way of mnodularly describing the components...reasoning systems. 1 . Main Points This paper develops three mechanisms for organizing large distributed reasoning systems: Cauldrons -- A chunk of...introduction.s ’Thc goal-node/frame mechanism supports a useful abstraction over the hare cauldrons implementation, providing a protocol for organizing

  3. Developmental Steps in Metaphorical Language Abilities: The Influence of Age, Gender, Cognitive Flexibility, Information Processing Speed, and Analogical Reasoning.

    PubMed

    Willinger, Ulrike; Deckert, Matthias; Schmöger, Michaela; Schaunig-Busch, Ines; Formann, Anton K; Auff, Eduard

    2017-12-01

    Metaphor is a specific type of figurative language that is used in various important fields such as in the work with children in clinical or teaching contexts. The aim of the study was to investigate the developmental course, developmental steps, and possible cognitive predictors regarding metaphor processing in childhood and early adolescence. One hundred sixty-four typically developing children (7-year-olds, 9-year-olds) and early adolescents (11-year-olds) were tested for metaphor identification, comprehension, comprehension quality, and preference by the Metaphoric Triads Task as well as for analogical reasoning, information processing speed, cognitive flexibility under time pressure, and cognitive flexibility without time pressure. Metaphor identification and comprehension consecutively increased with age. Eleven-year-olds showed significantly higher metaphor comprehension quality and preference scores than seven- and nine-year-olds, whilst these younger age groups did not differ. Age, cognitive flexibility under time pressure, information processing speed, analogical reasoning, and cognitive flexibility without time pressure significantly predicted metaphor comprehension. Metaphorical language ability shows an ongoing development and seemingly changes qualitatively at the beginning of early adolescence. These results can possibly be explained by a greater synaptic reorganization in early adolescents. Furthermore, cognitive flexibility under time pressure and information processing speed possibly facilitate the ability to adapt metaphor processing strategies in a flexible, quick, and appropriate way.

  4. Data-Gathering, Belief Flexibility, and Reasoning Across the Psychosis Continuum

    PubMed Central

    Peters, Emmanuelle; Jackson, Mike; Day, Fern; Garety, Philippa A

    2018-01-01

    Abstract Background There is evidence for a group of nonclinical individuals with full-blown, persistent psychotic experiences (PEs) but no need-for-care: they are of particular importance in identifying risk and protective factors for clinical psychosis. The aim of this study was to investigate whether reasoning biases are related to PEs or need-for-care. Method Two groups with persistent PEs (clinical; n = 74; nonclinical; n = 92) and a control group without PEs (n = 83) were compared on jumping-to-conclusions (JTC) and belief flexibility. A randomly selected subset of interviews (n = 104) was analyzed to examine differences in experiential and rational reasoning. Results As predicted JTC was more common in the clinical than the other 2 groups. Unexpectedly no group differences were observed between clinical and nonclinical groups on measures of belief flexibility. However, the clinical group was less likely to employ rational reasoning, while the nonclinical group was more likely to use experiential reasoning plus a combination of both types of reasoning processes, compared to the other 2 groups. Conclusions Reasoning biases differ in groups with PEs with and without need-for-care. JTC is associated with need-for-care rather than with PEs. The ability to invoke rational reasoning processes, together with an absence of JTC, may protect against pathological outcomes of persistent PEs. However, marked use of experiential reasoning is associated with the occurrence of PEs in both clinical and nonclinical groups. Implications for theory development, intervention and further research are discussed. PMID:28338872

  5. Clinical reasoning and critical thinking.

    PubMed

    da Silva Bastos Cerullo, Josinete Aparecida; de Almeida Lopes Monteiro da Cruz, Diná

    2010-01-01

    This study identifies and analyzes nursing literature on clinical reasoning and critical thinking. A bibliographical search was performed in LILACS, SCIELO, PUBMED and CINAHL databases, followed by selection of abstracts and the reading of full texts. Through the review we verified that clinical reasoning develops from scientific and professional knowledge, is permeated by ethical decisions and nurses values and also that there are different personal and institutional strategies that might improve the critical thinking and clinical reasoning of nurses. Further research and evaluation of educational programs on clinical reasoning that integrate psychosocial responses to physiological responses of people cared by nurses is needed.

  6. False-belief reasoning from 3 to 92 years of age.

    PubMed

    Bernstein, Daniel M; Coolin, Alisha; Fischer, Ashley L; Thornton, Wendy Loken; Sommerville, Jessica A

    2017-01-01

    False-belief reasoning, defined as the ability to reason about another person's beliefs and appreciate that beliefs can differ from reality, is an important aspect of perspective taking. We tested 266 individuals, at various ages ranging from 3 to 92 years, on a continuous measure of false-belief reasoning (the Sandbox task). All age groups had difficulty suppressing their own knowledge when estimating what a naïve person knew. After controlling for task-specific memory, our results showed similar false-belief reasoning abilities across the preschool years and from older childhood to younger adulthood, followed by a small reduction in this ability from younger to older adulthood. These results highlight the relative similarity in false-belief reasoning abilities at different developmental periods across the lifespan.

  7. Reasoning in people with obsessive-compulsive disorder.

    PubMed

    Simpson, Jane; Cove, Jennifer; Fineberg, Naomi; Msetfi, Rachel M; J Ball, Linden

    2007-11-01

    The aim of this study was to investigate the inductive and deductive reasoning abilities of people with obsessive-compulsive disorder (OCD). Following previous research, it was predicted that people with OCD would show different abilities on inductive reasoning tasks but similar abilities to controls on deductive reasoning tasks. A two-group comparison was used with both groups matched on a range of demographic variables. Where appropriate, unmatched variables were entered into the analyses as covariates. Twenty-three people with OCD and 25 control participants were assessed on two tasks: an inductive reasoning task (the 20-questions task) and a deductive reasoning task (a syllogistic reasoning task with a content-neutral and content-emotional manipulation). While no group differences emerged on several of the parameters of the inductive reasoning task, the OCD group did differ on one, and arguably the most important, parameter by asking fewer correct direct-hypothesis questions. The syllogistic reasoning task results were analysed using both correct response and conclusion acceptance data. While no main effects of group were evident, significant interactions indicated important differences in the way the OCD group reasoned with content neutral and emotional syllogisms. It was argued that the OCD group's patterns of response on both tasks were characterized by the need for more information, states of uncertainty, and doubt and postponement of a final decision.

  8. Logical Reasoning Ability and Student Performance in General Chemistry

    ERIC Educational Resources Information Center

    Bird, Lillian

    2010-01-01

    Logical reasoning skills of students enrolled in a general chemistry course at the University of Puerto Rico in Rio Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical…

  9. Young Children's Self-Concepts Include Representations of Abstract Traits and the Global Self.

    PubMed

    Cimpian, Andrei; Hammond, Matthew D; Mazza, Giulia; Corry, Grace

    2017-11-01

    There is debate about the abstractness of young children's self-concepts-specifically, whether they include representations of (a) general traits and abilities and (b) the global self. Four studies (N = 176 children aged 4-7) suggested these representations are indeed part of early self-concepts. Studies 1 and 2 reexamined prior evidence that young children cannot represent traits and abilities. The results suggested that children's seemingly immature judgments in previous studies were due to peculiarities of the task context not the inadequacy of children's self-concepts. Similarly, Studies 3 and 4 revealed that, contrary to claims of immaturity in reasoning about the global self, young children update their global self-evaluations in flexible, context-sensitive ways. This evidence suggests continuity in the structure of self-concepts across childhood. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  10. Relationships among Measures of Learning Orientation, Reasoning Ability, and Conceptual Understanding of Photosynthesis and Respiration in Plants for Grade 8 Males and Females

    ERIC Educational Resources Information Center

    Tekkaya, Ceren; Yenilmez, Ayse

    2006-01-01

    This study investigated the contributions of students' reasoning ability and meaningful learning orientation to their understanding of the photosynthesis and respiration in plants concepts. Data were gathered through the use of the Test of Logical Thinking (Tobin & Capie, 1981), the Learning Approach Questionnaire (Cavallo, 1996), and the Two-Tier…

  11. Improving Reasoning Skills in Secondary History Education by Working Memory Training

    ERIC Educational Resources Information Center

    Ariës, Roel Jacobus; Groot, Wim; van den Brink, Henriette Maassen

    2015-01-01

    Secondary school pupils underachieve in tests in which reasoning abilities are required. Brain-based training of working memory (WM) may improve reasoning abilities. In this study, we use a brain-based training programme based on historical content to enhance reasoning abilities in history courses. In the first experiment, a combined intervention…

  12. The Effectiveness of Interacting with Scientific Animations in Chemistry Using Mobile Devices on Grade 12 Students' Spatial Ability and Scientific Reasoning Skills

    ERIC Educational Resources Information Center

    Al-Balushi, Sulaiman M.; Al-Musawi, Ali S.; Ambusaidi, Abdullah K.; Al-Hajri, Fatemah H.

    2017-01-01

    The purpose of the current study was to investigate the effectiveness of interacting with animations using mobile devices on grade 12 students' spatial and reasoning abilities. The study took place in a grade 12 context in Oman. A quasi-experimental design was used with an experimental group of 32 students and a control group of 28 students. The…

  13. Training propositional reasoning.

    PubMed

    Klauer, K C; Meiser, T; Naumer, B

    2000-08-01

    Two experiments compared the effects of four training conditions on propositional reasoning. A syntactic training demonstrated formal derivations, in an abstract semantic training the standard truth-table definitions of logical connectives were explained, and a domain-specific semantic training provided thematic contexts for the premises of the reasoning task. In a control training, an inductive reasoning task was practised. In line with the account by mental models, both kinds of semantic training were significantly more effective than the control and the syntactic training, whereas there were no significant differences between the control and the syntactic training, nor between the two kinds of semantic training. Experiment 2 replicated this pattern of effects using a different set of syntactic and domain-specific training conditions.

  14. False-belief reasoning from 3 to 92 years of age

    PubMed Central

    Coolin, Alisha; Fischer, Ashley L.; Thornton, Wendy Loken; Sommerville, Jessica A.

    2017-01-01

    False-belief reasoning, defined as the ability to reason about another person’s beliefs and appreciate that beliefs can differ from reality, is an important aspect of perspective taking. We tested 266 individuals, at various ages ranging from 3 to 92 years, on a continuous measure of false-belief reasoning (the Sandbox task). All age groups had difficulty suppressing their own knowledge when estimating what a naïve person knew. After controlling for task-specific memory, our results showed similar false-belief reasoning abilities across the preschool years and from older childhood to younger adulthood, followed by a small reduction in this ability from younger to older adulthood. These results highlight the relative similarity in false-belief reasoning abilities at different developmental periods across the lifespan. PMID:28957366

  15. The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

    NASA Astrophysics Data System (ADS)

    Lawrence, Lettie Carol

    1997-08-01

    The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between

  16. Reasoning about Make-Believe and Hypothetical Suppositions: Towards a Theory of Belief-Contravening Reasoning

    ERIC Educational Resources Information Center

    Amsel, Eric; Trionfi, Gabriel; Campbell, Richard

    2005-01-01

    The present study explores how suppositions which conflict with accepted beliefs are represented and reasoned about. Two studies test the predictions regarding the nature and developmental changes in children's ability to represent and reason about hypothetical or make-believe suppositions which violate their everyday knowledge and beliefs. In…

  17. Neuroscientific Insights into the Development of Analogical Reasoning

    ERIC Educational Resources Information Center

    Whitaker, Kirstie J.; Vendetti, Michael S.; Wendelken, Carter; Bunge, Silvia A.

    2018-01-01

    Analogical reasoning, or the ability to find correspondences between entities based on shared relationships, supports knowledge acquisition. As such, the development of this ability during childhood is thought to promote learning. Here, we sought to better understand the mechanisms by which analogical reasoning about semantic relations improves…

  18. The effects of a socioscientific issues instructional model in secondary agricultural education on students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science

    NASA Astrophysics Data System (ADS)

    Shoulders, Catherine Woglom

    The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after

  19. Neural Representations of Emotion Are Organized around Abstract Event Features

    PubMed Central

    Skerry, Amy E.; Saxe, Rebecca

    2016-01-01

    Summary Research on emotion attribution has tended to focus on the perception of overt expressions of at most five or six basic emotions. However, our ability to identify others' emotional states is not limited to perception of these canonical expressions. Instead, we make fine-grained inferences about what others feel based on the situations they encounter, relying on knowledge of the eliciting conditions for different emotions. In the present research, we provide convergent behavioral and neural evidence concerning the representations underlying these concepts. First, we find that patterns of activity in mentalizing regions contain information about subtle emotional distinctions conveyed through verbal descriptions of eliciting situations. Second, we identify a space of abstract situation features that well captures the emotion discriminations subjects make behaviorally and show that this feature space outperforms competing models in capturing the similarity space of neural patterns in these regions. Together, the data suggest that our knowledge of others' emotions is abstract and high dimensional, that brain regions selective for mental state reasoning support relatively subtle distinctions between emotion concepts, and that the neural representations in these regions are not reducible to more primitive affective dimensions such as valence and arousal. PMID:26212878

  20. Examining the Relationship of Scientific Reasoning with Physics Problem Solving

    ERIC Educational Resources Information Center

    Fabby, Carol; Koenig, Kathleen

    2015-01-01

    Recent research suggests students with more formal reasoning patterns are more proficient learners. However, little research has been done to establish a relationship between scientific reasoning and problem solving abilities by novices. In this exploratory study, we compared scientific reasoning abilities of students enrolled in a college level…

  1. Student Strategies Suggesting Emergence of Mental Structures Supporting Logical and Abstract Thinking: Multiplicative Reasoning

    ERIC Educational Resources Information Center

    Carrier, Jim

    2014-01-01

    For many students, developing mathematical reasoning can prove to be challenging. Such difficulty may be explained by a deficit in the core understanding of many arithmetical concepts taught in early school years. Multiplicative reasoning is one such concept that produces an essential foundation upon which higher-level mathematical thinking skills…

  2. Teaching Scientific Reasoning to Liberal Arts Students

    NASA Astrophysics Data System (ADS)

    Rubbo, Louis

    2014-03-01

    University courses in conceptual physics and astronomy typically serve as the terminal science experience for the liberal arts student. Within this population significant content knowledge gains can be achieved by utilizing research verified pedagogical methods. However, from the standpoint of the Univeristy, students are expected to complete these courses not necessarily for the content knowledge but instead for the development of scientific reasoning skills. Results from physics education studies indicate that unless scientific reasoning instruction is made explicit students do not progress in their reasoning abilities. How do we complement the successful content based pedagogical methods with instruction that explicitly focuses on the development of scientific reasoning skills? This talk will explore methodologies that actively engages the non-science students with the explicit intent of fostering their scientific reasoning abilities.

  3. Development of Reasoning Test Instruments Based on TIMSS Framework for Measuring Reasoning Ability of Senior High School Student on the Physics Concept

    NASA Astrophysics Data System (ADS)

    Muslim; Suhandi, A.; Nugraha, M. G.

    2017-02-01

    The purposes of this study are to determine the quality of reasoning test instruments that follow the framework of Trends in International Mathematics and Science Study (TIMSS) as a development results and to analyse the profile of reasoning skill of senior high school students on physics materials. This research used research and development method (R&D), furthermore the subject were 104 students at three senior high schools in Bandung selected by random sampling technique. Reasoning test instruments are constructed following the TIMSS framework in multiple choice forms in 30 questions that cover five subject matters i.e. parabolic motion and circular motion, Newton’s law of gravity, work and energy, harmonic oscillation, as well as the momentum and impulse. The quality of reasoning tests were analysed using the Content Validity Ratio (CVR) and classic test analysis include the validity of item, level of difficulty, discriminating power, reliability and Ferguson’s delta. As for the students’ reasoning skills profiles were analysed by the average score of achievements on eight aspects of the reasoning TIMSS framework. The results showed that reasoning test have a good quality as instruments to measure reasoning skills of senior high school students on five matters physics which developed and able to explore the reasoning of students on all aspects of reasoning based on TIMSS framework.

  4. Information Processing and Human Abilities

    ERIC Educational Resources Information Center

    Kirby, John R.; Das, J. P.

    1978-01-01

    The simultaneous and successive processing model of cognitive abilities was compared to a traditional primary mental abilities model. Simultaneous processing was found to be primarily related to spatial ability; and to a lesser extent, to memory and inductive reasoning. Subjects were 104 fourth-grade urban males. (Author/GD C)

  5. Artificial intelligence: Deep neural reasoning

    NASA Astrophysics Data System (ADS)

    Jaeger, Herbert

    2016-10-01

    The human brain can solve highly abstract reasoning problems using a neural network that is entirely physical. The underlying mechanisms are only partially understood, but an artificial network provides valuable insight. See Article p.471

  6. Cultural Differences in Justificatory Reasoning

    ERIC Educational Resources Information Center

    Soong, Hannah; Lee, Richard; John, George

    2012-01-01

    Justificatory reasoning, the ability to justify one's beliefs and actions, is an important goal of education. We develop a scale to measure the three forms of justificatory reasoning--absolutism, relativism, and evaluativism--before validating the scale across two cultures and domains. The results show that the scale possessed validity and…

  7. Depressive Symptoms and Inductive Reasoning Performance: Findings from the ACTIVE Reasoning Training Intervention

    PubMed Central

    Parisi, Jeanine M.; Franchetti, Mary Kathryn; Rebok, George W.; Spira, Adam P.; Carlson, Michelle C.; Willis, Sherry L.; Gross, Alden L.

    2015-01-01

    Within the context of the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study, we examined the longitudinal association of baseline depressive symptoms on inductive reasoning performance over a ten-year period between the reasoning training and control conditions (N = 1,375). At baseline, 322 participants (23%) reported elevated depressive symptoms, defined by a score ≥ 9 on the Center for Epidemiological Studies Depression scale (12-item). Differences in baseline depressive status were not associated with immediate post-training gains or with subsequent annual change in reasoning performance, suggesting that the presence of elevated baseline depressive symptoms does not impact the ability to benefit from reasoning training. PMID:25244465

  8. Experimental Evidence on Iterated Reasoning in Games

    PubMed Central

    Grehl, Sascha; Tutić, Andreas

    2015-01-01

    We present experimental evidence on two forms of iterated reasoning in games, i.e. backward induction and interactive knowledge. Besides reliable estimates of the cognitive skills of the subjects, our design allows us to disentangle two possible explanations for the observed limits in performed iterated reasoning: Restrictions in subjects’ cognitive abilities and their beliefs concerning the rationality of co-players. In comparison to previous literature, our estimates regarding subjects’ skills in iterated reasoning are quite pessimistic. Also, we find that beliefs concerning the rationality of co-players are completely irrelevant in explaining the observed limited amount of iterated reasoning in the dirty faces game. In addition, it is demonstrated that skills in backward induction are a solid predictor for skills in iterated knowledge, which points to some generalized ability of the subjects in iterated reasoning. PMID:26312486

  9. Neurocognitive Development of Relational Reasoning

    ERIC Educational Resources Information Center

    Crone, Eveline A.; Wendelken, Carter; van Leijenhorst, Linda; Honomichl, Ryan D.; Christoff, Kalina; Bunge, Silvia A.

    2009-01-01

    Relational reasoning is an essential component of fluid intelligence, and is known to have a protracted developmental trajectory. To date, little is known about the neural changes that underlie improvements in reasoning ability over development. In this event-related functional magnetic resonance imaging (fMRI) study, children aged 8-12 and adults…

  10. Addressing the Needs of the Concrete Reasoner.

    ERIC Educational Resources Information Center

    Trifone, James D.

    1991-01-01

    The reasoning abilities to be expected of the concrete operational and formal operational student, the percentage of secondary science students that are capable of each type of reasoning pattern, and effective strategies to teach science to concrete reasoners are described. Implications for curriculum development are discussed. (KR)

  11. REASONS AND CONSEQUENCES OF APPLIED LEADERSHIP STYLES IN ETHICAL DILEMMAS WHEN NURSE MANAGERS MAKE DECISIONS.

    PubMed

    Zydziunaite, V; Suominen, T

    2014-09-21

    Abstract Background: Understanding the reasons and consequences of leadership styles in ethical dilemmas is fundamental to exploring nurse managers' abilities to influence outcomes for patients and nursing personnel. Purpose: To explain the associations between different leadership styles, reasons for their application and its consequences when nurse managers make decisions in ethical dilemmas. Methods: The data were collected between 15 October 2011 and 30 April 2012 by statistically validated questionnaire. The respondents (n=278) were nurse managers. The data were analyzed using SPSS 20.0, calculating Spearman's correlations, the Stepwise Regression and ANOVA. Results: The reasons for applying different leadership styles in ethical dilemmas include personal characteristics, years in work position, institutional factors, and the professional authority of nurse managers. The applied leadership styles in ethical dilemmas are associated with the consequences regarding the satisfaction of patients', relatives' and nurse managers' needs. Conclusions: Nurse managers exhibited leadership styles oriented to maintenance, focusing more on the "doing the job" than on managing the decision-making in ethical dilemmas.

  12. Patterns of Hierarchy in Formal and Principled Moral Reasoning.

    ERIC Educational Resources Information Center

    Zeidler, Dana Lewis

    Measurements of formal reasoning and principled moral reasoning ability were obtained from a sample of 99 tenth grade students. Specific modes of formal reasoning (proportional reasoning, controlling variables, probabilistic, correlational and combinatorial reasoning) were first examined. Findings support the notion of hierarchical relationships…

  13. Scientific Reasoning Abilities of Nonscience Majors in Physics-Based Courses

    ERIC Educational Resources Information Center

    Moore, J. Christopher; Rubbo, Louis J.

    2012-01-01

    We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson's Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on…

  14. Assume-Guarantee Abstraction Refinement Meets Hybrid Systems

    NASA Technical Reports Server (NTRS)

    Bogomolov, Sergiy; Frehse, Goran; Greitschus, Marius; Grosu, Radu; Pasareanu, Corina S.; Podelski, Andreas; Strump, Thomas

    2014-01-01

    Compositional verification techniques in the assume- guarantee style have been successfully applied to transition systems to efficiently reduce the search space by leveraging the compositional nature of the systems under consideration. We adapt these techniques to the domain of hybrid systems with affine dynamics. To build assumptions we introduce an abstraction based on location merging. We integrate the assume-guarantee style analysis with automatic abstraction refinement. We have implemented our approach in the symbolic hybrid model checker SpaceEx. The evaluation shows its practical potential. To the best of our knowledge, this is the first work combining assume-guarantee reasoning with automatic abstraction-refinement in the context of hybrid automata.

  15. The cognition and neuroscience of relational reasoning.

    PubMed

    Krawczyk, Daniel C

    2012-01-05

    There has been a growing interest in understanding the complex cognitive processes that give rise to human reasoning. This review focuses on the cognitive and neural characteristics of relational reasoning and analogy performance. Initially relational reasoning studies that have investigated the neural basis of abstract reasoning with an emphasis on the prefrontal cortex are described. Next studies of analogical reasoning are reviewed with insights from neuropsychological and neuroimaging studies. Additionally, studies of cognitive components in analogical reasoning are described. This review draws together insights from numerous studies and concludes that prefrontal areas exhibit domain independence in relational reasoning, while posterior areas within the temporal, parietal, and occipital lobes show evidence of domain dependence in reasoning. Lastly, future directions in the study of relational reasoning are discussed. Copyright © 2010 Elsevier B.V. All rights reserved.

  16. A Framework of Mathematics Inductive Reasoning

    ERIC Educational Resources Information Center

    Christou, Constantinos; Papageorgiou, Eleni

    2007-01-01

    Based on a synthesis of the literature in inductive reasoning, a framework for prescribing and assessing mathematics inductive reasoning of primary school students was formulated and validated. The major constructs incorporated in this framework were students' cognitive abilities of finding similarities and/or dissimilarities among attributes and…

  17. Neural representations of emotion are organized around abstract event features.

    PubMed

    Skerry, Amy E; Saxe, Rebecca

    2015-08-03

    Research on emotion attribution has tended to focus on the perception of overt expressions of at most five or six basic emotions. However, our ability to identify others' emotional states is not limited to perception of these canonical expressions. Instead, we make fine-grained inferences about what others feel based on the situations they encounter, relying on knowledge of the eliciting conditions for different emotions. In the present research, we provide convergent behavioral and neural evidence concerning the representations underlying these concepts. First, we find that patterns of activity in mentalizing regions contain information about subtle emotional distinctions conveyed through verbal descriptions of eliciting situations. Second, we identify a space of abstract situation features that well captures the emotion discriminations subjects make behaviorally and show that this feature space outperforms competing models in capturing the similarity space of neural patterns in these regions. Together, the data suggest that our knowledge of others' emotions is abstract and high dimensional, that brain regions selective for mental state reasoning support relatively subtle distinctions between emotion concepts, and that the neural representations in these regions are not reducible to more primitive affective dimensions such as valence and arousal. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Predicting reasoning from memory.

    PubMed

    Heit, Evan; Hayes, Brett K

    2011-02-01

    In an effort to assess the relations between reasoning and memory, in 8 experiments, the authors examined how well responses on an inductive reasoning task are predicted from responses on a recognition memory task for the same picture stimuli. Across several experimental manipulations, such as varying study time, presentation frequency, and the presence of stimuli from other categories, there was a high correlation between reasoning and memory responses (average r = .87), and these manipulations showed similar effects on the 2 tasks. The results point to common mechanisms underlying inductive reasoning and recognition memory abilities. A mathematical model, GEN-EX (generalization from examples), derived from exemplar models of categorization, is presented, which predicts both reasoning and memory responses from pairwise similarities among the stimuli, allowing for additional influences of subtyping and deterministic responding. (c) 2010 APA, all rights reserved.

  19. Calibration of the Test of Relational Reasoning.

    PubMed

    Dumas, Denis; Alexander, Patricia A

    2016-10-01

    Relational reasoning, or the ability to discern meaningful patterns within a stream of information, is a critical cognitive ability associated with academic and professional success. Importantly, relational reasoning has been described as taking multiple forms, depending on the type of higher order relations being drawn between and among concepts. However, the reliable and valid measurement of such a multidimensional construct of relational reasoning has been elusive. The Test of Relational Reasoning (TORR) was designed to tap 4 forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis). In this investigation, the TORR was calibrated and scored using multidimensional item response theory in a large, representative undergraduate sample. The bifactor model was identified as the best-fitting model, and used to estimate item parameters and construct reliability. To improve the usefulness of the TORR to educators, scaled scores were also calculated and presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  20. Tracing Young Children's Scientific Reasoning

    NASA Astrophysics Data System (ADS)

    Tytler, Russell; Peterson, Suzanne

    2003-08-01

    This paper explores the scientific reasoning of 14 children across their first two years of primary school. Children's view of experimentation, their approach to exploration, and their negotiation of competing knowledge claims, are interpreted in terms of categories of epistemological reasoning. Children's epistemological reasoning is distinguished from their ability to control variables. While individual children differ substantially, they show a relatively steady growth in their reasoning, with some contextual variation. A number of these children are reasoning at a level well in advance of curriculum expectations, and it is argued that current recommended practice in primary science needs to be rethought. The data is used to explore the relationship between reasoning and knowledge, and to argue that the generation and exploration of ideas must be the key driver of scientific activity in the primary school.

  1. The Identification and Validation Process of Proportional Reasoning Attributes: An Application of a Proportional Reasoning Modeling Framework

    ERIC Educational Resources Information Center

    Tjoe, Hartono; de la Torre, Jimmy

    2014-01-01

    In this paper, we discuss the process of identifying and validating students' abilities to think proportionally. More specifically, we describe the methodology we used to identify these proportional reasoning attributes, beginning with the selection and review of relevant literature on proportional reasoning. We then continue with the…

  2. Scientific Reasoning Abilities in Kindergarten: Dynamic Assessment of the Control of Variables Strategy

    ERIC Educational Resources Information Center

    van der Graaf, Joep; Segers, Eliane; Verhoeven, Ludo

    2015-01-01

    A dynamic assessment tool was developed and validated using Mokken scale analysis to assess the extent to which kindergartners are able to construct unconfounded experiments, an essential part of scientific reasoning. Scientific reasoning is one of the learning processes happening within science education. A commonly used, hands-on,…

  3. Learning to Reason: A Journey of Professional Socialisation

    ERIC Educational Resources Information Center

    Ajjawi, Rola; Higgs, Joy

    2008-01-01

    One of the key attributes that health professional students and new graduates develop during professional socialisation is clinical reasoning ability. Clinical reasoning is a complex skill that is essential for professional practice. There is limited research specifically addressing how physiotherapists learn to reason in the workplace. The…

  4. Enhanced visual processing contributes to matrix reasoning in autism

    PubMed Central

    Soulières, Isabelle; Dawson, Michelle; Samson, Fabienne; Barbeau, Elise B.; Sahyoun, Cherif; Strangman, Gary E.; Zeffiro, Thomas A.; Mottron, Laurent

    2009-01-01

    Recent behavioral investigations have revealed that autistics perform more proficiently on Raven's Standard Progressive Matrices (RSPM) than would be predicted by their Wechsler intelligence scores. A widely-used test of fluid reasoning and intelligence, the RSPM assays abilities to flexibly infer rules, manage goal hierarchies, and perform high-level abstractions. The neural substrates for these abilities are known to encompass a large frontoparietal network, with different processing models placing variable emphasis on the specific roles of the prefrontal or posterior regions. We used functional magnetic resonance imaging to explore the neural bases of autistics' RSPM problem solving. Fifteen autistic and eighteen non-autistic participants, matched on age, sex, manual preference and Wechsler IQ, completed 60 self-paced randomly-ordered RSPM items along with a visually similar 60-item pattern matching comparison task. Accuracy and response times did not differ between groups in the pattern matching task. In the RSPM task, autistics performed with similar accuracy, but with shorter response times, compared to their non-autistic controls. In both the entire sample and a subsample of participants additionally matched on RSPM performance to control for potential response time confounds, neural activity was similar in both groups for the pattern matching task. However, for the RSPM task, autistics displayed relatively increased task-related activity in extrastriate areas (BA18), and decreased activity in the lateral prefrontal cortex (BA9) and the medial posterior parietal cortex (BA7). Visual processing mechanisms may therefore play a more prominent role in reasoning in autistics. PMID:19530215

  5. An investigation of final year pharmacy students' moral reasoning ability, and their views on professionalism and fitness to practice panel determinations: A questionnaire study.

    PubMed

    Hanna, Lezley-Anne; Gillen, John; Hall, Maurice

    2017-07-01

    The aim was to establish pharmacy students' moral reasoning ability and obtain their views on professionalism and fitness to practice (FtP) determinations involving pharmacists. Following ethical approval and piloting, final year pharmacy students at Queen's University Belfast (QUB) (n=119) were invited to participate in a questionnaire study. Section A was a validated moral reasoning assessment tool [Defining Issues Test (DIT2); five moral dilemmas], Section B was FtP cases and professionalism. Distribution occurred at a compulsory class. DIT2 data were scored by the University of Alabama. Descriptive statistics and non-parametric tests were used with significance level set at 0.05 a priori. The response rate was 94.1% (112/119) and the 'DIT2 P score mean' (postconventional schema) was 25.21±14.10. Almost all [(98.2% (110/112)] fully understood the term "professionalism" and 83.9% (94/112) considered it reasonable for a professional code to apply always (within university and out socializing). Differences in opinions existed depending on what the FtP case related to. Students were significantly more likely to consider a 12-month suspension 'very lenient' or 'lenient' for a pharmacist's personal use of illicit drugs compared with theft of money/cosmetics (42.0% versus 64.3%; p=0.031). There were no significant differences between male and female responses/scores and no strong correlations between DIT2 scores and FtP/professionalism responses. Pharmacy students appeared to understand professionalism and accepted being bound by a code. A level of discrimination between the FtP cases was evident. Moral reasoning ability was lower than expected for future healthcare professionals (see manuscript) requiring attention. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. Tests, Abilities, Race, and Conflict.

    ERIC Educational Resources Information Center

    Elliott, Rogers

    1988-01-01

    Relationship between ability tests and race and issues of famous lawsuits concerning possible bias in intelligence tests are summarized. Reasons for the origins of ethnic and racial differences in general intellectual ability are considered. Prospects for the reduction of group differences and conflicts are discussed. (SLD)

  7. Becoming a teacher of clinical reasoning.

    PubMed

    Trowbridge, Robert L; Olson, Andrew P J

    2018-03-28

    Diagnostic reasoning is one of the most challenging and rewarding aspects of clinical practice. As a result, facility in teaching diagnostic reasoning is a core necessity for all medical educators. Clinician educators' limited understanding of the diagnostic process and how expertise is developed may result in lost opportunities in nurturing the diagnostic abilities of themselves and their learners. In this perspective, the authors describe their journeys as clinician educators searching for a coherent means of teaching diagnostic reasoning. They discuss the initial appeal and immediate applicability of dual process theory and cognitive biases to their own clinical experiences and those of their trainees, followed by the eventual and somewhat belated recognition of the importance of context specificity. They conclude that there are no quick fixes in guiding learners to expertise of diagnostic reasoning, but rather the development of these abilities is best viewed as a long, somewhat frustrating, but always interesting journey. The role of the teacher of clinical reasoning is to guide the learners on this journey, recognizing true mastery may not be attained, but should remain a goal for teacher and learner alike.

  8. Improving of prospective elementary teachers' reasoning: Learning geometry through mathematical investigation

    NASA Astrophysics Data System (ADS)

    Sumarna, Nana; Sentryo, Izlan

    2017-08-01

    This research applies mathematical investigation approach in teaching geometry to improve mathematical reasoning abilities of prospective elementary teachers. Mathematical investigation in this study involved non-routine tasks through a mathematical investigation process, namely through a series of activities as an attribute of mathematical investigation. Developing the ability of mathematical reasoning of research subjects obtained through capability of research subjects in the analysis, generalization, synthesis, justify, and resolve non-routine, which is operationally constructed as an indicator of research and is used as a criterion for measuring the ability of mathematical reasoning. Research design using Quasi-Experimental design. Based on this type, the researchers apply a pre-and posttest design, which is divided into two study groups: control group and the treatment group. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The conclusion of this study stated that (1) Investigation of mathematics as an approach to learning is able to give a positive response to the increasing ability of mathematical reasoning, and (2) There is no interaction effect of the factors of learning and prior knowledge of mathematics to the increased ability of mathematical reasoning.

  9. Natural-Born Arguers: Teaching How to Make the Best of Our Reasoning Abilities

    ERIC Educational Resources Information Center

    Mercier, Hugo; Boudry, Maarten; Paglieri, Fabio; Trouche, Emmanuel

    2017-01-01

    We summarize the argumentative theory of reasoning, which claims that the main function of reasoning is to argue. In this theory, argumentation is seen as being essentially cooperative (people have to listen to others' arguments and be ready to change their mind) but with an adversarial dimension (their goal as argument producers is to convince).…

  10. Spatial Reasoning and Understanding the Particulate Nature of Matter: A Middle School Perspective

    NASA Astrophysics Data System (ADS)

    Cole, Merryn L.

    This dissertation employed a mixed-methods approach to examine the relationship between spatial reasoning ability and understanding of chemistry content for both middle school students and their science teachers. Spatial reasoning has been linked to success in learning STEM subjects (Wai, Lubinski, & Benbow, 2009). Previous studies have shown a correlation between understanding of chemistry content and spatial reasoning ability (e.g., Pribyl & Bodner, 1987; Wu & Shah, 2003: Stieff, 2013), raising the importance of developing the spatial reasoning ability of both teachers and students. Few studies examine middle school students' or in-service middle school teachers' understanding of chemistry concepts or its relation to spatial reasoning ability. The first paper in this dissertation addresses the quantitative relationship between mental rotation, a type of spatial reasoning ability, and understanding a fundamental concept in chemistry, the particulate nature of matter. The data showed a significant, positive correlation between scores on the Purdue Spatial Visualization Test of Rotations (PSVT; Bodner & Guay, 1997) and the Particulate Nature of Matter Assessment (ParNoMA; Yezierski, 2003) for middle school students prior to and after chemistry instruction. A significant difference in spatial ability among students choosing different answer choices on ParNoMA questions was also found. The second paper examined the ways in which students of different spatial abilities talked about matter and chemicals differently. Students with higher spatial ability tended to provide more of an explanation, though not necessarily in an articulate matter. In contrast, lower spatial ability students tended to use any keywords that seemed relevant, but provided little or no explanation. The third paper examined the relationship between mental reasoning and understanding chemistry for middle school science teachers. Similar to their students, a significant, positive correlation between

  11. Can We Teach Reasoning? Should We?

    NASA Astrophysics Data System (ADS)

    Moore, John W.

    1997-04-01

    A reader's reaction to what I wrote here in December led me to a very interesting article in Science, where Nisbett et al. report psychological studies that suggest that "even brief formal training in inferential rules may enhance their use for reasoning about everyday life events" (1). But the authors also quote data that imply that chemistry graduate programs are not very effective in helping students develop their abilities to apply statistical reasoning and logical reasoning to unfamiliar problems.

  12. Measurement of latent cognitive abilities involved in concept identification learning.

    PubMed

    Thomas, Michael L; Brown, Gregory G; Gur, Ruben C; Moore, Tyler M; Patt, Virginie M; Nock, Matthew K; Naifeh, James A; Heeringa, Steven; Ursano, Robert J; Stein, Murray B

    2015-01-01

    We used cognitive and psychometric modeling techniques to evaluate the construct validity and measurement precision of latent cognitive abilities measured by a test of concept identification learning: the Penn Conditional Exclusion Test (PCET). Item response theory parameters were embedded within classic associative- and hypothesis-based Markov learning models and were fitted to 35,553 Army soldiers' PCET data from the Army Study to Assess Risk and Resilience in Servicemembers (Army STARRS). Data were consistent with a hypothesis-testing model with multiple latent abilities-abstraction and set shifting. Latent abstraction ability was positively correlated with number of concepts learned, and latent set-shifting ability was negatively correlated with number of perseverative errors, supporting the construct validity of the two parameters. Abstraction was most precisely assessed for participants with abilities ranging from 1.5 standard deviations below the mean to the mean itself. Measurement of set shifting was acceptably precise only for participants making a high number of perseverative errors. The PCET precisely measures latent abstraction ability in the Army STARRS sample, especially within the range of mildly impaired to average ability. This precision pattern is ideal for a test developed to measure cognitive impairment as opposed to cognitive strength. The PCET also measures latent set-shifting ability, but reliable assessment is limited to the impaired range of ability, reflecting that perseverative errors are rare among cognitively healthy adults. Integrating cognitive and psychometric models can provide information about construct validity and measurement precision within a single analytical framework.

  13. Authors report lack of time as main reason for unpublished research presented at biomedical conferences: a systematic review.

    PubMed

    Scherer, Roberta W; Ugarte-Gil, Cesar; Schmucker, Christine; Meerpohl, Joerg J

    2015-07-01

    To systematically review reports that queried abstract authors about reasons for not subsequently publishing abstract results as full-length articles. Systematic review of MEDLINE, EMBASE, The Cochrane Library, ISI Web of Science, and study bibliographies for empirical studies in which investigators examined subsequent full publication of results presented at a biomedical conference and reasons for nonpublication. The mean full publication rate was 55.9% [95% confidence interval (CI): 54.8%, 56.9%] for 24 of 27 eligible reports providing this information and 73.0% (95% CI: 71.2%, 74.7%) for seven reports of abstracts describing clinical trials. Twenty-four studies itemized 1,831 reasons for nonpublication, and six itemized 428 reasons considered the most important reason. "Lack of time" was the most frequently reported reason [weighted average = 30.2% (95% CI: 27.9%, 32.4%)] and the most important reason [weighted average = 38.4% (95% CI: 33.7%, 43.2%)]. Other commonly stated reasons were "lack of time and/or resources," "publication not an aim," "low priority," "incomplete study," and "trouble with co-authors." Across medical specialties, the main reasons for not subsequently publishing an abstract in full lie with factors related to the abstract author rather than with journals. Copyright © 2015 Elsevier Inc. All rights reserved.

  14. Integrating causal reasoning at different levels of abstraction. [in problem-solving system functioning as pilot assistant in commercial air transport emergencies

    NASA Technical Reports Server (NTRS)

    Hudlicka, Eva; Corker, Kevin

    1988-01-01

    In this paper, a problem-solving system which uses a multilevel causal model of its domain is described. The system functions in the role of a pilot's assistant in the domain of commercial air transport emergencies. The model represents causal relationships among the aircraft subsystems, the effectors (engines, control surfaces), the forces that act on an aircraft in flight (thrust, lift), and the aircraft's flight profile (speed, altitude, etc.). The causal relationships are represented at three levels of abstraction: Boolean, qualitative, and quantitative, and reasoning about causes and effects can take place at each of these levels. Since processing at each level has different characteristics with respect to speed, the type of data required, and the specificity of the results, the problem-solving system can adapt to a wide variety of situations. The system is currently being implemented in the KEE(TM) development environment on a Symbolics Lisp machine.

  15. Spatial Visualization ability improves with and without studying Technical Drawing.

    PubMed

    Contreras, María José; Escrig, Rebeca; Prieto, Gerardo; Elosúa, M Rosa

    2018-03-27

    The results of several studies suggest that spatial ability can be improved through direct training with tasks similar to those integrated in the tests used to measure the ability. However, there is a greater interest in analyzing the effectiveness of indirect training such as games or of learning subjects that involve spatial processes to a certain extent. Thus, the objective of the present study was to analyze whether the indirect training in Technical Drawing improved the Spatial Visualization ability of Architecture students. For this purpose, a group of students enrolled in Fundamentals of Architecture were administered two tests, a Spatial Visualization task and an Abstract Reasoning task, at the beginning and the end of a semester, after having received training through the subjects "Technical Drawing I: Geometry and Perception" and "Projects I." The results of this group were compared with those of a control group of students enrolled in a Mathematics degree, who were also pre-post evaluated but had not received the training in Technical Drawing. The study showed a significant pre-post improvement in both, Visualization and reasoning. However, this improvement occurred in both groups, thereby concluding that this improvement was not due to indirect training. Furthermore, no significant differences were found between men and women in any of the groups or conditions. These results clarify those of an earlier study where improvement in Visualization after training in Technical Drawing was found but did not include a comparison with a control condition. The control condition has proved to be important in order to consider the limitations of the effect of Technical Drawing on said improvement.

  16. Probability misjudgment, cognitive ability, and belief in the paranormal.

    PubMed

    Musch, Jochen; Ehrenberg, Katja

    2002-05-01

    According to the probability misjudgment account of paranormal belief (Blackmore & Troscianko, 1985), believers in the paranormal tend to wrongly attribute remarkable coincidences to paranormal causes rather than chance. Previous studies have shown that belief in the paranormal is indeed positively related to error rates in probabilistic reasoning. General cognitive ability could account for a relationship between these two variables without assuming a causal role of probabilistic reasoning in the forming of paranormal beliefs, however. To test this alternative explanation, a belief in the paranormal scale (BPS) and a battery of probabilistic reasoning tasks were administered to 123 university students. Confirming previous findings, a significant correlation between BPS scores and error rates in probabilistic reasoning was observed. This relationship disappeared, however, when cognitive ability as measured by final examination grades was controlled for. Lower cognitive ability correlated substantially with belief in the paranormal. This finding suggests that differences in general cognitive performance rather than specific probabilistic reasoning skills provide the basis for paranormal beliefs.

  17. Can Individuals with Autism Abstract Prototypes of Natural Faces?

    ERIC Educational Resources Information Center

    Gastgeb, Holly Zajac; Wilkinson, Desiree A.; Minshew, Nancy J.; Strauss, Mark S.

    2011-01-01

    There is a growing amount of evidence suggesting that individuals with autism have difficulty with face processing. One basic cognitive ability that may underlie face processing difficulties is the ability to abstract a prototype. The current study examined prototype formation with natural faces using eye-tracking in high-functioning adults with…

  18. Effects of collaboration and inquiry on reasoning and achievement in biology

    NASA Astrophysics Data System (ADS)

    Jensen, Jamie Lee

    The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

  19. Depressive symptoms and inductive reasoning performance: findings from the ACTIVE reasoning training intervention.

    PubMed

    Parisi, Jeanine M; Franchetti, Mary Kathryn; Rebok, George W; Spira, Adam P; Carlson, Michelle C; Willis, Sherry L; Gross, Alden L

    2014-12-01

    Within the context of the Advanced Cognitive Training for Independent and Vital Elderly study (ACTIVE; Ball et al., 2002; Jobe et al., 2001; Willis et al., 2006), we examined the longitudinal association of baseline depressive symptoms on inductive reasoning performance over a 10-year period between the reasoning training and control conditions (N = 1,375). At baseline, 322 participants (23%) reported elevated depressive symptoms, defined by a score ≥9 on the 12-item version of the Center for Epidemiological Studies Depression Scale (CES-D; Mirowsky & Ross, 2003; Radloff, 1977). Differences in baseline depressive status were not associated with immediate posttraining gains or with subsequent annual change in reasoning performance, suggesting that the presence of elevated baseline depressive symptoms does not impact the ability to benefit from reasoning training. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  20. Relational Reasoning in Science, Medicine, and Engineering

    ERIC Educational Resources Information Center

    Dumas, Denis

    2017-01-01

    This review brings together the literature that pertains to the role of relational reasoning, or the ability to discern meaningful patterns within any stream of information, in the mental work of scientists, medical doctors, and engineers. Existing studies that measure four forms of relational reasoning--analogy, anomaly, antinomy, and…

  1. Teacher's Guide for the Basic Competencies in Reasoning.

    ERIC Educational Resources Information Center

    Vermont State Dept. of Education, Montpelier.

    This guide defines the basic competencies in reasoning and describes how to incorporate them into the educational program at all grade levels. Reasoning is the ability to approach day-to-day problems with intelligent decision-making skills. It is important for students to begin developing reasoning skills at an early age and in all subject areas.…

  2. Research ethics in dissertations: ethical issues and complexity of reasoning.

    PubMed

    Kjellström, S; Ross, S N; Fridlund, B

    2010-07-01

    Conducting ethically sound research is a fundamental principle of scientific inquiry. Recent research has indicated that ethical concerns are insufficiently dealt with in dissertations. To examine which research ethical topics were addressed and how these were presented in terms of complexity of reasoning in Swedish nurses' dissertations. Analyses of ethical content and complexity of ethical reasoning were performed on 64 Swedish nurses' PhD dissertations dated 2007. A total of seven ethical topics were identified: ethical approval (94% of the dissertations), information and informed consent (86%), confidentiality (67%), ethical aspects of methods (61%), use of ethical principles and regulations (39%), rationale for the study (20%) and fair participant selection (14%). Four of those of topics were most frequently addressed: the majority of dissertations (72%) included 3-5 issues. While many ethical concerns, by their nature, involve systematic concepts or metasystematic principles, ethical reasoning scored predominantly at lesser levels of complexity: abstract (6% of the dissertations), formal (84%) and systematic (10%). Research ethics are inadequately covered in most dissertations by nurses in Sweden. Important ethical concerns are missing, and the complexity of reasoning on ethical principles, motives and implications is insufficient. This is partly due to traditions and norms that discount ethical concerns but is probably also a reflection of the ability of PhD students and supervisors to handle complexity in general. It is suggested that the importance of ethical considerations should be emphasised in graduate and post-graduate studies and that individuals with capacity to deal with systematic and metasystematic concepts are recruited to senior research positions.

  3. Mental models and human reasoning

    PubMed Central

    Johnson-Laird, Philip N.

    2010-01-01

    To be rational is to be able to reason. Thirty years ago psychologists believed that human reasoning depended on formal rules of inference akin to those of a logical calculus. This hypothesis ran into difficulties, which led to an alternative view: reasoning depends on envisaging the possibilities consistent with the starting point—a perception of the world, a set of assertions, a memory, or some mixture of them. We construct mental models of each distinct possibility and derive a conclusion from them. The theory predicts systematic errors in our reasoning, and the evidence corroborates this prediction. Yet, our ability to use counterexamples to refute invalid inferences provides a foundation for rationality. On this account, reasoning is a simulation of the world fleshed out with our knowledge, not a formal rearrangement of the logical skeletons of sentences. PMID:20956326

  4. A Route to Well-being: Intelligence vs. Wise Reasoning

    PubMed Central

    Grossmann, Igor; Na, Jinkyung; Varnum, Michael E.W.; Kitayama, Shinobu; Nisbett, Richard E.

    2012-01-01

    Laypeople and many social scientists assume that superior reasoning abilities lead to greater well-being. However, previous research has been inconclusive. This may be because prior investigators used operationalizations of reasoning that favored analytic as opposed to wise thinking. We assessed wisdom in terms of the degree to which people use various pragmatic schemas to deal with social conflicts. With a random sample of Americans we found that wise reasoning is associated with greater life satisfaction, less negative affect, better social relationships, less depressive rumination, more positive vs. negative words used in speech, and greater longevity. The relationship between wise reasoning and well-being held even when controlling for socio-economic factors, verbal abilities, and several personality traits. As in prior work there was no association between intelligence and well-being. Further, wise reasoning mediated age-related differences in well-being, particularly among the middle-aged and older adults. Implications for research on reasoning, well-being and aging are discussed. PMID:22866683

  5. Assessment as Evidential Reasoning

    ERIC Educational Resources Information Center

    Gorin, Joanna S.

    2014-01-01

    Background/Context: Principles of evidential reasoning have often been discussed in the context of educational and psychological measurement with respect to construct validity and validity arguments. More recently, Mislevy proposed the metaphor of assessment as an evidentiary argument about students' learning and abilities given their…

  6. Prediction and causal reasoning in planning

    NASA Technical Reports Server (NTRS)

    Dean, T.; Boddy, M.

    1987-01-01

    Nonlinear planners are often touted as having an efficiency advantage over linear planners. The reason usually given is that nonlinear planners, unlike their linear counterparts, are not forced to make arbitrary commitments to the order in which actions are to be performed. This ability to delay commitment enables nonlinear planners to solve certain problems with far less effort than would be required of linear planners. Here, it is argued that this advantage is bought with a significant reduction in the ability of a nonlinear planner to accurately predict the consequences of actions. Unfortunately, the general problem of predicting the consequences of a partially ordered set of actions is intractable. In gaining the predictive power of linear planners, nonlinear planners sacrifice their efficiency advantage. There are, however, other advantages to nonlinear planning (e.g., the ability to reason about partial orders and incomplete information) that make it well worth the effort needed to extend nonlinear methods. A framework is supplied for causal inference that supports reasoning about partially ordered events and actions whose effects depend upon the context in which they are executed. As an alternative to a complete but potentially exponential-time algorithm, researchers provide a provably sound polynomial-time algorithm for predicting the consequences of partially ordered events.

  7. Using Computer Simulations for Promoting Model-based Reasoning. Epistemological and Educational Dimensions

    NASA Astrophysics Data System (ADS)

    Develaki, Maria

    2017-11-01

    Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students' ability to reason and evaluate in a scientific way. This paper aims (a) to contribute to an extended understanding of the nature and pedagogical importance of model-based reasoning and (b) to exemplify how using computer simulations can support students' model-based reasoning. We provide first a background for both scientific reasoning and computer simulations, based on the relevant philosophical views and the related educational discussion. This background suggests that the model-based framework provides an epistemologically valid and pedagogically appropriate basis for teaching scientific reasoning and for helping students develop sounder reasoning and decision-taking abilities and explains how using computer simulations can foster these abilities. We then provide some examples illustrating the use of computer simulations to support model-based reasoning and evaluation activities in the classroom. The examples reflect the procedure and criteria for evaluating models in science and demonstrate the educational advantages of their application in classroom reasoning activities.

  8. [Clinical reasoning in nursing, concept analysis].

    PubMed

    Côté, Sarah; St-Cyr Tribble, Denise

    2012-12-01

    Nurses work in situations of complex care requiring great clinical reasoning abilities. In literature, clinical reasoning is often confused with other concepts and it has no consensual definition. To conduct a concept analysis of a nurse's clinical reasoning in order to clarify, define and distinguish it from the other concepts as well as to better understand clinical reasoning. Rodgers's method of concept analysis was used, after literature was retrieved with the use of clinical reasoning, concept analysis, nurse, intensive care and decision making as key-words. The use of cognition, cognitive strategies, a systematic approach of analysis and data interpretation, generating hypothesis and alternatives are attributes of clinical reasoning. The antecedents are experience, knowledge, memory, cues, intuition and data collection. The consequences are decision making, action, clues and problem resolution. This concept analysis helped to define clinical reasoning, to distinguish it from other concepts used synonymously and to guide future research.

  9. Critical Thinking: Ethical Reasoning and Fairminded Thinking, Part I

    ERIC Educational Resources Information Center

    Paul, Richard; Elder, Linda

    2009-01-01

    The development of ethical reasoning abilities is vitally important--both for living an ethical life and creating an ethical world. In this article, the authors set out some of the foundations of ethical reasoning. Their aim is to introduce some important intellectual tools and understandings for insightfully reasoning through ethical issues and…

  10. The Effects of a Socioscientific Issues Instructional Model in Secondary Agricultural Education on Students' Content Knowledge, Scientific Reasoning Ability, Argumentation Skills, and Views of the Nature of Science

    ERIC Educational Resources Information Center

    Shoulders, Catherine Woglom

    2012-01-01

    The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess…

  11. Patterns of Clinical Reasoning in Physical Therapist Students.

    PubMed

    Gilliland, Sarah; Wainwright, Susan Flannery

    2017-05-01

    Clinical reasoning is a complex, nonlinear problem-solving process that is influenced by models of practice. The development of physical therapists' clinical reasoning abilities is a crucial yet underresearched aspect of entry-level (professional) physical therapist education. The purpose of this qualitative study was to examine the types of clinical reasoning strategies physical therapist students engage in during a patient encounter. A qualitative descriptive case study design involving within and across case analysis was used. Eight second-year, professional physical therapist students from 2 different programs completed an evaluation and initial intervention for a standardized patient followed by a retrospective think-aloud interview to explicate their reasoning processes. Participants' clinical reasoning strategies were examined using a 2-stage qualitative method of thematic analysis. Participants demonstrated consistent signs of development of physical therapy-specific reasoning processes, yet varied in their approach to the case and use of reflection. Participants who gave greater attention to patient education and empowerment also demonstrated greater use of reflection-in-action during the patient encounter. One negative case illustrates the variability in the rate at which students may develop these abilities. Participants demonstrated development toward physical therapist--specific clinical reasoning, yet demonstrated qualitatively different approaches to the patient encounter. Multiple factors, including the use of reflection-in-action, may enable students to develop greater flexibility in their reasoning processes. © 2017 American Physical Therapy Association

  12. Quantitative Reasoning in Environmental Science: A Learning Progression

    ERIC Educational Resources Information Center

    Mayes, Robert Lee; Forrester, Jennifer Harris; Christus, Jennifer Schuttlefield; Peterson, Franziska Isabel; Bonilla, Rachel; Yestness, Nissa

    2014-01-01

    The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression was created with three progress variables: quantification act, quantitative interpretation, and quantitative modeling. An iterative research design was used as it…

  13. Remedial and Compensatory Reading Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1984, (Vol. 44 Nos. 7 through 12).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the effects of an experimental program for reluctant readers on reading ability, writing ability, and self-concept; (2) the effects of a cross-age tutoring…

  14. 28 CFR 42.511 - Reasonable accommodation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... needed. A reasonable accommodation may require a recipient to bear more than an insignificant economic... inconvenience which does not bear on the ability of the handicapped individual to perform the essential duties...

  15. Factors Affecting the Development of Analogical Reasoning in Young Children: A Review of Literature

    ERIC Educational Resources Information Center

    Abdellatif, Hanaa R.; Cummings, Rhoda; Maddux, Cleborne D.

    2008-01-01

    The ability to use analogical reasoning traditionally has been considered a higher-level ability characteristic of thinking of older children and adults. Such reasoning has not been thought to be accessible to younger children. However, recently, it has been suggested that younger children's ability to understand and solve analogical problems…

  16. Icon arrays help younger children's proportional reasoning.

    PubMed

    Ruggeri, Azzurra; Vagharchakian, Laurianne; Xu, Fei

    2018-06-01

    We investigated the effects of two context variables, presentation format (icon arrays or numerical frequencies) and time limitation (limited or unlimited time), on the proportional reasoning abilities of children aged 7 and 10 years, as well as adults. Participants had to select, between two sets of tokens, the one that offered the highest likelihood of drawing a gold token, that is, the set of elements with the greater proportion of gold tokens. Results show that participants performed better in the unlimited time condition. Moreover, besides a general developmental improvement in accuracy, our results show that younger children performed better when proportions were presented as icon arrays, whereas older children and adults were similarly accurate in the two presentation format conditions. Statement of contribution What is already known on this subject? There is a developmental improvement in proportional reasoning accuracy. Icon arrays facilitate reasoning in adults with low numeracy. What does this study add? Participants were more accurate when they were given more time to make the proportional judgement. Younger children's proportional reasoning was more accurate when they were presented with icon arrays. Proportional reasoning abilities correlate with working memory, approximate number system, and subitizing skills. © 2018 The British Psychological Society.

  17. Adaptation and Extension of the Framework of Reducing Abstraction in the Case of Differential Equations

    ERIC Educational Resources Information Center

    Raychaudhuri, Debasree

    2014-01-01

    Although there is no consensus in regard to a unique meaning for abstraction, there is a recognition of the existence of several theories of abstraction, and that the ability to abstract is imperative to learning and doing meaningful mathematics. The theory of "reducing abstraction" maps the abstract nature of mathematics to the nature…

  18. The Abstract Thinking Levels of the Science-Education Students in Gaza Universities

    ERIC Educational Resources Information Center

    Darwish, Ata H.

    2014-01-01

    The purpose of this study was to determine the abstract thinking levels of the science students attending the first and fourth year at two Palestinian Universities (Al-Aqsa and Al-Azhar). The sample consisted of 133 students from Science Education Departments (SE). The tool, used to measure abstract thinking, was one of the Science Reasoning Tasks…

  19. Expectations in Counterfactual and Theory of Mind Reasoning

    ERIC Educational Resources Information Center

    Ferguson, Heather J.; Scheepers, Christoph; Sanford, Anthony J.

    2010-01-01

    During language comprehension, information about the world is exchanged and processed. Two essential ingredients of everyday cognition that are employed during language comprehension are the ability to reason counterfactually, and the ability to understand and predict other peoples' behaviour by attributing independent mental states to them…

  20. The Relationship between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample

    ERIC Educational Resources Information Center

    Rich, John D., Jr.; Fullard, William; Overton, Willis

    2011-01-01

    One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders.…

  1. Exploring students' patterns of reasoning

    NASA Astrophysics Data System (ADS)

    Matloob Haghanikar, Mojgan

    As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students' reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented. To probe students' reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common structure for probing and classifying students' sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students' responses based on their performance for each criterion. First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom's revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Along with analyzing students' reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score. In addition, we analyzed conceptual structure of students' responses, based on conceptual classification schemes, and clustered students' responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the

  2. Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)

    PubMed Central

    Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

    2016-01-01

    We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non–expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI’s robustness and sensitivity in capturing useful data relating to the students’ conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills. PMID:26903497

  3. Fluid Intelligence Allows Flexible Recruitment of the Parieto-Frontal Network in Analogical Reasoning

    PubMed Central

    Preusse, Franziska; Elke, van der Meer; Deshpande, Gopikrishna; Krueger, Frank; Wartenburger, Isabell

    2011-01-01

    Fluid intelligence is the ability to think flexibly and to understand abstract relations. People with high fluid intelligence (hi-fluIQ) perform better in analogical reasoning tasks than people with average fluid intelligence (ave-fluIQ). Although previous neuroimaging studies reported involvement of parietal and frontal brain regions in geometric analogical reasoning (which is a prototypical task for fluid intelligence), however, neuroimaging findings on geometric analogical reasoning in hi-fluIQ are sparse. Furthermore, evidence on the relation between brain activation and intelligence while solving cognitive tasks is contradictory. The present study was designed to elucidate the cerebral correlates of geometric analogical reasoning in a sample of hi-fluIQ and ave-fluIQ high school students. We employed a geometric analogical reasoning task with graded levels of task difficulty and confirmed the involvement of the parieto-frontal network in solving this task. In addition to characterizing the brain regions involved in geometric analogical reasoning in hi-fluIQ and ave-fluIQ, we found that blood oxygenation level dependency (BOLD) signal changes were greater for hi-fluIQ than for ave-fluIQ in parietal brain regions. However, ave-fluIQ showed greater BOLD signal changes in the anterior cingulate cortex and medial frontal gyrus than hi-fluIQ. Thus, we showed that a similar network of brain regions is involved in geometric analogical reasoning in both groups. Interestingly, the relation between brain activation and intelligence is not mono-directional, but rather, it is specific for each brain region. The negative brain activation–intelligence relationship in frontal brain regions in hi-fluIQ goes along with a better behavioral performance and reflects a lower demand for executive monitoring compared to ave-fluIQ individuals. In conclusion, our data indicate that flexibly modulating the extent of regional cerebral activity is characteristic for fluid intelligence

  4. Innate spatial-temporal reasoning and the identification of genius.

    PubMed

    Peterson, Matthew R; Balzarini, Doreen; Bodner, Mark; Jones, Edward G; Phillips, Tiffany; Richardson, Debra; Shaw, Gordon L

    2004-01-01

    The teaching of mathematics is invariably language-based, but spatial-temporal (ST) reasoning (making a mental image and thinking ahead in space and time) is crucial to the understanding of math. Here we report that Big Seed, a demanding ST video game, based upon the mathematics of knot theory and previously applied to understanding DNA structure and function, can be used to reveal innate ST reasoning. Big Seed studies with middle and elementary school children provide strong evidence that ST reasoning ability is not only innate but far exceeds optimistic expectations based on age, the percentage of children achieving exceptional ST performance in less than 7 h of training, and retention of ability. A third grader has been identified as a genius (functionally defined) in ST performance. Big Seed may be used for training and assessing 'creativity' (functionally defined) and ST reasoning as well as discovering genius.

  5. Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief

    NASA Astrophysics Data System (ADS)

    Bogdan, Abigail Marie

    Here I present my work studying introductory physics students proficiency with the control of variables strategy to evaluate simple data tables. In this research, a primary goal was to identify and to describe the reasoning strategies that students use preferentially when evaluating simple data tables where the control of variables strategy is the normative evaluation strategy. In addition, I aimed to identify and describe the factors that affect students reasoning strategies when analyzing these simple data tables. In a series of experiments, I tested 1,360 introductory physics students, giving them simple tables of experimental data to analyze. Generally, each of the experiments that I conducted had two conditions. In both of these conditions, the data filling the tables was identical; however, in the first condition, the data table was presented in a physical context and students were given a short pre-test to measure their beliefs about the context. In the second condition, the table was given in a more generic context. This was repeated with multiple data tables and physical contexts. In addition to the data table task, students were given several measures of cognitive ability. By using students answers on the pretest about physical context, I was able to measure whether or not each students prior beliefs were consistent with the relationships shown in the data tables. Across all the experiments conducted here, I found that those students whose prior beliefs were consistent with the data were over three times more likely to draw a valid inference from the table than students whose prior beliefs were inconsistent with the data. By further analyzing students responses, I found evidence that this difference in performance could be accounted for by the presence of a belief bias. Students tended to cite data in suboptimal ways, frequently treating their own theories as a source of evidence to be supplemented by or illustrated with examples from the data. Because of

  6. A Novel Analog Reasoning Paradigm: New Insights in Intellectually Disabled Patients.

    PubMed

    Curie, Aurore; Brun, Amandine; Cheylus, Anne; Reboul, Anne; Nazir, Tatjana; Bussy, Gérald; Delange, Karine; Paulignan, Yves; Mercier, Sandra; David, Albert; Marignier, Stéphanie; Merle, Lydie; de Fréminville, Bénédicte; Prieur, Fabienne; Till, Michel; Mortemousque, Isabelle; Toutain, Annick; Bieth, Eric; Touraine, Renaud; Sanlaville, Damien; Chelly, Jamel; Kong, Jian; Ott, Daniel; Kassai, Behrouz; Hadjikhani, Nouchine; Gollub, Randy L; des Portes, Vincent

    2016-01-01

    Intellectual Disability (ID) is characterized by deficits in intellectual functions such as reasoning, problem-solving, planning, abstract thinking, judgment, and learning. As new avenues are emerging for treatment of genetically determined ID (such as Down's syndrome or Fragile X syndrome), it is necessary to identify objective reliable and sensitive outcome measures for use in clinical trials. We developed a novel visual analogical reasoning paradigm, inspired by the Progressive Raven's Matrices, but appropriate for Intellectually Disabled patients. This new paradigm assesses reasoning and inhibition abilities in ID patients. We performed behavioural analyses for this task (with a reaction time and error rate analysis, Study 1) in 96 healthy controls (adults and typically developed children older than 4) and 41 genetically determined ID patients (Fragile X syndrome, Down syndrome and ARX mutated patients). In order to establish and quantify the cognitive strategies used to solve the task, we also performed an eye-tracking analysis (Study 2). Down syndrome, ARX and Fragile X patients were significantly slower and made significantly more errors than chronological age-matched healthy controls. The effect of inhibition on error rate was greater than the matrix complexity effect in ID patients, opposite to findings in adult healthy controls. Interestingly, ID patients were more impaired by inhibition than mental age-matched healthy controls, but not by the matrix complexity. Eye-tracking analysis made it possible to identify the strategy used by the participants to solve the task. Adult healthy controls used a matrix-based strategy, whereas ID patients used a response-based strategy. Furthermore, etiologic-specific reasoning differences were evidenced between ID patients groups. We suggest that this paradigm, appropriate for ID patients and developmental populations as well as adult healthy controls, provides an objective and quantitative assessment of visual

  7. [Visual perception abilities in children with reading disabilities].

    PubMed

    Werpup-Stüwe, Lina; Petermann, Franz

    2015-05-01

    Visual perceptual abilities are increasingly being neglected in research concerning reading disabilities. This study measures the visual perceptual abilities of children with disabilities in reading. The visual perceptual abilities of 35 children with specific reading disorder and 30 controls were compared using the German version of the Developmental Test of Visual Perception – Adolescent and Adult (DTVP-A). 11 % of the children with specific reading disorder show clinically relevant performance on the DTVP-A. The perceptual abilities of both groups differ significantly. No significant group differences exist after controlling for general IQ or Perceptional Reasoning Index, but they do remain after controlling for Verbal Comprehension, Working Memory, and Processing Speed Index. The number of children with reading difficulties suffering from visual perceptual disorders has been underestimated. For this reason, visual perceptual abilities should always be tested when making a reading disorder diagnosis. Profiles of IQ-test results of children suffering from reading and visual perceptual disorders should be interpreted carefully.

  8. Expert-Novice Differences in Memory, Abstraction, and Reasoning in the Domain of Literature.

    ERIC Educational Resources Information Center

    Zeitz, Colleen M.

    1994-01-01

    Explored the information processing abilities associated with expertise in literature in high school and college students. Found that literary experts were superior to novices in gist-level recall, extraction of interpretations, and breadth of aspects addressed of literary texts but not in comprehension of scientific texts. (AA)

  9. Abstract Rationality in Education: From Vygotsky to Brandom

    ERIC Educational Resources Information Center

    Derry, Jan

    2008-01-01

    Abstract rationality has increasingly been a target of attack in contemporary educational research and practice and in its place practical reason and situated thinking have become a focus of interest. The argument here is that something is lost in this. In illustrating how we might think about the issue, this paper makes a response to the charge…

  10. Gestalt Reasoning with Conjunctions and Disjunctions

    PubMed Central

    Dumitru, Magda L.; Joergensen, Gitte H.

    2016-01-01

    Reasoning, solving mathematical equations, or planning written and spoken sentences all must factor in stimuli perceptual properties. Indeed, thinking processes are inspired by and subsequently fitted to concrete objects and situations. It is therefore reasonable to expect that the mental representations evoked when people solve these seemingly abstract tasks should interact with the properties of the manipulated stimuli. Here, we investigated the mental representations evoked by conjunction and disjunction expressions in language-picture matching tasks. We hypothesised that, if these representations have been derived using key Gestalt principles, reasoners should use perceptual compatibility to gauge the goodness of fit between conjunction/disjunction descriptions (e.g., the purple and/ or the green) and corresponding binary visual displays. Indeed, the results of three experimental studies demonstrate that reasoners associate conjunction descriptions with perceptually-dependent stimuli and disjunction descriptions with perceptually-independent stimuli, where visual dependency status follows the key Gestalt principles of common fate, proximity, and similarity. PMID:26986760

  11. Gestalt Reasoning with Conjunctions and Disjunctions.

    PubMed

    Dumitru, Magda L; Joergensen, Gitte H

    2016-01-01

    Reasoning, solving mathematical equations, or planning written and spoken sentences all must factor in stimuli perceptual properties. Indeed, thinking processes are inspired by and subsequently fitted to concrete objects and situations. It is therefore reasonable to expect that the mental representations evoked when people solve these seemingly abstract tasks should interact with the properties of the manipulated stimuli. Here, we investigated the mental representations evoked by conjunction and disjunction expressions in language-picture matching tasks. We hypothesised that, if these representations have been derived using key Gestalt principles, reasoners should use perceptual compatibility to gauge the goodness of fit between conjunction/disjunction descriptions (e.g., the purple and/ or the green) and corresponding binary visual displays. Indeed, the results of three experimental studies demonstrate that reasoners associate conjunction descriptions with perceptually-dependent stimuli and disjunction descriptions with perceptually-independent stimuli, where visual dependency status follows the key Gestalt principles of common fate, proximity, and similarity.

  12. Reasoning about logical propositions and success in science

    NASA Astrophysics Data System (ADS)

    Piburn, Michael D.

    1990-12-01

    Students display a number of misconceptions when asked to reason about logical propositions. Rather than being random, these misconceptions are stereotypic, and relate to age, ability, and success in science. The grades in science achieved by tenth-grade general science students from two parochial single-sex schools in Australia correlated with their scores on the Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the biconditional and implication, higher on the disjunction, and highest on the conjunction. Success in science was predicted most strongly by the disjunction and biconditional subtests. Knowledge of the way in which a person reasons about logical propositions provides additional insights into the transformations information is subjected to as it is integrated into mental schemata.

  13. Conditional Reasoning in Schizophrenic Patients.

    PubMed

    Kornreich, Charles; Delle-Vigne, Dyna; Brevers, Damien; Tecco, Juan; Campanella, Salvatore; Noël, Xavier; Verbanck, Paul; Ermer, Elsa

    2017-01-01

    Conditional reasoning (if p then q) is used very frequently in everyday situations. Conditional reasoning is impaired in brain-lesion patients, psychopathy, alcoholism, and polydrug dependence. Many neurocognitive deficits have also been described in schizophrenia. We assessed conditional reasoning in 25 patients with schizophrenia, 25 depressive patients, and 25 controls, using the Wason selection task in three different domains: social contracts, precautionary rules, and descriptive rules. Control measures included depression, anxiety, and severity of schizophrenia measures as a Verbal Intelligence Scale. Patients with schizophrenia were significantly impaired on all conditional reasoning tasks compared to depressives and controls. However, the social contract and precautions tasks yielded better results than the descriptive tasks. Differences between groups disappeared for social contract but remained for precautions and descriptive tasks when verbal intelligence was used as a covariate. These results suggest that domain-specific reasoning mechanisms, proposed by evolutionary psychologists, are relatively resilient in the face of brain network disruptions that impair more general reasoning abilities. Nevertheless, patients with schizophrenia could encounter difficulties understanding precaution rules and social contracts in real-life situations resulting in unwise risk-taking and misunderstandings in the social world.

  14. The lexical processing of abstract and concrete nouns.

    PubMed

    Papagno, Costanza; Fogliata, Arianna; Catricalà, Eleonora; Miniussi, Carlo

    2009-03-31

    Recent activation studies have suggested different neural correlates for processing concrete and abstract words. However, the precise localization is far from being defined. One reason for the heterogeneity of these results could lie in the extreme variability of experimental paradigms, ranging from explicit semantic judgments to lexical decision tasks (auditory and/or visual). The present study explored the processing of abstract/concrete nouns by using repetitive Transcranial Magnetic Stimulation (rTMS) and a lexical decision paradigm in neurologically-unimpaired subjects. Four sites were investigated: left inferior frontal, bilaterally posterior-superior temporal and left posterior-inferior parietal. An interference on accuracy was found for abstract words when rTMS was applied over the left temporal site, while for concrete words accuracy decreased when rTMS was applied over the right temporal site. Accuracy for abstract words, but not for concrete words, decreased after frontal stimulation as compared to the sham condition. These results suggest that abstract lexical entries are stored in the posterior part of the left temporal superior gyrus and possibly in the left frontal inferior gyrus, while the regions involved in storing concrete items include the right temporal cortex. It cannot be excluded, however, that additional areas, not tested in this experiment, are involved in processing both, concrete and abstract nouns.

  15. In two minds: dual-process accounts of reasoning.

    PubMed

    Evans, Jonathan St B T

    2003-10-01

    Researchers in thinking and reasoning have proposed recently that there are two distinct cognitive systems underlying reasoning. System 1 is old in evolutionary terms and shared with other animals: it comprises a set of autonomous subsystems that include both innate input modules and domain-specific knowledge acquired by a domain-general learning mechanism. System 2 is evolutionarily recent and distinctively human: it permits abstract reasoning and hypothetical thinking, but is constrained by working memory capacity and correlated with measures of general intelligence. These theories essentially posit two minds in one brain with a range of experimental psychological evidence showing that the two systems compete for control of our inferences and actions.

  16. Evaluating the effectiveness of reasoning training in military and civilian chronic traumatic brain injury patients: study protocol

    PubMed Central

    2013-01-01

    Background Individuals who sustain traumatic brain injuries (TBIs) often continue to experience significant impairment of cognitive functions mediated by the prefrontal cortex well into chronic stages of recovery. Traditional brain training programs that focus on improving specific skills fall short of addressing integrative functions that draw upon multiple higher-order processes critical for social and vocational integration. In the current study, we compare the effects of two short-term, intensive, group-based cognitive rehabilitation programs for individuals with chronic TBI. One program emphasizes learning about brain functions and influences on cognition, while the other program adopts a top-down approach to improve abstract reasoning abilities that are largely reliant on the prefrontal cortex. These treatment programs are evaluated in civilian and military veteran TBI populations. Methods/design One hundred individuals are being enrolled in this double-blinded clinical trial (all measures and data analyses will be conducted by blinded raters and analysts). Each individual is randomly assigned to one of two treatment conditions, with each condition run in groups of five to seven individuals. The primary anticipated outcomes are improvement in abstract reasoning and everyday life functioning, measured through behavioral tasks and questionnaires, and attention modulation, as measured by functional neuroimaging. Secondary expected outcomes include improvements in the cognitive processes of working memory, attention, and inhibitory control. Discussion Results of this trial will determine whether cognitive rehabilitation aimed at teaching TBI-relevant information about the brain and cognition versus training in TBI-affected thinking abilities (e.g., memory, attention, and executive functioning) can improve outcomes in chronic military and civilian TBI patient populations. It should shed light on the nature of improvements and the characteristics of patients most

  17. Clinical reasoning and case-based decision making: the fundamental challenge to veterinary educators.

    PubMed

    May, Stephen A

    2013-01-01

    Confusion about the nature of human reasoning and its appropriate application to patients has hampered veterinary students' development of these skills. Expertise is associated with greater ability to deploy pattern recognition (type 1 reasoning), which is aided by progressive development of data-driven, forward reasoning (in contrast to scientific, backward reasoning), analytical approaches that lead to schema acquisition. The associative nature of type 1 reasoning makes it prone to bias, particularly in the face of "cognitive miserliness," when clues that indicate the need for triangulation with an analytical approach are ignored. However, combined reasoning approaches, from the earliest stages, are more successful than one approach alone, so it is important that those involved in curricular design and delivery promote student understanding of reasoning generally, and the situations in which reasoning goes awry, and develop students' ability to reason safely and accurately whether presented with a familiar case or with a case that they have never seen before.

  18. The influence of cognitive ability and instructional set on causal conditional inference.

    PubMed

    Evans, Jonathan St B T; Handley, Simon J; Neilens, Helen; Over, David

    2010-05-01

    We report a large study in which participants are invited to draw inferences from causal conditional sentences with varying degrees of believability. General intelligence was measured, and participants were split into groups of high and low ability. Under strict deductive-reasoning instructions, it was observed that higher ability participants were significantly less influenced by prior belief than were those of lower ability. This effect disappeared, however, when pragmatic reasoning instructions were employed in a separate group. These findings are in accord with dual-process theories of reasoning. We also took detailed measures of beliefs in the conditional sentences used for the reasoning tasks. Statistical modelling showed that it is not belief in the conditional statement per se that is the causal factor, but rather correlates of it. Two different models of belief-based reasoning were found to fit the data according to the kind of instructions and the type of inference under consideration.

  19. Reasoning about Other People's Beliefs: Bilinguals Have an Advantage

    ERIC Educational Resources Information Center

    Rubio-Fernandez, Paula; Glucksberg, Sam

    2012-01-01

    Bilingualism can have widespread cognitive effects. In this article we investigate whether bilingualism might have an effect on adults' abilities to reason about other people's beliefs. In particular, we tested whether bilingual adults might have an advantage over monolingual adults in false-belief reasoning analogous to the advantage that has…

  20. Analogical Reasoning in the Classroom: Insights from Cognitive Science

    ERIC Educational Resources Information Center

    Vendetti, Michael S.; Matlen, Bryan J.; Richland, Lindsey E.; Bunge, Silvia A.

    2015-01-01

    Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must…

  1. Diagnosis: Reasoning from first principles and experiential knowledge

    NASA Technical Reports Server (NTRS)

    Williams, Linda J. F.; Lawler, Dennis G.

    1987-01-01

    Completeness, efficiency and autonomy are requirements for suture diagnostic reasoning systems. Methods for automating diagnostic reasoning systems include diagnosis from first principles (i.e., reasoning from a thorough description of structure and behavior) and diagnosis from experiential knowledge (i.e., reasoning from a set of examples obtained from experts). However, implementation of either as a single reasoning method fails to meet these requirements. The approach of combining reasoning from first principles and reasoning from experiential knowledge does address the requirements discussed above and can possibly ease some of the difficulties associated with knowledge acquisition by allowing developers to systematically enumerate a portion of the knowledge necessary to build the diagnosis program. The ability to enumerate knowledge systematically facilitates defining the program's scope, completeness, and competence and assists in bounding, controlling, and guiding the knowledge acquisition process.

  2. Heuristic Biases in Mathematical Reasoning

    ERIC Educational Resources Information Center

    Inglis, Matthew; Simpson, Adrian

    2005-01-01

    In this paper we briefly describe the dual process account of reasoning, and explain the role of heuristic biases in human thought. Concentrating on the so-called matching bias effect, we describe a piece of research that indicates a correlation between success at advanced level mathematics and an ability to override innate and misleading…

  3. Fostering and Measuring General Scientific Reasoning Expertise at the Second Year Level

    NASA Astrophysics Data System (ADS)

    Jones, F. M.; Jellinek, M.; Bostock, M. G.

    2010-12-01

    Geoscience faculty members often debate about the definition and development of scientific expertise. Some will argue it emerges at the graduate level, others that novice students can develop relevant skills. The debate hinges on definitions of “expertise”, “scientific skills” and how these abilities are assessed. We present data from a second year geoscience course specifically designed to help research scientists foster generic skills associated with critical scientific thinking, presentation, and framing of scientific arguments and questions. To develop the course, key characteristics that professional scientists exhibit were identified from the literature and our experience. These are the abilities to: a) read critically; b) succinctly summarize and communicate; c) pose insightful questions; d) use and discuss models, data and their relationships; and e) work effectively as part of a team. To help with learning and assessment of these skills in students who do not yet have significant discipline-specific background, classroom practices were chosen so that students must think and act more like professional scientists. These include use of some team-based learning strategies, replacing exams with quizzes and projects, mixing team-teaching with solo-teaching, discursive rather than didactic instruction, and use of diverse topics representative of research in our Department. Specific strategies employed which enable “master geoscientists” to actively guide and assess novices as they practice desired skills are: homework involving reading, writing abstracts and posing questions for one or two articles each week, pre-post testing of model based reasoning abilities, interaction with guest scientists, and oral and poster presentations on topics chosen by students. Results of collecting data over two terms of using these general and specific strategies include: 1. Abstract writing skills improved during the first two thirds of the course, then leveled off in

  4. Approximate reasoning using terminological models

    NASA Technical Reports Server (NTRS)

    Yen, John; Vaidya, Nitin

    1992-01-01

    Term Subsumption Systems (TSS) form a knowledge-representation scheme in AI that can express the defining characteristics of concepts through a formal language that has a well-defined semantics and incorporates a reasoning mechanism that can deduce whether one concept subsumes another. However, TSS's have very limited ability to deal with the issue of uncertainty in knowledge bases. The objective of this research is to address issues in combining approximate reasoning with term subsumption systems. To do this, we have extended an existing AI architecture (CLASP) that is built on the top of a term subsumption system (LOOM). First, the assertional component of LOOM has been extended for asserting and representing uncertain propositions. Second, we have extended the pattern matcher of CLASP for plausible rule-based inferences. Third, an approximate reasoning model has been added to facilitate various kinds of approximate reasoning. And finally, the issue of inconsistency in truth values due to inheritance is addressed using justification of those values. This architecture enhances the reasoning capabilities of expert systems by providing support for reasoning under uncertainty using knowledge captured in TSS. Also, as definitional knowledge is explicit and separate from heuristic knowledge for plausible inferences, the maintainability of expert systems could be improved.

  5. Lily Pad Doubling: Proportional Reasoning Development

    ERIC Educational Resources Information Center

    Robichaux-Davis, Rebecca R.

    2017-01-01

    Progressing from additive to multiplicative thinking is critical for the development of middle school students' proportional reasoning abilities. Yet, many middle school mathematics teachers lack a thorough understanding of additive versus multiplicative situations. This article describes a sequence of instructional activities used to develop the…

  6. The nature of advanced reasoning and science instruction

    NASA Astrophysics Data System (ADS)

    Lawson, Anton E.

    Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important advanced reasoning schemata are linked by these processes and should be made a part of science instruction designed to improve students' reasoning abilities.Concerning students' development and use of formal reasoning, Linn (1982) calls for research into practical issues such as the roles of task-specific knowledge and individual differences in performance, roles not emphasized by Piaget in his theory and research. From a science teacher's point of view, this is good advice. Accordingly, this article will expand upon some of the issues raised by Linn in a discussion of the nature of advanced reasoning which attempts to reconcile the apparent contradiction between students' differential use of advanced reasoning schemata in varying contexts with the notion of a general stage of formal thought. Two key questions will be discussed: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? The underlying assumption of the present discussion is that, among other things, science instruction should concern itself with the improvement of students' reasoning abilities (cf. Arons, 1976; Arons & Karplus, 1976; Bady, 1979; Bauman, 1976; Educational Policies Commission, 1966; Herron, 1978; Karplus, 1979; Kohlberg & Mayer, 1972; Moshman & Thompson, 1981; Lawson, 1979; Levine & linn, 1977; Pallrand, 1977; Renner & Lawson, 1973; Sayre & Ball, 1975; Schneider & Renner, 1980; Wollman, 1978). The questions are of interest because to

  7. How Spatial Abilities Enhance, and Are Enhanced by, Dental Education

    ERIC Educational Resources Information Center

    Hegarty, Mary; Keehner, Madeleine; Khooshabeh, Peter; Montello, Daniel R.

    2009-01-01

    In two studies with a total of 324 participants, dentistry students were assessed on psychometric measures of spatial ability, reasoning ability, and on new measures of the ability to infer the appearance of a cross-section of a three-dimensional (3-D) object. We examined how these abilities and skills predict success in dental education programs,…

  8. Reason for hospital admission: a pilot study comparing patient statements with chart reports.

    PubMed

    Berger, Zackary; Dembitzer, Anne; Beach, Mary Catherine

    2013-01-01

    Providers and patients bring different understandings of health and disease to their encounters in the hospital setting. The literature to date only infrequently addresses patient and provider concordance on the reported reason for hospitalization, that is, whether they express this reason in similar ways. An agreement or common ground between such understandings can serve as a basis for future communication regarding an illness and its treatment. We interviewed a convenience sample of patients on the medical wards of an urban academic medical center. We asked subjects to state the reason why their doctors admitted them to the hospital, and then compared their statement with the reason in the medical record. We defined concordance on reported reason for hospitalization as agreement between the patient's report and the reason abstracted from the chart. We interviewed and abstracted chart data from a total of 46 subjects. Concordance on reported reason for hospitalization was present in 24 (52%) and discordance in 17 (37%); 5 patients (11%) could not give any reason for their hospitalization. Among the 17 patients whose report was discordant with their chart, 12 (71%) reported a different organ system than was recorded in the chart. A significant proportion of medical inpatients could not state their physicians' reason for admission. In addition, patients who identify a different reason for hospitalization than the chart often give a different organ system altogether. Providers should explore patient understanding of the reason for their hospitalization to facilitate communication and shared decision making.

  9. Investigating adaptive reasoning and strategic competence: Difference male and female

    NASA Astrophysics Data System (ADS)

    Syukriani, Andi; Juniati, Dwi; Siswono, Tatag Yuli Eko

    2017-08-01

    The series of adaptive reasoning and strategic competencies represent the five components of mathematical proficiency to describe the students' mathematics learning success. Gender contribute to the problem-solving process. This qualitative research approach investigated the adaptive reasoning and strategic competence aspects of a male student and a female student when they solved mathematical problem. They were in the eleventh grade of high school in Makassar. Both also had similar mathematics ability and were in the highest category. The researcher as the main instrument used secondary instrument to obtain the appropriate subject and to investigate the aspects of adaptive reasoning and strategic competence. Test of mathematical ability was used to locate the subjects with similar mathematical ability. The unstructured guideline interview was used to investigate aspects of adaptive reasoning and strategic competence when the subject completed the task of mathematical problem. The task of mathematical problem involves several concepts as the right solution, such as the circle concept, triangle concept, trigonometry concept, and Pythagoras concept. The results showed that male and female subjects differed in applying a strategy to understand, formulate and represent the problem situation. Furthermore, both also differed in explaining the strategy used and the relationship between concepts and problem situations.

  10. Optimizing Reasonableness, Critical Thinking, and Cyberspace

    ERIC Educational Resources Information Center

    Ikuenobe, Polycarp

    2003-01-01

    In this paper, the author argues that the quantity, superabundance of information, easy availability, and quick access to information in cyberspace may engender critical thinking and the optimization of reasonableness. This point is different from, but presupposes, the commonplace view that critical thinking abilities, criteria, processes, and…

  11. Distributed Episodic and Analogical Reasoning (DEAR)

    DTIC Science & Technology

    2010-04-01

    of a more abstract class like environmental catastrophe. Analogical reasoning researchers like Gentner and Stevens (1983) caution that “the...hurricane and an earthquake can be useful for quickly determining how to respond to an environmental catastrophe in general but will need to be...with Uncertain Dynamic Outside Options. Proceedings of the First IEEE International Workshop on Electronic Contracting ( WEC 󈧈), p.54-61, July 06-06

  12. The concept of work ability.

    PubMed

    Tengland, Per-Anders

    2011-06-01

    The concept of "work ability" is central for many sciences, especially for those related to working life and to rehabilitation. It is one of the important concepts in legislation regulating sickness insurance. How the concept is defined therefore has important normative implications. The concept is, however, often not sufficiently well defined. AIM AND METHOD The objective of this paper is to clarify, through conceptual analysis, what the concept can and should mean, and to propose a useful definition for scientific and practical work. RESULTS Several of the defining characteristics found in the literature are critically scrutinized and discussed, namely health, basic standard competence, occupational competence, occupational virtues, and motivation. These characteristics are related to the work tasks and the work environment. One conclusion is that we need two definitions of work ability, one for specific jobs that require special training or education, and one for jobs that most people can manage given a short period of practice. Having work ability, in the first sense, means having the occupational competence, the health required for the competence, and the occupational virtues that are required for managing the work tasks, assuming that the tasks are reasonable and that the work environment is acceptable. In the second sense, having work ability is having the health, the basic standard competence and the relevant occupational virtues required for managing some kind of job, assuming that the work tasks are reasonable and that the work environment is acceptable. CONCLUSION These definitions give us tools for understanding and discussing the complex, holistic and dynamic aspects of work ability, and they can lay the foundations for the creation of instruments for evaluating work ability, as well as help formulate strategies for rehabilitation.

  13. Physical ability, fitness and police work.

    PubMed

    Bonneau, J; Brown, J

    1995-09-01

    The objective of this article is to provide an overview of physical ability, fitness and police work. The literature will be reviewed, and the method we have used to develop a tool that measures the physical abilities required for police work will be presented. The importance of linking this standard with a programme for health promotion will be stressed. The reasons why this standard is occupation specific and non-discriminatory will be explained.

  14. The application of top-down abstraction learning using prediction as a supervisory signal to cyber security

    NASA Astrophysics Data System (ADS)

    Mugan, Jonathan; Khalili, Aram E.

    2014-05-01

    Current computer systems are dumb automatons, and their blind execution of instructions makes them open to attack. Their inability to reason means that they don't consider the larger, constantly changing context outside their immediate inputs. Their nearsightedness is particularly dangerous because, in our complex systems, it is difficult to prevent all exploitable situations. Additionally, the lack of autonomous oversight of our systems means they are unable to fight through attacks. Keeping adversaries completely out of systems may be an unreasonable expectation, and our systems need to adapt to attacks and other disruptions to achieve their objectives. What is needed is an autonomous controller within the computer system that can sense the state of the system and reason about that state. In this paper, we present Self-Awareness Through Predictive Abstraction Modeling (SATPAM). SATPAM uses prediction to learn abstractions that allow it to recognize the right events at the right level of detail. These abstractions allow SATPAM to break the world into small, relatively independent, pieces that allow employment of existing reasoning methods. SATPAM goes beyond classification-based machine learning and statistical anomaly detection to be able to reason about the system, and SATPAM's knowledge representation and reasoning is more like that of a human. For example, humans intuitively know that the color of a car is not relevant to any mechanical problem, and SATPAM provides a plausible method whereby a machine can acquire such reasoning patterns. In this paper, we present the initial experimental results using SATPAM.

  15. Teaching of Writing: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1979 (Vol. 39 Nos. 7 through 12).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 19 titles deal with the following topics: the dynamics of creative expression, modular scheduling and student success in freshman composition, growth in writing ability through immersion in a university discipline, massed and…

  16. Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities

    PubMed Central

    Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin

    2013-01-01

    Previous research has found a relationship between individual differences in children’s precision when nonverbally approximating quantities and their school mathematics performance. School mathematics performance emerges from both informal (e.g., counting) and formal (e.g., knowledge of mathematics facts) abilities. It remains unknown whether approximation precision relates to both of these types of mathematics abilities. In the present study we assessed the precision of numerical approximation in 85 3- to 7-year-old children four times over a span of two years. Additionally, at the last time point, we tested children’s informal and formal mathematics abilities using the Test of Early Mathematics Ability (TEMA-3; Ginsburg & Baroody, 2003). We found that children’s numerical approximation precision correlated with and predicted their informal, but not formal, mathematics abilities when controlling for age and IQ. These results add to our growing understanding of the relationship between an unlearned, non-symbolic system of quantity representation and the system of mathematical reasoning that children come to master through instruction. PMID:24076381

  17. Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities.

    PubMed

    Libertus, Melissa E; Feigenson, Lisa; Halberda, Justin

    2013-12-01

    Previous research has found a relationship between individual differences in children's precision when nonverbally approximating quantities and their school mathematics performance. School mathematics performance emerges from both informal (e.g., counting) and formal (e.g., knowledge of mathematics facts) abilities. It remains unknown whether approximation precision relates to both of these types of mathematics abilities. In the current study, we assessed the precision of numerical approximation in 85 3- to 7-year-old children four times over a span of 2years. In addition, at the final time point, we tested children's informal and formal mathematics abilities using the Test of Early Mathematics Ability (TEMA-3). We found that children's numerical approximation precision correlated with and predicted their informal, but not formal, mathematics abilities when controlling for age and IQ. These results add to our growing understanding of the relationship between an unlearned nonsymbolic system of quantity representation and the system of mathematics reasoning that children come to master through instruction. Copyright © 2013 Elsevier Inc. All rights reserved.

  18. Beginning Students May Be Less Capable of Proportional Reasoning than They Appear to Be

    ERIC Educational Resources Information Center

    Gläser, Kathrin; Riegler, Peter

    2015-01-01

    We analyse students' answers to a set of tasks designed to gain information about their ability to reason proportionally. These tasks have been particularly designed to control for false positive, i.e. that students arrive at the correct answer for the wrong reasons, an effect we actually observe with respect to students' ability to reason…

  19. Individual differences in conflict detection during reasoning.

    PubMed

    Frey, Darren; Johnson, Eric D; De Neys, Wim

    2018-05-01

    Decades of reasoning and decision-making research have established that human judgment is often biased by intuitive heuristics. Recent "error" or bias detection studies have focused on reasoners' abilities to detect whether their heuristic answer conflicts with logical or probabilistic principles. A key open question is whether there are individual differences in this bias detection efficiency. Here we present three studies in which co-registration of different error detection measures (confidence, response time and confidence response time) allowed us to assess bias detection sensitivity at the individual participant level in a range of reasoning tasks. The results indicate that although most individuals show robust bias detection, as indexed by increased latencies and decreased confidence, there is a subgroup of reasoners who consistently fail to do so. We discuss theoretical and practical implications for the field.

  20. Reflecting on Classroom Practice: Spatial Reasoning and Simple Coding

    ERIC Educational Resources Information Center

    King, Alessandra

    2015-01-01

    Spatial reasoning--the ability to visualise and play with shapes in one's mind--is essential in many fields, and crucial in any Science, Technology, Engineering, Mathematics [STEM] discipline. It is, for example, the ability that the engineer needs to build bridges; the chemist to see the three-dimensional structure of a molecule; the architect to…

  1. Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI).

    PubMed

    Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

    2016-01-01

    We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non-expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI's robustness and sensitivity in capturing useful data relating to the students' conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills. © 2016 T. Deane et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  2. Personality and Neural Correlates of Mentalizing Ability.

    PubMed

    Allen, Timothy A; Rueter, Amanda R; Abram, Samantha V; Brown, James S; DeYoung, Colin G

    2017-01-01

    Theory of mind, or mentalizing , defined as the ability to reason about another's mental states, is a crucial psychological function that is disrupted in some forms of psychopathology, but little is known about how individual differences in this ability relate to personality or brain function. One previous study linked mentalizing ability to individual differences in the personality trait Agreeableness. Agreeableness encompasses two major subdimensions: Compassion reflects tendencies toward empathy, prosocial behavior, and interpersonal concern, whereas Politeness captures tendencies to suppress aggressive and exploitative impulses. We hypothesized that Compassion but not Politeness would be associated with better mentalizing ability. This hypothesis was confirmed in Study 1 ( N = 329) using a theory of mind task that required reasoning about the beliefs of fictional characters. Post hoc analyses indicated that the honesty facet of Agreeableness was negatively associated with mentalizing. In Study 2 ( N = 217), we examined whether individual differences in mentalizing and related traits were associated with patterns of resting-state functional connectivity in the brain. Performance on the theory of mind task was significantly associated with patterns of connectivity between the dorsal medial and core subsystems of the default network, consistent with evidence implicating these regions in mentalization.

  3. DRS: Derivational Reasoning System

    NASA Technical Reports Server (NTRS)

    Bose, Bhaskar

    1995-01-01

    The high reliability requirements for airborne systems requires fault-tolerant architectures to address failures in the presence of physical faults, and the elimination of design flaws during the specification and validation phase of the design cycle. Although much progress has been made in developing methods to address physical faults, design flaws remain a serious problem. Formal methods provides a mathematical basis for removing design flaws from digital systems. DRS (Derivational Reasoning System) is a formal design tool based on advanced research in mathematical modeling and formal synthesis. The system implements a basic design algebra for synthesizing digital circuit descriptions from high level functional specifications. DRS incorporates an executable specification language, a set of correctness preserving transformations, verification interface, and a logic synthesis interface, making it a powerful tool for realizing hardware from abstract specifications. DRS integrates recent advances in transformational reasoning, automated theorem proving and high-level CAD synthesis systems in order to provide enhanced reliability in designs with reduced time and cost.

  4. Relational Reasoning in Medical Education: Patterns in Discourse and Diagnosis

    ERIC Educational Resources Information Center

    Dumas, Denis; Alexander, Patricia A.; Baker, Lisa M.; Jablansky, Sophie; Dunbar, Kevin N.

    2014-01-01

    Relational reasoning, which has been defined as the ability to discern meaningful patterns within any informational stream, is a foundational cognitive ability associated with education, including in scientific domains. This study entailed the analysis of instructional conversations in which an attending clinical neurologist and his team of…

  5. Assessment of Relational Reasoning in Children Aged 4 to 8 Years.

    ERIC Educational Resources Information Center

    Andrews, Glenda

    This study examined the hypothesis that age-related increases in reasoning ability are associated with the ability to represent relations of increasing complexity, defined as the number of entities related. The study's purpose was to determine the extent to which this ability to process relations with three entities increased between ages 4 and 8…

  6. Reasoning for All: An Instructional Model

    ERIC Educational Resources Information Center

    Fuentes, Sarah Quebec; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline

    2017-01-01

    All students should have opportunities to develop their ability to reason mathematically. Gersten and Chard (1999) support this stance with respect to students with learning disabilities: "Even if students are not automatic with basic facts, they still should be engaged in activities that promote the development of number sense and…

  7. Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)

    ERIC Educational Resources Information Center

    Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

    2016-01-01

    We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being…

  8. Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

    NASA Astrophysics Data System (ADS)

    Chotimah, Siti; Bernard, M.; Wulandari, S. M.

    2018-01-01

    The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got

  9. 13 CFR 120.382 - Repayment ability.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 120.382 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION BUSINESS LOANS Special Purpose Loans Defense Economic Transition Assistance § 120.382 Repayment ability. SBA shall resolve reasonable doubts concerning the small business' proposed business plan for transition to non-defense-related...

  10. 13 CFR 120.382 - Repayment ability.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 120.382 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION BUSINESS LOANS Special Purpose Loans Defense Economic Transition Assistance § 120.382 Repayment ability. SBA shall resolve reasonable doubts concerning the small business' proposed business plan for transition to non-defense-related...

  11. 13 CFR 120.382 - Repayment ability.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 120.382 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION BUSINESS LOANS Special Purpose Loans Defense Economic Transition Assistance § 120.382 Repayment ability. SBA shall resolve reasonable doubts concerning the small business' proposed business plan for transition to non-defense-related...

  12. 13 CFR 120.382 - Repayment ability.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 120.382 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION BUSINESS LOANS Special Purpose Loans Defense Economic Transition Assistance § 120.382 Repayment ability. SBA shall resolve reasonable doubts concerning the small business' proposed business plan for transition to non-defense-related...

  13. The method of abstraction in the design of databases and the interoperability

    NASA Astrophysics Data System (ADS)

    Yakovlev, Nikolay

    2018-03-01

    When designing the database structure oriented to the contents of indicators presented in the documents and communications subject area. First, the method of abstraction is applied by expansion of the indices of new, artificially constructed abstract concepts. The use of abstract concepts allows to avoid registration of relations many-to-many. For this reason, when built using abstract concepts, demonstrate greater stability in the processes. The example abstract concepts to address structure - a unique house number. Second, the method of abstraction can be used in the transformation of concepts by omitting some attributes that are unnecessary for solving certain classes of problems. Data processing associated with the amended concepts is more simple without losing the possibility of solving the considered classes of problems. For example, the concept "street" loses the binding to the land. The content of the modified concept of "street" are only the relations of the houses to the declared name. For most accounting tasks and ensure communication is enough.

  14. Reasons parents buy prepackaged, processed meals: It is more complicated than “I don’t have time”

    PubMed Central

    Horning, Melissa L.; Fulkerson, Jayne A.; Friend, Sarah E.; Story, Mary

    2016-01-01

    Objective To investigate reasons parents purchase prepackaged, processed meals and associations with parental cooking self-efficacy, meal-planning ability, and home food availability. Method This secondary data analysis uses HOME Plus study data from parents of 8–12 year old children (n=160). Associations between reasons parents purchase prepackaged, processed meals and the outcomes were assessed with Chi-square, Fisher’s exact, and t-tests. Results The most frequently endorsed reasons for purchasing prepackaged, processed meals included lack of time (57%) and family preferences (49%). Five of 6 reasons were associated with lower parental cooking self-efficacy and meal planning ability, some reasons were associated with less-healthful home food environments, and few reasons varied by sociodemographic characteristics. Conclusions and Implications Given lower cooking self-efficacy and meal-planning ability are associated with most reasons reported for purchasing prepackaged, processed meals, strategies to increase these attributes for parents of all backgrounds may reduce reliance on prepackaged processed meals for family mealtimes. PMID:27743860

  15. Reasons Parents Buy Prepackaged, Processed Meals: It Is More Complicated Than "I Don't Have Time".

    PubMed

    Horning, Melissa L; Fulkerson, Jayne A; Friend, Sarah E; Story, Mary

    2017-01-01

    To investigate reasons why parents purchase prepackaged, processed meals and associations with parental cooking self-efficacy, meal-planning ability, and home food availability. This secondary data analysis uses Healthy Home Offerings via the Mealtime Environment Plus study data from parents of children aged 8-12 years (n = 160). Associations between reasons why parents purchase prepackaged, processed meals and the outcomes were assessed with chi-square, Fisher exact, and t tests. The most frequently endorsed reasons for purchasing prepackaged, processed meals included lack of time (57%) and family preferences (49%). Five of 6 reasons were associated with lower parental cooking self-efficacy and meal-planning ability. Some reasons were associated with less-healthful home food environments; few reasons varied by socio-demographic characteristics. Because lower cooking self-efficacy and meal-planning ability are associated with most reasons reported for purchasing prepackaged, processed meals, strategies to increase these attributes for parents of all backgrounds may reduce reliance on prepackaged processed meals for family mealtimes. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  16. Numerical ability predicts mortgage default

    PubMed Central

    Gerardi, Kristopher; Goette, Lorenz; Meier, Stephan

    2013-01-01

    Unprecedented levels of US subprime mortgage defaults precipitated a severe global financial crisis in late 2008, plunging much of the industrialized world into a deep recession. However, the fundamental reasons for why US mortgages defaulted at such spectacular rates remain largely unknown. This paper presents empirical evidence showing that the ability to perform basic mathematical calculations is negatively associated with the propensity to default on one’s mortgage. We measure several aspects of financial literacy and cognitive ability in a survey of subprime mortgage borrowers who took out loans in 2006 and 2007, and match them to objective, detailed administrative data on mortgage characteristics and payment histories. The relationship between numerical ability and mortgage default is robust to controlling for a broad set of sociodemographic variables, and is not driven by other aspects of cognitive ability. We find no support for the hypothesis that numerical ability impacts mortgage outcomes through the choice of the mortgage contract. Rather, our results suggest that individuals with limited numerical ability default on their mortgage due to behavior unrelated to the initial choice of their mortgage. PMID:23798401

  17. Numerical ability predicts mortgage default.

    PubMed

    Gerardi, Kristopher; Goette, Lorenz; Meier, Stephan

    2013-07-09

    Unprecedented levels of US subprime mortgage defaults precipitated a severe global financial crisis in late 2008, plunging much of the industrialized world into a deep recession. However, the fundamental reasons for why US mortgages defaulted at such spectacular rates remain largely unknown. This paper presents empirical evidence showing that the ability to perform basic mathematical calculations is negatively associated with the propensity to default on one's mortgage. We measure several aspects of financial literacy and cognitive ability in a survey of subprime mortgage borrowers who took out loans in 2006 and 2007, and match them to objective, detailed administrative data on mortgage characteristics and payment histories. The relationship between numerical ability and mortgage default is robust to controlling for a broad set of sociodemographic variables, and is not driven by other aspects of cognitive ability. We find no support for the hypothesis that numerical ability impacts mortgage outcomes through the choice of the mortgage contract. Rather, our results suggest that individuals with limited numerical ability default on their mortgage due to behavior unrelated to the initial choice of their mortgage.

  18. The Roles of Experience, Gender, and Individual Differences in Statistical Reasoning

    ERIC Educational Resources Information Center

    Martin, Nadia; Hughes, Jeffrey; Fugelsang, Jonathan

    2017-01-01

    We examine the joint effects of gender and experience on statistical reasoning. Participants with various levels of experience in statistics completed the Statistical Reasoning Assessment (Garfield, 2003), along with individual difference measures assessing cognitive ability and thinking dispositions. Although the performance of both genders…

  19. A concept analysis of abductive reasoning.

    PubMed

    Mirza, Noeman A; Akhtar-Danesh, Noori; Noesgaard, Charlotte; Martin, Lynn; Staples, Eric

    2014-09-01

    To describe an analysis of the concept of abductive reasoning. In the discipline of nursing, abductive reasoning has received only philosophical attention and remains a vague concept. In addition to deductive and inductive reasoning, abductive reasoning is not recognized even in prominent nursing knowledge development literature. Therefore, what abductive reasoning is and how it can inform nursing practice and education was explored. Concept analysis. Combinations of specific keywords were searched in Web of Science, CINAHL, PsychINFO, PubMed, Medline and EMBASE. The analysis was conducted in June 2012 and only literature before this period was included. No time limits were set. Rodger's evolutionary method for conducting concept analysis was used. Twelve records were included in the analysis. The most common surrogate term was retroduction, whereas related terms included intuition and pattern and similarity recognition. Antecedents consisted of a complex, puzzling situation and a clinician with creativity, experience and knowledge. Consequences included the formation of broad hypotheses that enhance understanding of care situations. Overall, abductive reasoning was described as the process of hypothesis or theory generation and evaluation. It was also viewed as inference to the best explanation. As a new approach, abductive reasoning could enhance reasoning abilities of novice clinicians. It can not only incorporate various ways of knowing but also its holistic approach to learning appears to be promising in problem-based learning. As nursing literature on abductive reasoning is predominantly philosophical, practical consequences of abductive reasoning warrant further research. © 2014 John Wiley & Sons Ltd.

  20. The Relationship between American Sign Language Vocabulary and the Development of Language-Based Reasoning Skills in Deaf Children

    ERIC Educational Resources Information Center

    Henner, Jonathan

    2016-01-01

    The language-based analogical reasoning abilities of Deaf children are a controversial topic. Researchers lack agreement about whether Deaf children possess the ability to reason using language-based analogies, or whether this ability is limited by a lack of access to vocabulary, both written and signed. This dissertation examines factors that…

  1. Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1984, (Vol. 44 Nos. 7 through 12).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 33 titles deal with a variety of topics, including the following: (1) children's sense of audience; (2) rhetorical foundations of technical communication; (3) sources of negative attitudes toward writing; (4) the development of…

  2. Childhood cognitive ability and body composition in adulthood.

    PubMed

    Kumpulainen, S M; Heinonen, K; Salonen, M K; Andersson, S; Wolke, D; Kajantie, E; Eriksson, J G; Raikkonen, K

    2016-08-15

    Childhood cognitive ability has been identified as a novel risk factor for adulthood overweight and obesity as assessed by adult body mass index (BMI). BMI does not, however, distinguish fat-free and metabolically harmful fat tissue. Hence, we examined the associations between childhood cognitive abilities and body fat percentage (BF%) in young adulthood. Participants of the Arvo Ylppö Longitudinal Study (n=816) underwent tests of general reasoning, visuomotor integration, verbal competence and language comprehension (M=100; s.d.=15) at the age of 56 months. At the age of 25 years, they underwent a clinical examination, including measurements of BF% by the InBody 3.0 eight-polar tactile electrode system, weight and height from which BMI (kg m(-2)) was calculated and waist circumference (cm). After adjustments for sex, age and BMI-for-age s.d. score at 56 months, lower general reasoning and visuomotor integration in childhood predicted higher BMI (kg m(-2)) increase per s.d. unit decrease in cognitive ability (-0.32, 95% confidence interval -0.60,-0.05; -0.45, -0.75,-0.14, respectively) and waist circumference (cm) increase per s.d. unit decrease in cognitive ability (-0.84, -1.56,-0.11; -1.07,-1.88,-0.26, respectively) in adulthood. In addition, lower visuomotor integration predicted higher BF% per s.d. unit decrease in cognitive ability (-0.62,-1.14,-0.09). Associations between general reasoning and BMI/waist were attenuated when adjusted for smoking, alcohol consumption, intake of fruits and vegetables and physical activity in adulthood, and all associations, except for visuomotor integration and BMI, were attenuated when adjusted for parental and/or own attained education and/or birth weight. Of the measured childhood cognitive abilities, only lower visuomotor integration was associated with BF% in adulthood. This challenges the view that cognitive ability, at least when measured in early childhood, poses a risk for adiposity in adulthood, as characterized

  3. Human rights reasoning and medical law: a sceptical essay.

    PubMed

    Wall, Jesse

    2015-03-01

    I am sceptical as to the contribution that human rights can make to our evaluation of medical law. I will argue here that viewing medical law through a human rights framework provides no greater clarity, insight or focus. If anything, human rights reasoning clouds any bioethical or evaluative analysis. In Section 1 of this article, I outline the general structure of human rights reasoning. I will describe human rights reasoning as (a) reasoning from rights that each person has 'by virtue of their humanity', (b) reasoning from rights that provide 'hard to defeat' reasons for action and (c) reasoning from abstract norms to specified duties. I will then argue in Section 2 that, unless we (a) re-conceive of human rights as narrow categories of liberties, it becomes (b) necessary for our human rights reasoning to gauge the normative force of each claim or liberty. When we apply this approach to disputes in medical law, we (in the best case scenario) end up (c) 'looking straight through' the human right to the (disagreement about) values and features that each person has by virtue of their humanity. © 2014 John Wiley & Sons Ltd.

  4. An interval logic for higher-level temporal reasoning

    NASA Technical Reports Server (NTRS)

    Schwartz, R. L.; Melliar-Smith, P. M.; Vogt, F. H.; Plaisted, D. A.

    1983-01-01

    Prior work explored temporal logics, based on classical modal logics, as a framework for specifying and reasoning about concurrent programs, distributed systems, and communications protocols, and reported on efforts using temporal reasoning primitives to express very high level abstract requirements that a program or system is to satisfy. Based on experience with those primitives, this report describes an Interval Logic that is more suitable for expressing such higher level temporal properties. The report provides a formal semantics for the Interval Logic, and several examples of its use. A description of decision procedures for the logic is also included.

  5. ATS displays: A reasoning visualization tool for expert systems

    NASA Technical Reports Server (NTRS)

    Selig, William John; Johannes, James D.

    1990-01-01

    Reasoning visualization is a useful tool that can help users better understand the inherently non-sequential logic of an expert system. While this is desirable in most all expert system applications, it is especially so for such critical systems as those destined for space-based operations. A hierarchical view of the expert system reasoning process and some characteristics of these various levels is presented. Also presented are Abstract Time Slice (ATS) displays, a tool to visualize the plethora of interrelated information available at the host inferencing language level of reasoning. The usefulness of this tool is illustrated with some examples from a prototype potable water expert system for possible use aboard Space Station Freedom.

  6. Gender Differences in Solving Mathematics Problems among Two-Year College Students in a Developmental Algebra Class and Related Factors.

    ERIC Educational Resources Information Center

    Schonberger, Ann K.

    A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects…

  7. Analogical reasoning in children with specific language impairment: Evidence from a scene analogy task.

    PubMed

    Krzemien, Magali; Jemel, Boutheina; Maillart, Christelle

    2017-01-01

    Analogical reasoning is a human ability that maps systems of relations. It develops along with relational knowledge, working memory and executive functions such as inhibition. It also maintains a mutual influence on language development. Some authors have taken a greater interest in the analogical reasoning ability of children with language disorders, specifically those with specific language impairment (SLI). These children apparently have weaker analogical reasoning abilities than their aged-matched peers without language disorders. Following cognitive theories of language acquisition, this deficit could be one of the causes of language disorders in SLI, especially those concerning productivity. To confirm this deficit and its link to language disorders, we use a scene analogy task to evaluate the analogical performance of SLI children and compare them to controls of the same age and linguistic abilities. Results show that children with SLI perform worse than age-matched peers, but similar to language-matched peers. They are more influenced by increased task difficulty. The association between language disorders and analogical reasoning in SLI can be confirmed. The hypothesis of limited processing capacity in SLI is also being considered.

  8. What is the role of induction and deduction in reasoning and scientific inquiry?

    NASA Astrophysics Data System (ADS)

    Lawson, Anton E.

    2005-08-01

    A long-standing and continuing controversy exists regarding the role of induction and deduction in reasoning and in scientific inquiry. Given the inherent difficulty in reconstructing reasoning patterns based on personal and historical accounts, evidence about the nature of human reasoning in scientific inquiry has been sought from a controlled experiment designed to identify the role played by enumerative induction and deduction in cognition as well as from the relatively new field of neural modeling. Both experimental results and the neurological models imply that induction across a limited set of observations plays no role in task performance and in reasoning. Therefore, support has been obtained for Popper's hypothesis that enumerative induction does not exist as a psychological process. Instead, people appear to process information in terms of increasingly abstract cycles of hypothetico-deductive reasoning. Consequently, science instruction should provide students with opportunities to generate and test increasingly complex and abstract hypotheses and theories in a hypothetico-deductive manner. In this way students can be expected to become increasingly conscious of their underlying hypothetico-deductive thought processes, increasingly skilled in their application, and hence increasingly scientifically literate.

  9. Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1985 (Vol. 45 Nos. 7 through 12).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) a study of the meanings of experience of ten published feminist women writers; (2) the composing activities of computer literate writers; (3) the informational…

  10. Editors' Introduction: Abstract Concepts: Structure, Processing, and Modeling.

    PubMed

    Bolognesi, Marianna; Steen, Gerard

    2018-06-22

    Our ability to deal with abstract concepts is one of the most intriguing faculties of human cognition. Still, we know little about how such concepts are formed, processed, and represented in mind. For example, because abstract concepts do not designate referents that can be experienced through our body, the role of perceptual experiences in shaping their content remains controversial. Current theories suggest a variety of alternative explanations to the question of "how abstract concepts are represented in the human mind." These views pinpoint specific streams of semantic information that would play a prominent role in shaping the content of abstract concepts, such as situation-based information (e.g., Barsalou & Wiemer-Hastings, ), affective information (Kousta, Vigliocco, Vinson, Andrews, & Del Campo, ), and linguistic information (Louwerse, ). Rarely, these theoretical views are directly compared. In this special issue, current views are presented in their most recent and advanced form, and directly compared and discussed in a debate, which is reported at the end of each article. As a result, new exciting questions and challenges arise. These questions and challenges, reported in this introductory article, can arguably pave the way to new empirical studies and theoretical developments on the nature of abstract concepts. © 2018 Cognitive Science Society, Inc.

  11. Clinical Reasoning in Massage Therapy

    PubMed Central

    LeMoon, Kim

    2008-01-01

    Background: Clinical reasoning has long been a valuable tool for health care practitioners, but it has been under-researched in the field of massage therapy. Case reports have been a useful method for exploring the clinical reasoning process in various fields of manual therapy and can provide a model for similar research in the field of massage therapy. A diagnostically challenging case concerning a client with low back pain serves as a guideline for examining the clinical reasoning process of a massage therapist. Methods: A two-part methodology was employed: Client profileReflective inquiry The inquiry included questions pertaining to beliefs about health problems; beliefs about the mechanisms of pain; medical conditions that could explain the client’s symptoms; knowledge of the client’s anatomy, assessment, and treatment choices; observations made during treatment; extent of experience in treating similar problems; and ability to recognize clinical patterns. Results: The clinical reasoning process of a massage therapist contributed to a differential diagnosis, which provided an explanation for the client’s symptoms and led to a satisfactory treatment resolution. Conclusion: The present report serves as an example of the value of clinical reasoning in the field of massage therapy, and the need for expanded research into its methods and applications. The results of such research could be beneficial in teaching the clinical reasoning process at both the introductory and the advanced levels of massage therapy education. PMID:21589814

  12. The Promise of Economic-Integration: Examining the Relationships among School Poverty, Individual Poverty, and Reasoning Skills

    ERIC Educational Resources Information Center

    Rogers, Michelle

    2016-01-01

    This study examines the relationships between school poverty status, family income status, and reasoning ability for the purpose of understanding the role of school poverty on reasoning skills. Cognitive ability scores of students attending mixed-poverty schools were compared to their counterparts attending institutions with low, high, and extreme…

  13. New Features in the ADS Abstract Service

    NASA Astrophysics Data System (ADS)

    Eichhorn, G.; Accomazzi, A.; Grant, C. S.; Kurtz, M. J.; ReyBacaicoa, V.; Murray, S. S.

    2001-11-01

    The ADS Abstract Service contains over 2.3 million references in four databases: Astronomy/Astrophysics/Planetary Sciences, Instrumentation, Physics/Geophysics, and Preprints. We provide abstracts and articles free to the astronomical community for all major and many smaller astronomy journals, PhD theses, conference proceedings, and technical reports. These four databases can be queried either separately of jointly. The ADS also has scanned 1.3 million pages in 180,000 articles in the ADS Article Service. This literature archive contains all major Astronomy journals and many smaller journals, as well as conference proceedings, including the abstract books from all the LPSCs back to volume 2. A new feature gives our users the ability to see list of articles that were also read by the readers of a given article. This is a powerful tool to find out what current articles are relevant in a particular field of study. We have recently expanded the citation and reference query capabilities. It allows our users to select papers for which they want to see references or citations and then retrieve these citations/references. Another new capability is the ability to sort a list of articles by their citation count. As usual, users should be reminded that the citations in ADS are incomplete because we do not obtain reference lists from all publishers. In addition, we cannot match all references (e.g. in press, private communications, author errors, some conference papers, etc.). Anyone using the citations for analysis of publishing records should keep this in mind. More work on expanding the citation and reference features is planned over the next year. ADS Home Page http://ads.harvard.edu/

  14. Item Response Theory in the context of Improving Student Reasoning

    NASA Astrophysics Data System (ADS)

    Goddard, Chase; Davis, Jeremy; Pyper, Brian

    2011-10-01

    We are interested to see if Item Response Theory can help to better inform the development of reasoning ability in introductory physics. A first pass through our latest batch of data from the Heat and Temperature Conceptual Evaluation, the Lawson Classroom Test of Scientific Reasoning, and the Epistemological Beliefs About Physics Survey may help in this effort.

  15. Dyslexia and reasoning: the importance of visual processes.

    PubMed

    Bacon, Alison M; Handley, Simon J

    2010-08-01

    Recent research has suggested that individuals with dyslexia rely on explicit visuospatial representations for syllogistic reasoning while most non-dyslexics opt for an abstract verbal strategy. This paper investigates the role of visual processes in relational reasoning amongst dyslexic reasoners. Expt 1 presents written and verbal protocol evidence to suggest that reasoners with dyslexia generate detailed representations of relational properties and use these to make a visual comparison of objects. Non-dyslexics use a linear array of objects to make a simple transitive inference. Expt 2 examined evidence for the visual-impedance effect which suggests that visual information detracts from reasoning leading to longer latencies and reduced accuracy. While non-dyslexics showed the impedance effects predicted, dyslexics showed only reduced accuracy on problems designed specifically to elicit imagery. Expt 3 presented problems with less semantically and visually rich content. The non-dyslexic group again showed impedance effects, but dyslexics did not. Furthermore, in both studies, visual memory predicted reasoning accuracy for dyslexic participants, but not for non-dyslexics, particularly on problems with highly visual content. The findings are discussed in terms of the importance of visual and semantic processes in reasoning for individuals with dyslexia, and we argue that these processes play a compensatory role, offsetting phonological and verbal memory deficits.

  16. Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1982 (Vol. 42 Nos. 7 through 12).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 31 titles deal with a variety of topics, including the following: (1) the influence of audience on student writing; (2) syntax in the written language of reading-disabled and nonreading-disabled children; (3) the use of a…

  17. The Abstract Selection Task: New Data and an Almost Comprehensive Model

    ERIC Educational Resources Information Center

    Klauer, Karl Christoph; Stahl, Christoph; Erdfelder, Edgar

    2007-01-01

    A complete quantitative account of P. Wason's (1966) abstract selection task is proposed. The account takes the form of a mathematical model. It is assumed that some response patterns are caused by inferential reasoning, whereas other responses reflect cognitive processes that affect each card selection separately and independently of other card…

  18. Analysis of statistical misconception in terms of statistical reasoning

    NASA Astrophysics Data System (ADS)

    Maryati, I.; Priatna, N.

    2018-05-01

    Reasoning skill is needed for everyone to face globalization era, because every person have to be able to manage and use information from all over the world which can be obtained easily. Statistical reasoning skill is the ability to collect, group, process, interpret, and draw conclusion of information. Developing this skill can be done through various levels of education. However, the skill is low because many people assume that statistics is just the ability to count and using formulas and so do students. Students still have negative attitude toward course which is related to research. The purpose of this research is analyzing students’ misconception in descriptive statistic course toward the statistical reasoning skill. The observation was done by analyzing the misconception test result and statistical reasoning skill test; observing the students’ misconception effect toward statistical reasoning skill. The sample of this research was 32 students of math education department who had taken descriptive statistic course. The mean value of misconception test was 49,7 and standard deviation was 10,6 whereas the mean value of statistical reasoning skill test was 51,8 and standard deviation was 8,5. If the minimal value is 65 to state the standard achievement of a course competence, students’ mean value is lower than the standard competence. The result of students’ misconception study emphasized on which sub discussion that should be considered. Based on the assessment result, it was found that students’ misconception happen on this: 1) writing mathematical sentence and symbol well, 2) understanding basic definitions, 3) determining concept that will be used in solving problem. In statistical reasoning skill, the assessment was done to measure reasoning from: 1) data, 2) representation, 3) statistic format, 4) probability, 5) sample, and 6) association.

  19. Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through September 1977 (Vol. 38 Nos. 1 through 3).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with the following topics: children's ability to read their own dictated oral language; adjunct structure and reading comprehension; learning and comprehension of simultaneously presented stimuli in children of…

  20. Single neurons in prefrontal cortex encode abstract rules.

    PubMed

    Wallis, J D; Anderson, K C; Miller, E K

    2001-06-21

    The ability to abstract principles or rules from direct experience allows behaviour to extend beyond specific circumstances to general situations. For example, we learn the 'rules' for restaurant dining from specific experiences and can then apply them in new restaurants. The use of such rules is thought to depend on the prefrontal cortex (PFC) because its damage often results in difficulty in following rules. Here we explore its neural basis by recording from single neurons in the PFC of monkeys trained to use two abstract rules. They were required to indicate whether two successively presented pictures were the same or different depending on which rule was currently in effect. The monkeys performed this task with new pictures, thus showing that they had learned two general principles that could be applied to stimuli that they had not yet experienced. The most prevalent neuronal activity observed in the PFC reflected the coding of these abstract rules.

  1. Sleep Spindles and Intellectual Ability: Epiphenomenon or Directly Related?

    PubMed

    Fang, Zhuo; Sergeeva, Valya; Ray, Laura B; Viczko, Jeremy; Owen, Adrian M; Fogel, Stuart M

    2017-01-01

    Sleep spindles-short, phasic, oscillatory bursts of activity that characterize non-rapid eye movement sleep-are one of the only electrophysiological oscillations identified as a biological marker of human intelligence (e.g., cognitive abilities commonly assessed using intelligence quotient tests). However, spindles are also important for sleep maintenance and are modulated by circadian factors. Thus, the possibility remains that the relationship between spindles and intelligence quotient may be an epiphenomenon of a putative relationship between good quality sleep and cognitive ability or perhaps modulated by circadian factors such as morningness-eveningness tendencies. We sought to ascertain whether spindles are directly or indirectly related to cognitive abilities using mediation analysis. Here, we show that fast (13.5-16 Hz) parietal but not slow (11-13.5 Hz) frontal spindles in both non-rapid eye movement stage 2 sleep and slow wave sleep are directly related to reasoning abilities (i.e., cognitive abilities that support "fluid intelligence," such as the capacity to identify complex patterns and relationships and the use of logic to solve novel problems) but not verbal abilities (i.e., cognitive abilities that support "crystalized intelligence"; accumulated knowledge and experience) or cognitive abilities that support STM (i.e., the capacity to briefly maintain information in an available state). The relationship between fast spindles and reasoning abilities is independent of the indicators of sleep maintenance and circadian chronotype, thus suggesting that spindles are indeed a biological marker of cognitive abilities and can serve as a window to further explore the physiological and biological substrates that give rise to human intelligence.

  2. The Experimental Design Ability Test (EDAT)

    ERIC Educational Resources Information Center

    Sirum, Karen; Humburg, Jennifer

    2011-01-01

    Higher education goals include helping students develop evidence based reasoning skills; therefore, scientific thinking skills such as those required to understand the design of a basic experiment are important. The Experimental Design Ability Test (EDAT) measures students' understanding of the criteria for good experimental design through their…

  3. Framing deductive reasoning with emotional content: an fMRI study.

    PubMed

    Brunetti, M; Perrucci, M G; Di Naccio, M R; Ferretti, A; Del Gratta, C; Casadio, C; Romani, G L

    2014-06-01

    In the literature concerning the study of emotional effect on cognition, several researches highlight the mechanisms of reasoning ability and the influence of emotions on this ability. However, up to now, no neuroimaging study was specifically devised to directly compare the influence on reasoning performance of visual task-unrelated with semantic task-related emotional information. In the present functional fMRI study, we devised a novel paradigm in which emotionally negative vs. neutral visual stimuli (context) were used as primes, followed by syllogisms composed of propositions with emotionally negative vs. neutral contents respectively. Participants, in the MR scanner, were asked to assess the logical validity of the syllogisms. We have therefore manipulated the emotional state and arousal induced by the visual prime as well as the emotional interference exerted by the syllogism content. fMRI data indicated a medial prefrontal cortex deactivation and lateral/dorsolateral prefrontal cortex activation in conditions with negative context. Furthermore, a lateral/dorsolateral prefrontal cortex modulation caused by syllogism content was observed. Finally, behavioral data confirmed the influence of emotional task-related stimuli on reasoning ability, since the performance was worse in conditions with syllogisms involving negative emotions. Therefore, on the basis of these data, we conclude that emotional states can impair the performance in reasoning tasks by means of the delayed general reactivity, whereas the emotional content of the target may require a larger amount of top-down resources to be processed. Copyright © 2014 Elsevier Inc. All rights reserved.

  4. Rationality and emotionality: serotonin transporter genotype influences reasoning bias

    PubMed Central

    Bean, Stephanie E.; Anderson, Lindsay M.; Devaney, Joseph M.; Vaidya, Chandan J.

    2013-01-01

    Reasoning often occurs under emotionally charged, opinion-laden circumstances. The belief-bias effect indexes the extent to which reasoning is based upon beliefs rather than logical structure. We examined whether emotional content increases this effect, particularly for adults genetically predisposed to be more emotionally reactive. SS/SLG carriers of the serotonin transporter genotype (5-HTTLPR) were less accurate selectively for evaluating emotional relational reasoning problems with belief-logic conflict relative to LALA carriers. Trait anxiety was positively associated with emotional belief-bias, and the 5-HTTLPR genotype significantly accounted for the variance in this association. Thus, deductive reasoning, a higher cognitive ability, is sensitive to differences in emotionality rooted in serotonin neurotransmitter function. PMID:22275169

  5. Rationality and emotionality: serotonin transporter genotype influences reasoning bias.

    PubMed

    Stollstorff, Melanie; Bean, Stephanie E; Anderson, Lindsay M; Devaney, Joseph M; Vaidya, Chandan J

    2013-04-01

    Reasoning often occurs under emotionally charged, opinion-laden circumstances. The belief-bias effect indexes the extent to which reasoning is based upon beliefs rather than logical structure. We examined whether emotional content increases this effect, particularly for adults genetically predisposed to be more emotionally reactive. SS/SL(G) carriers of the serotonin transporter genotype (5-HTTLPR) were less accurate selectively for evaluating emotional relational reasoning problems with belief-logic conflict relative to L(A)L(A) carriers. Trait anxiety was positively associated with emotional belief-bias, and the 5-HTTLPR genotype significantly accounted for the variance in this association. Thus, deductive reasoning, a higher cognitive ability, is sensitive to differences in emotionality rooted in serotonin neurotransmitter function.

  6. Gender differences in algebraic thinking ability to solve mathematics problems

    NASA Astrophysics Data System (ADS)

    Kusumaningsih, W.; Darhim; Herman, T.; Turmudi

    2018-05-01

    This study aimed to conduct a gender study on students' algebraic thinking ability in solving a mathematics problem, polyhedron concept, for grade VIII. This research used a qualitative method. The data was collected using: test and interview methods. The subjects in this study were eight male and female students with different level of abilities. It was found that the algebraic thinking skills of male students reached high group of five categories. They were superior in terms of reasoning and quick understanding in solving problems. Algebraic thinking ability of high-achieving group of female students also met five categories of algebraic thinking indicators. They were more diligent, tenacious and thorough in solving problems. Algebraic thinking ability of male students in medium category only satisfied three categories of algebraic thinking indicators. They were sufficient in terms of reasoning and understanding in solving problems. Algebraic thinking ability group of female students in medium group also satisfied three categories of algebraic thinking indicators. They were fairly diligent, tenacious and meticulous on working on the problems.

  7. Vehicle Integrated Prognostic Reasoner (VIPR) Metric Report

    NASA Technical Reports Server (NTRS)

    Cornhill, Dennis; Bharadwaj, Raj; Mylaraswamy, Dinkar

    2013-01-01

    This document outlines a set of metrics for evaluating the diagnostic and prognostic schemes developed for the Vehicle Integrated Prognostic Reasoner (VIPR), a system-level reasoner that encompasses the multiple levels of large, complex systems such as those for aircraft and spacecraft. VIPR health managers are organized hierarchically and operate together to derive diagnostic and prognostic inferences from symptoms and conditions reported by a set of diagnostic and prognostic monitors. For layered reasoners such as VIPR, the overall performance cannot be evaluated by metrics solely directed toward timely detection and accuracy of estimation of the faults in individual components. Among other factors, overall vehicle reasoner performance is governed by the effectiveness of the communication schemes between monitors and reasoners in the architecture, and the ability to propagate and fuse relevant information to make accurate, consistent, and timely predictions at different levels of the reasoner hierarchy. We outline an extended set of diagnostic and prognostics metrics that can be broadly categorized as evaluation measures for diagnostic coverage, prognostic coverage, accuracy of inferences, latency in making inferences, computational cost, and sensitivity to different fault and degradation conditions. We report metrics from Monte Carlo experiments using two variations of an aircraft reference model that supported both flat and hierarchical reasoning.

  8. Theatre and Oral Interpretation: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1983 (Vol. 44 Nos. 1 through 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the relative effects of two creative drama approaches on the dramatic behavior and mental imagery ability of elementary school students; (2) the history of the…

  9. Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology

    PubMed Central

    Jensen, Jamie Lee; Lawson, Anton

    2011-01-01

    This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer. PMID:21364101

  10. Children's application of simultaneous and successive processing in inductive and deductive reasoning problems: Implications for developing scientific reasoning skills

    NASA Astrophysics Data System (ADS)

    Watters, James J.; English, Lyn D.

    The research reported in this article was undertaken to obtain a better understanding of problem solving and scientific reasoning in 10-year-old children. The study involved measuring children's competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Children were also categorized on the basis of levels of simultaneous and successive synthesis. Simultaneous and successive synthesis represent two dimensions of information processing identified by Luria in a program of neuropsychological research. Simultaneous synthesis involves integration of information in a holistic or spatial fashion, whereas successive synthesis involves processing information sequentially with temporal links between stimuli. Analysis of the data generated in the study indicated that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. However, the strongest correlation was found between simultaneous synthesis and inductive reasoning. These findings provide a basis for understanding the roles of spatial and verbal-logical ability as defined by Luria's neuropsychological theory in scientific problem solving. The results also highlight the need for teachers to provide experiences which are compatible with individual students' information processing styles.Received: 19 October 1993; Revised: 15 December 1994;

  11. Emotional Intelligence and cognitive abilities - associations and sex differences.

    PubMed

    Pardeller, Silvia; Frajo-Apor, Beatrice; Kemmler, Georg; Hofer, Alex

    2017-09-01

    In order to expand on previous research, this cross-sectional study investigated the relationship between Emotional Intelligence (EI) and cognitive abilities in healthy adults with a special focus on potential sex differences. EI was assessed by means of the Mayer-Salovey-Caruso-Emotional-Intelligence Test (MSCEIT), whereas cognitive abilities were investigated using the Brief Assessment of Cognition in Schizophrenia (BACS), which measures key aspects of cognitive functioning, i.e. verbal memory, working memory, motor speed, verbal fluency, attention and processing speed, and reasoning and problem solving. 137 subjects (65% female) with a mean age of 38.7 ± 11.8 years were included into the study. While males and females were comparable with regard to EI, men achieved significantly higher BACS composite scores and outperformed women in the BACS subscales motor speed, attention and processing speed, and reasoning and problem solving. Verbal fluency significantly predicted EI, whereas the MSCEIT subscale understanding emotions significantly predicted the BACS composite score. Our findings support previous research and emphasize the relevance of considering cognitive abilities when assessing ability EI in healthy individuals.

  12. Abstract Word Definition in Patients with Amnestic Mild Cognitive Impairment

    PubMed Central

    Kim, Soo Ryon; Baek, Min Jae; Kim, HyangHee

    2015-01-01

    The aims of this study were to investigate concrete and abstract word definition ability (1) between patients with amnestic mild cognitive impairment (aMCI) and normal adults and (2) between the aMCI subtypes (i.e., amnestic single-domain MCI and amnestic multidomain MCI; asMCI and amMCI) and normal controls. The 68 patients with aMCI (29 asMCI and 39 amMCI) and 93 age- and education-matched normal adults performed word definition tasks composed of five concrete (e.g., train) and five abstract nouns (e.g., jealousy). Task performances were analyzed on total score, number of core meanings, and number of supplementary meanings. The results were as follows. First, the aMCI patients scored significantly poorer than the normal controls in only abstract word definition. Second, both subtypes of aMCI performed worse than the controls in only abstract word definition. In conclusion, a definition task of abstract rather than concrete concepts may provide richer information to show semantic impairment of aMCI. PMID:26347214

  13. Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July 1979 through June 1980 (Vol. 40 Nos. 1 through 12).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with the following topics: (1) the adolescent writer's developing sense of audience; (2) the entry skills, methods, and attitudes of intermediate composition students in postsecondary composition programs; (3)…

  14. Whose statistical reasoning is facilitated by a causal structure intervention?

    PubMed

    McNair, Simon; Feeney, Aidan

    2015-02-01

    People often struggle when making Bayesian probabilistic estimates on the basis of competing sources of statistical evidence. Recently, Krynski and Tenenbaum (Journal of Experimental Psychology: General, 136, 430-450, 2007) proposed that a causal Bayesian framework accounts for peoples' errors in Bayesian reasoning and showed that, by clarifying the causal relations among the pieces of evidence, judgments on a classic statistical reasoning problem could be significantly improved. We aimed to understand whose statistical reasoning is facilitated by the causal structure intervention. In Experiment 1, although we observed causal facilitation effects overall, the effect was confined to participants high in numeracy. We did not find an overall facilitation effect in Experiment 2 but did replicate the earlier interaction between numerical ability and the presence or absence of causal content. This effect held when we controlled for general cognitive ability and thinking disposition. Our results suggest that clarifying causal structure facilitates Bayesian judgments, but only for participants with sufficient understanding of basic concepts in probability and statistics.

  15. Does Problem Solving = Prior Knowledge + Reasoning Skills in Earth Science? An Exploratory Study

    ERIC Educational Resources Information Center

    Chang, Chun-Yen

    2010-01-01

    This study examined the interrelationship between tenth-grade students' problem solving ability (PSA) and their domain-specific knowledge (DSK) as well as reasoning skills (RS) in a secondary school of Taiwan. The PSA test was designed to emphasize students' divergent-thinking ability (DTA) and convergent-thinking ability (CTA) subscales in the…

  16. An Investigation into the Clinical Reasoning Development of Veterinary Students.

    PubMed

    Vinten, Claire E K; Cobb, Kate A; Freeman, Sarah L; Mossop, Liz H

    Clinical reasoning is a fundamental skill for veterinary clinicians and a competency required of graduates by the Royal College of Veterinary Surgeons. However, it is unknown how veterinary students develop reasoning skills and where strengths and shortcomings of curricula lie. This research aimed to use the University of Nottingham School of Veterinary Medicine and Science (SVMS) as a case study to investigate the development of clinical reasoning among veterinary students. The analysis was framed in consideration of the taught, learned, and declared curricula. Sixteen staff and sixteen students from the SVMS participated separately in a total of four focus groups. In addition, five interviews were conducted with recent SVMS graduates. Audio transcriptions were used to conduct a thematic analysis. A content analysis was performed on all curriculum documentation. It was found that SVMS graduates feel they have a good level of reasoning ability, but they still experience a deficit in their reasoning capabilities when starting their first job. Overarching themes arising from the data suggest that a lack of responsibility for clinical decisions during the program and the embedded nature of the clinical reasoning skill within the curriculum could be restricting development. In addition, SVMS students would benefit from clinical reasoning training where factors influencing "real life" decisions (e.g., finances) are explored in more depth. Integrating these factors into the curriculum could lead to improved decision-making ability among SVMS graduates and better prepare students for the stressful transition to practice. These findings are likely to have implications for other veterinary curricula.

  17. The use of intuitive and analytic reasoning styles by patients with persecutory delusions.

    PubMed

    Freeman, Daniel; Lister, Rachel; Evans, Nicole

    2014-12-01

    A previous study has shown an association of paranoid thinking with a reliance on rapid intuitive ('experiential') reasoning and less use of slower effortful analytic ('rational') reasoning. The objectives of the new study were to replicate the test of paranoia and reasoning styles in a large general population sample and to assess the use of these reasoning styles in patients with persecutory delusions. 30 Patients with persecutory delusions in the context of a non-affective psychotic disorder and 1000 non-clinical individuals completed self-report assessments of paranoia and reasoning styles. The patients with delusions reported lower levels of both experiential and analytic reasoning than the non-clinical individuals (effect sizes small to moderate). Both self-rated ability and engagement with the reasoning styles were lower in the clinical group. Within the non-clinical group, greater levels of paranoia were associated with lower levels of analytic reasoning, but there was no association with experiential reasoning. The study is cross-sectional and cannot determine whether the reasoning styles contribute to the occurrence of paranoia. It also cannot be determined whether the patient group's lower reasoning scores are specifically associated with the delusions. Clinical paranoia is associated with less reported use of analytic and experiential reasoning. This may reflect patients with current delusions being unconfident in their reasoning abilities or less aware of decision-making processes and hence less able to re-evaluate fearful cognitions. The dual process theory of reasoning may provide a helpful framework in which to discuss with patients decision-making styles. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. Theoretical kinetics study of the F((2)P) + NH3 hydrogen abstraction reaction.

    PubMed

    Espinosa-Garcia, J; Fernandez-Ramos, A; Suleimanov, Y V; Corchado, J C

    2014-01-23

    The hydrogen abstraction reaction of fluorine with ammonia represents a true chemical challenge because it is very fast, is followed by secondary abstraction reactions, which are also extremely fast, and presents an experimental/theoretical controversy about rate coefficients. Using a previously developed full-dimensional analytical potential energy surface, we found that the F + NH3 → HF + NH2 system is a barrierless reaction with intermediate complexes in the entry and exit channels. In order to understand the reactivity of the title reaction, thermal rate coefficidents were calculated using two approaches: ring polymer molecular dynamics and quasi-classical trajectory calculations, and these were compared with available experimental data for the common temperature range 276-327 K. The theoretical results obtained show behavior practically independent of temperature, reproducing Walther-Wagner's experiment, but in contrast with Persky's more recent experiment. However, quantitatively, our results are 1 order of magnitude larger than those of Walther-Wagner and reasonably agree with the Persky at the lowest temperature, questioning so Walther-Wagner's older data. At present, the reason for this discrepancy is not clear, although we point out some possible reasons in the light of current theoretical calculations.

  19. Heuristic Reasoning in Chemistry: Making decisions about acid strength

    NASA Astrophysics Data System (ADS)

    McClary, LaKeisha; Talanquer, Vicente

    2011-07-01

    The characterization of students' reasoning strategies is of central importance in the development of instructional strategies that foster meaningful learning. In particular, the identification of shortcut reasoning procedures (heuristics) used by students to reduce cognitive load can help us devise strategies to facilitate the development of more analytical ways of thinking. The central goal of this qualitative study was thus to investigate heuristic reasoning as used by organic chemistry college students, focusing our attention on their ability to predict the relative acid strength of chemical compounds represented using explicit composition and structural features (i.e., structural formulas). Our results indicated that many study participants relied heavily on one or more of the following heuristics to make most of their decisions: reduction, representativeness, and lexicographic. Despite having visual access to reach structural information about the substances included in each ranking task, many students relied on isolated composition features to make their decisions. However, the specific characteristics of the tasks seemed to trigger heuristic reasoning in different ways. Although the use of heuristics allowed students to simplify some components of the ranking tasks and generate correct responses, it often led them astray. Very few study participants predicted the correct trends based on scientifically acceptable arguments. Our results suggest the need for instructional interventions that explicitly develop college chemistry students' abilities to monitor their thinking and evaluate the effectiveness of analytical versus heuristic reasoning strategies in different contexts.

  20. How working memory enables fluid reasoning.

    PubMed

    Dehn, Milton J

    2017-01-01

    The strong relation between fluid reasoning (Gf) and working memory (WM) is well established. Gf depends on WM to hold necessary information in a span of awareness until the reasoning task is completed. The influence of time constraints on the Gf-WM relation indicates that the abilities to control attention and inhibit interference may be the underlying traits that account for the Gf-WM relation. Neuroanatomy also explains the interrelations among these cognitive processes. Neuroimaging (fMRI) studies have confirmed that the same regions of the prefrontal cortex (PFC) are active during Gf and WM functioning. The dorsolateral prefrontal cortex (dPFC) is also a critical structure for attention functions and inhibition.

  1. Inductive reasoning and the understanding of intention in schizophrenia.

    PubMed

    Corcoran, Rhiannon

    2003-08-01

    The study explored the relationship between the understanding of intention in veiled speech acts and the ability to reason inductively. A total of 39 people with DSM-IV-defined schizophrenia with no behavioural signs and 44 healthy participants performed the Hinting Task, a measure of pragmatic language in which the speaker's intention must be inferred, and a measure of inductive reasoning (Aha! Sentences) in which the meaning of ambiguous nonsocial sentences had to be inferred. The participants also completed measures of general intellectual ability, immediate memory for narrative and social problem-solving ability. A substantial correlation was found between performance on the inductive reasoning task and the Hinting Task in the sample of people with schizophrenia. The same relationship was not seen in the normal control sample. The robust relationship between these two measures in this sample survived when the roles of immediate memory for narrative and intellectual ability were controlled for. Furthermore, the relationship was distinctly more compelling for the patients who were currently ill compared to those in remission. These data suggest that people with schizophrenia use a different strategy to infer the meaning behind pragmatic language than that used by normally functioning adults. It is suggested that a reliance on different, possibly less specialised, skills in this group to perform this simple social inference task underlies their deficient performance on this and other measures of social inference. The fact that the relationship between the tasks in patients in remission is not as robust implies that the use of specialised skills to perform social inference tasks may be compromised most significantly during acute phases.

  2. Working Memory, Reasoning, and Expertise in Medicine--Insights into Their Relationship Using Functional Neuroimaging

    ERIC Educational Resources Information Center

    Hruska, Pam; Krigolson, Olav; Coderre, Sylvain; McLaughlin, Kevin; Cortese, Filomeno; Doig, Christopher; Beran, Tanya; Wright, Bruce; Hecker, Kent G.

    2016-01-01

    Clinical reasoning is dependent upon working memory (WM). More precisely, during the clinical reasoning process stored information within long-term memory is brought into WM to facilitate the internal deliberation that affords a clinician the ability to reason through a case. In the present study, we examined the relationship between clinical…

  3. Young Children's Analogical Reasoning in Science Domains

    ERIC Educational Resources Information Center

    Haglund, Jesper; Jeppsson, Fredrik; Andersson, Johanna

    2012-01-01

    This exploratory study in a classroom setting investigates first graders' (age 7-8 years, N = 25) ability to perform analogical reasoning and create their own analogies for two irreversible natural phenomena: mixing and heat transfer. We found that the children who contributed actively to a full-class discussion were consistently successful at…

  4. Organizing Effects of Testosterone and Economic Behavior: Not Just Risk Taking

    PubMed Central

    Brañas-Garza, Pablo; Rustichini, Aldo

    2011-01-01

    Recent literature emphasizes the role that testosterone, as well as markers indicating early exposure to T and its organizing effect on the brain (such as the ratio of second to fourth finger, ), have on performance in financial markets. These results may suggest that the main effect of T, either circulating or in fetal exposure, on economic behavior occurs through the increased willingness to take risks. However, these findings indicate that traders with a low digit ratio are not only more profitable, but more able to survive in the long run, thus the effect might consist of more than just lower risk aversion. In addition, recent literature suggests a positive correlation between abstract reasoning ability and higher willingness to take risks. To test the two hypotheses of testosterone on performance in financial activities (effect on risk attitude versus a complex effect involving risk attitude and reasoning ability), we gather data on the three variables in a sample of 188 ethnically homogeneous college students (Caucasians). We measure a digit ratio, abstract reasoning ability with the Raven Progressive Matrices task, and risk attitude with choice among lotteries. Low digit ratio in men is associated with higher risk taking and higher scores in abstract reasoning ability when a combined measure of risk aversion over different tasks is used. This explains both the higher performance and higher survival rate observed in traders, as well as the observed correlation between abstract reasoning ability and risk taking. We also analyze how much of the total effect of digit ratio on risk attitude is direct, and how much is mediated. Mediation analysis shows that a substantial part of the effect of T on attitude to risk is mediated by abstract reasoning ability. PMID:22242144

  5. Comparing Two Tests of Formal Reasoning in a College Chemistry Context

    ERIC Educational Resources Information Center

    Jiang, Bo; Xu, Xiaoying; Garcia, Alicia; Lewis, Jennifer E.

    2010-01-01

    The Test of Logical Thinking (TOLT) and the Group Assessment of Logical Thinking (GALT) are two of the instruments most widely used by science educators and researchers to measure students' formal reasoning abilities. Based on Piaget's cognitive development theory, formal thinking ability has been shown to be essential for student achievement in…

  6. Developmental Differences in Relational Reasoning among Primary and Secondary School Students

    ERIC Educational Resources Information Center

    Jablansky, Sophie; Alexander, Patricia A.; Dumas, Denis; Compton, Vicki

    2016-01-01

    Relational reasoning, the ability to discern meaningful patterns within a stream of information, is considered a critical capacity for students. However, little is known about how this ability is demonstrated by children of different ages in the context of discourse with a more knowledgeable other. Thus, this study sought to investigate the ways…

  7. Deepening the quality of clinical reasoning and decision-making in rural hospital nursing practice.

    PubMed

    Sedgwick, M G; Grigg, L; Dersch, S

    2014-01-01

    Rural acute care nursing requires an extensive breadth and depth of knowledge as well as the ability to quickly reason through problems in order to make sound clinical decisions. This reasoning often occurs within an environment that has minimal medical or ancillary support. Registered nurses (RN) new to rural nursing, and employers, have raised concerns about patient safety while new nurses make the transition into rural practice. In addition, feeling unprepared for the rigors of rural hospital nursing practice is a central issue influencing RN recruitment and retention. Understanding how rural RNs reason is a key element for identifying professional development needs and may support recruitment and retention of skilled rural nurses. The purpose of this study was to explore how rural RNs reason through clinical problems as well as to assess the quality of such reasoning. This study used a non-traditional approach for data collection. Fifteen rural acute care nurses with varying years of experience working in southern Alberta, Canada, were observed while they provided care to patients of varying acuity within a simulated rural setting. Following the simulation, semi-structured interviews were conducted using a substantive approach to critical thinking. Findings revealed that the ability to engage in deep clinical reasoning varied considerably among participants despite being given the same information under the same circumstances. Furthermore, the number of years of experience did not seem to be directly linked to the ability to engage in sound clinical reasoning. Novice nurses, however, did rely heavily on others in their decision making in order to ensure they were making the right decision. Hence, their relationships with other staff members influenced their ability to engage in clinical reasoning and decision making. In situations where the patient's condition was deteriorating quickly, regardless of years of experience, all of the participants depended on

  8. The Effect of Student-Driven Projects on the Development of Statistical Reasoning

    ERIC Educational Resources Information Center

    Sovak, Melissa M.

    2010-01-01

    Research has shown that even if students pass a standard introductory statistics course, they often still lack the ability to reason statistically. Many instructional techniques for enhancing the development of statistical reasoning have been discussed, although there is often little to no experimental evidence that they produce effective results…

  9. Using Computer Simulations for Promoting Model-Based Reasoning: Epistemological and Educational Dimensions

    ERIC Educational Resources Information Center

    Develaki, Maria

    2017-01-01

    Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students' ability to reason and…

  10. Trauma-Related Predictors of Deontic Reasoning: A Pilot Study in a Community Sample of Children

    ERIC Educational Resources Information Center

    DePrince, Anne P.; Chu, Ann T.; Combs, Melody D.

    2008-01-01

    Objective: Deontic reasoning (i.e., reasoning about duties and obligations) is essential to navigating interpersonal relationships. Though previous research demonstrates links between deontic reasoning abilities and trauma-related factors (i.e., dissociation, exposure to multiple victimizations) in adults, studies have yet to examine deontic…

  11. Eye movements provide insight into individual differences in children's analogical reasoning strategies.

    PubMed

    Starr, Ariel; Vendetti, Michael S; Bunge, Silvia A

    2018-05-01

    Analogical reasoning is considered a key driver of cognitive development and is a strong predictor of academic achievement. However, it is difficult for young children, who are prone to focusing on perceptual and semantic similarities among items rather than relational commonalities. For example, in a classic A:B::C:? propositional analogy task, children must inhibit attention towards items that are visually or semantically similar to C, and instead focus on finding a relational match to the A:B pair. Competing theories of reasoning development attribute improvements in children's performance to gains in either executive functioning or semantic knowledge. Here, we sought to identify key drivers of the development of analogical reasoning ability by using eye gaze patterns to infer problem-solving strategies used by six-year-old children and adults. Children had a greater tendency than adults to focus on the immediate task goal and constrain their search based on the C item. However, large individual differences existed within children, and more successful reasoners were able to maintain the broader goal in mind and constrain their search by initially focusing on the A:B pair before turning to C and the response choices. When children adopted this strategy, their attention was drawn more readily to the correct response option. Individual differences in children's reasoning ability were also related to rule-guided behavior but not to semantic knowledge. These findings suggest that both developmental improvements and individual differences in performance are driven by the use of more efficient reasoning strategies regarding which information is prioritized from the start, rather than the ability to disengage from attractive lure items. Copyright © 2018 Elsevier B.V. All rights reserved.

  12. A Study of the Reasoning Abilities of Ninth Standard Students with Respect to Their Gender and Type of the Institution

    ERIC Educational Resources Information Center

    Sarsani, Mahender Reddy

    2008-01-01

    Reasoning and learning are closely related, both being the methods of solving problems, learning usually results from the process of reasoning. All inventions, discoveries, art, literature and advances in culture and civilization are based on thinking, reasoning and problem solving capacity of human being. A sound reasoning leads to better…

  13. Evaluating moral reasoning in nursing education.

    PubMed

    McLeod-Sordjan, Renee

    2014-06-01

    Evidence-based practice suggests the best approach to improving professionalism in practice is ethics curricula. However, recent research has demonstrated that millennium graduates do not advocate for patients or assert themselves during moral conflicts. The aim of this article is the exploration of evaluation techniques to evaluate one measurable outcome of ethics curricula: moral reasoning. A review of literature, published between 1995 and 2013, demonstrated that the moral orientations of care and justice as conceptualized by Gilligan and Kohlberg are utilized by nursing students to solve ethical dilemmas. Data obtained by means of reflective journaling, Ethics of Care Interview (ECI) and Defining Issues Test (DIT), would objectively measure the interrelated pathways of care-based and justice-based moral reasoning. In conclusion, educators have an ethical responsibility to foster students' ability to exercise sound clinical judgment, and support their professional development. It is recommended that educators design authentic assessments to demonstrate student's improvement of moral reasoning. © The Author(s) 2013.

  14. Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education

    ERIC Educational Resources Information Center

    Saleh, Muhamad; Prahmana, Rully Charitas Indra; Isa, Muhammad; Murni

    2018-01-01

    By taking the role as a mentor and a facilitator, a teacher in the 4th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the…

  15. Strengthening moral reasoning through dedicated ethics training in dietetic preparatory programs.

    PubMed

    Hewko, Sarah J; Cooper, Sarah L; Cummings, Greta G

    2015-01-01

    Moral reasoning skills, associated with the ability to make ethical decisions effectively, must be purposively fostered. Among health professionals, enhanced moral reasoning is linked to superior clinical performance. Research demonstrates that moral reasoning is enhanced through dedicated, discussion-based ethics education offered over a period of 3-12 weeks. Current dietetic students and practicing dietitians seeking to strengthen their moral reasoning skills can undertake elective ethics education. Further research within dietetic preparatory programs is warranted to better inform the development and implementation of ethics courses. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  16. Midwives׳ clinical reasoning during second stage labour: Report on an interpretive study.

    PubMed

    Jefford, Elaine; Fahy, Kathleen

    2015-05-01

    clinical reasoning was once thought to be the exclusive domain of medicine - setting it apart from 'non-scientific' occupations like midwifery. Poor assessment, clinical reasoning and decision-making skills are well known contributors to adverse outcomes in maternity care. Midwifery decision-making models share a common deficit: they are insufficiently detailed to guide reasoning processes for midwives in practice. For these reasons we wanted to explore if midwives actively engaged in clinical reasoning processes within their clinical practice and if so to what extent. The study was conducted using post structural, feminist methodology. to what extent do midwives engage in clinical reasoning processes when making decisions in the second stage labour? twenty-six practising midwives were interviewed. Feminist interpretive analysis was conducted by two researchers guided by the steps of a model of clinical reasoning process. Six narratives were excluded from analysis because they did not sufficiently address the research question. The midwives narratives were prepared via data reduction. A theoretically informed analysis and interpretation was conducted. using a feminist, interpretive approach we created a model of midwifery clinical reasoning grounded in the literature and consistent with the data. Thirteen of the 20 participant narratives demonstrate analytical clinical reasoning abilities but only nine completed the process and implemented the decision. Seven midwives used non-analytical decision-making without adequately checking against assessment data. over half of the participants demonstrated the ability to use clinical reasoning skills. Less than half of the midwives demonstrated clinical reasoning as their way of making decisions. The new model of Midwifery Clinical Reasoning includes 'intuition' as a valued way of knowing. Using intuition, however, should not replace clinical reasoning which promotes through decision-making can be made transparent and be

  17. Clinical reasoning and its application to nursing: concepts and research studies.

    PubMed

    Banning, Maggi

    2008-05-01

    Clinical reasoning may be defined as "the process of applying knowledge and expertise to a clinical situation to develop a solution" [Carr, S., 2004. A framework for understanding clinical reasoning in community nursing. J. Clin. Nursing 13 (7), 850-857]. Several forms of reasoning exist each has its own merits and uses. Reasoning involves the processes of cognition or thinking and metacognition. In nursing, clinical reasoning skills are an expected component of expert and competent practise. Nurse research studies have identified concepts, processes and thinking strategies that might underpin the clinical reasoning used by pre-registration nurses and experienced nurses. Much of the available research on reasoning is based on the use of the think aloud approach. Although this is a useful method, it is dependent on ability to describe and verbalise the reasoning process. More nursing research is needed to explore the clinical reasoning process. Investment in teaching and learning methods is needed to enhance clinical reasoning skills in nurses.

  18. Two New Empirically Derived Reasons To Use the Assessment of Basic Learning Abilities.

    ERIC Educational Resources Information Center

    Richards, David F.; Williams, W. Larry; Follette, William C.

    2002-01-01

    Scores on the Assessment of Basic Learning Abilities (ABLA), Vineland Adaptive Behavior Scales, and the Wechsler Intelligences Scale-Revised (WAIS-R) were obtained for 30 adults with mental retardation. Correlations between the Vineland domains and ABLA were all significant. No participants performing below ABLA Level 6 were testable on the…

  19. An Analysis of the Reasoning Skills of Pre-Service Teachers in the Context of Mathematical Thinking

    ERIC Educational Resources Information Center

    Yavuz Mumcu, Hayal; Aktürk, Tolga

    2017-01-01

    The aim of this study is to address and analyse pre-service teachers' mathematical reasoning skills in relation to mathematical thinking processes. For these purposes, pre-service teachers' mathematical reasoning skills namely generalising/abstraction/modelling, ratiocination, development and creative thinking skills and the relationships among…

  20. Videogame interventions and spatial ability interactions.

    PubMed

    Redick, Thomas S; Webster, Sean B

    2014-01-01

    Numerous research studies have been conducted on the use of videogames as tools to improve one's cognitive abilities. While meta-analyses and qualitative reviews have provided evidence that some aspects of cognition such as spatial imagery are modified after exposure to videogames, other evidence has shown that matrix reasoning measures of fluid intelligence do not show evidence of transfer from videogame training. In the current work, we investigate the available evidence for transfer specifically to nonverbal intelligence and spatial ability measures, given recent research that these abilities may be most sensitive to training on cognitive and working memory tasks. Accordingly, we highlight a few studies that on the surface provide evidence for transfer to spatial abilities, but a closer look at the pattern of data does not reveal a clean interpretation of the results. We discuss the implications of these results in relation to research design and statistical analysis practices.

  1. Strategies to Support Ethical Reasoning in Student Argumentation

    ERIC Educational Resources Information Center

    Carlton Griswold, Joan; Ting Chowning, Jean

    2013-01-01

    This article discusses the importance and benefits of incorporating ethics\tinto the classroom and presents five strategies that both scaffold students'\tunderstanding of ethical issues and support students' abilities to come to a reasoned and well-supported decision about those issues. (Contains 1 table and 4 notes.)

  2. Defining, Teaching, and Assessing Ethical Reasoning in Action

    ERIC Educational Resources Information Center

    Sanchez, Elizabeth R. H.; Fulcher, Keston H.; Smith, Kristen L.; Ames, Allison; Hawk, William J.

    2017-01-01

    National events highlight a critical need for refined decision-making skills; tragic ethical shortcomings are all too common in our society (James Madison University, 2013; Smith, Fulcher, & Sanchez, 2015). While employers around the world seek professionals with developed reasoning abilities (Hart Research Associates, 2013; Lau, 2010), higher…

  3. Motivated Reasoning, Political Information, and Information Literacy Education

    ERIC Educational Resources Information Center

    Lenker, Mark

    2016-01-01

    Research in psychology and political science has identified motivated reasoning as a set of biases that inhibit a person's ability to process political information objectively. This research has important implications for the information literacy movement's aims of fostering lifelong learning and informed citizenship. This essay argues that…

  4. Visual short term memory related brain activity predicts mathematical abilities.

    PubMed

    Boulet-Craig, Aubrée; Robaey, Philippe; Lacourse, Karine; Jerbi, Karim; Oswald, Victor; Krajinovic, Maja; Laverdière, Caroline; Sinnett, Daniel; Jolicoeur, Pierre; Lippé, Sarah

    2017-07-01

    Previous research suggests visual short-term memory (VSTM) capacity and mathematical abilities are significantly related. Moreover, both processes activate similar brain regions within the parietal cortex, in particular, the intraparietal sulcus; however, it is still unclear whether the neuronal underpinnings of VSTM directly correlate with mathematical operation and reasoning abilities. The main objective was to investigate the association between parieto-occipital brain activity during the retention period of a VSTM task and performance in mathematics. The authors measured mathematical abilities and VSTM capacity as well as brain activity during memory maintenance using magnetoencephalography (MEG) in 19 healthy adult participants. Event-related magnetic fields (ERFs) were computed on the MEG data. Linear regressions were used to estimate the strength of the relation between VSTM related brain activity and mathematical abilities. The amplitude of parieto-occipital cerebral activity during the retention of visual information was related to performance in 2 standardized mathematical tasks: mathematical reasoning and calculation fluency. The findings show that brain activity during retention period of a VSTM task is associated with mathematical abilities. Contributions of VSTM processes to numerical cognition should be considered in cognitive interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  5. Scientific Reasoning for Pre-service Elementary Teachers

    NASA Astrophysics Data System (ADS)

    Sadaghiani, Homeyra R.

    2010-10-01

    The objectives of K-12 teacher education science courses often focus on conceptual learning and improving students overall attitude towards science. It is often assumed that with the use of research-based curriculum material and more hands on inquiry approaches, without any explicit instruction, student scientific and critical thinking skills would also be enhanced. In the last three years, we have been investigating student scientific and evidence-based reasoning abilities in a K-8 pre-service science course at Cal Poly Pomona. After recognizing student difficulties understanding the elements of scientific reasoning, we have provided explicit feedback using a rubric to assist students to become more rigorous and reflective thinkers; to use appropriate and accurate vocabulary; exercise evidence-base reasoning; and develop skepticism with respect to their own views. We will share the rubric and report on the preliminary results.

  6. Heuristic and analytic processing: age trends and associations with cognitive ability and cognitive styles.

    PubMed

    Kokis, Judite V; Macpherson, Robyn; Toplak, Maggie E; West, Richard F; Stanovich, Keith E

    2002-09-01

    Developmental and individual differences in the tendency to favor analytic responses over heuristic responses were examined in children of two different ages (10- and 11-year-olds versus 13-year-olds), and of widely varying cognitive ability. Three tasks were examined that all required analytic processing to override heuristic processing: inductive reasoning, deductive reasoning under conditions of belief bias, and probabilistic reasoning. Significant increases in analytic responding with development were observed on the first two tasks. Cognitive ability was associated with analytic responding on all three tasks. Cognitive style measures such as actively open-minded thinking and need for cognition explained variance in analytic responding on the tasks after variance shared with cognitive ability had been controlled. The implications for dual-process theories of cognition and cognitive development are discussed.

  7. Assessment of Scientific Reasoning: the Effects of Task Context, Data, and Design on Student Reasoning in Control of Variables.

    PubMed

    Zhou, Shaona; Han, Jing; Koenig, Kathleen; Raplinger, Amy; Pi, Yuan; Li, Dan; Xiao, Hua; Fu, Zhao; Bao, Lei

    2016-03-01

    Scientific reasoning is an important component under the cognitive strand of the 21st century skills and is highly emphasized in the new science education standards. This study focuses on the assessment of student reasoning in control of variables (COV), which is a core sub-skill of scientific reasoning. The main research question is to investigate the extent to which the existence of experimental data in questions impacts student reasoning and performance. This study also explores the effects of task contexts on student reasoning as well as students' abilities to distinguish between testability and causal influences of variables in COV experiments. Data were collected with students from both USA and China. Students received randomly one of two test versions, one with experimental data and one without. The results show that students from both populations (1) perform better when experimental data are not provided, (2) perform better in physics contexts than in real-life contexts, and (3) students have a tendency to equate non-influential variables to non-testable variables. In addition, based on the analysis of both quantitative and qualitative data, a possible progression of developmental levels of student reasoning in control of variables is proposed, which can be used to inform future development of assessment and instruction.

  8. Assessment of Scientific Reasoning: the Effects of Task Context, Data, and Design on Student Reasoning in Control of Variables

    PubMed Central

    Zhou, Shaona; Han, Jing; Koenig, Kathleen; Raplinger, Amy; Pi, Yuan; Li, Dan; Xiao, Hua; Fu, Zhao

    2015-01-01

    Scientific reasoning is an important component under the cognitive strand of the 21st century skills and is highly emphasized in the new science education standards. This study focuses on the assessment of student reasoning in control of variables (COV), which is a core sub-skill of scientific reasoning. The main research question is to investigate the extent to which the existence of experimental data in questions impacts student reasoning and performance. This study also explores the effects of task contexts on student reasoning as well as students’ abilities to distinguish between testability and causal influences of variables in COV experiments. Data were collected with students from both USA and China. Students received randomly one of two test versions, one with experimental data and one without. The results show that students from both populations (1) perform better when experimental data are not provided, (2) perform better in physics contexts than in real-life contexts, and (3) students have a tendency to equate non-influential variables to non-testable variables. In addition, based on the analysis of both quantitative and qualitative data, a possible progression of developmental levels of student reasoning in control of variables is proposed, which can be used to inform future development of assessment and instruction. PMID:26949425

  9. An approach to combining heuristic and qualitative reasoning in an expert system

    NASA Technical Reports Server (NTRS)

    Jiang, Wei-Si; Han, Chia Yung; Tsai, Lian Cheng; Wee, William G.

    1988-01-01

    An approach to combining the heuristic reasoning from shallow knowledge and the qualitative reasoning from deep knowledge is described. The shallow knowledge is represented in production rules and under the direct control of the inference engine. The deep knowledge is represented in frames, which may be put in a relational DataBase Management System. This approach takes advantage of both reasoning schemes and results in improved efficiency as well as expanded problem solving ability.

  10. Language Use, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1977 (Vol. 38 No. 1 through 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 27 titles deal with a variety of topics, including the following: facilitation of language development in disadvantaged preschool children; auditory-visual discrimination skills, language performance, and development of manual…

  11. Language Use, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1979 (Vol. 39 Nos. 7 through 12).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 23 titles deal with the following topics: sex appropriate and sex inappropriate language; lexical retrieval and perceptual errors; naming deficits in anomia and aphasia; developmental discourse; pragmatic information and…

  12. Growing geometric reasoning in solving problems of analytical geometry through the mathematical communication problems to state Islamic university students

    NASA Astrophysics Data System (ADS)

    Mujiasih; Waluya, S. B.; Kartono; Mariani

    2018-03-01

    Skills in working on the geometry problems great needs of the competence of Geometric Reasoning. As a teacher candidate, State Islamic University (UIN) students need to have the competence of this Geometric Reasoning. When the geometric reasoning in solving of geometry problems has grown well, it is expected the students are able to write their ideas to be communicative for the reader. The ability of a student's mathematical communication is supposed to be used as a marker of the growth of their Geometric Reasoning. Thus, the search for the growth of geometric reasoning in solving of analytic geometry problems will be characterized by the growth of mathematical communication abilities whose work is complete, correct and sequential, especially in writing. Preceded with qualitative research, this article was the result of a study that explores the problem: Was the search for the growth of geometric reasoning in solving analytic geometry problems could be characterized by the growth of mathematical communication abilities? The main activities in this research were done through a series of activities: (1) Lecturer trains the students to work on analytic geometry problems that were not routine and algorithmic process but many problems that the process requires high reasoning and divergent/open ended. (2) Students were asked to do the problems independently, in detail, complete, order, and correct. (3) Student answers were then corrected each its stage. (4) Then taken 6 students as the subject of this research. (5) Research subjects were interviewed and researchers conducted triangulation. The results of this research, (1) Mathematics Education student of UIN Semarang, had adequate the mathematical communication ability, (2) the ability of this mathematical communication, could be a marker of the geometric reasoning in solving of problems, and (3) the geometric reasoning of UIN students had grown in a category that tends to be good.

  13. A preliminary investigation of moral reasoning and empathy after traumatic brain injury in adolescents.

    PubMed

    Beauchamp, M H; Dooley, J J; Anderson, V

    2013-01-01

    Traumatic brain injury (TBI) sustained during childhood can affect a number of socio-cognitive skills; however, little attention has focused on the integrity of moral reasoning in the assessment of post-TBI social sequelae and the role of empathy and intelligence on moral maturity. In a quasi-experimental, cross-sectional research design, moral reasoning maturity and empathy in adolescents with mild-to-severe TBI (n = 25) were compared to typically-developing peers (n = 66). Participants were administered the So-Moral and So-Mature, tasks of socio-moral reasoning and maturity, the Index of Empathy for Children and Adolescents, the Wechsler Abbreviated Scale of Intelligence and a demographic questionnaire. Participants with TBI had significantly lower levels of moral reasoning maturity. Further, adolescents with moderate-to-severe TBI had lower levels of empathy. Empathy correlated positively with moral reasoning abilities and, together with intellectual function, predicted a small, but significant proportion of moral reasoning outcome. Youth who sustained TBI during childhood have poorer moral reasoning abilities than their non-injured peers, potentially placing them at risk for poor social decision-making and socially maladaptive behaviour. This can have a significant impact on long-term social functioning.

  14. Differences between ADEA Annual Session poster abstracts and their corresponding full published articles.

    PubMed

    Yuan, Judy Chia-Chun; Galang, Maria Therese S; Lee, Damian J; Barao, Valentim A R; Shyamsunder, Nodesh; Sukotjo, Cortino

    2011-11-01

    The purpose of this study was to investigate differences between abstracts of posters presented at the 79(th) (2002) and 80(th) (2003) Annual Session & Exhibition of the American Dental Education Association (ADEA) and the published full-length articles resulting from the same studies. The abstracts for poster presentation sessions were downloaded, and basic characteristics of the abstracts and their authors were determined. A PubMed search was then performed to identify the publication of full-length articles based on those abstracts in a peer-reviewed journal. The differences between the abstract and the article were examined and categorized as major and minor differences. Differences identified included authorship, title, materials and methods, results, conclusions, and funding. Data were analyzed with both descriptive and analytic statistics. Overall, 89 percent of the abstracts had at least one variation from its corresponding article, and 65 percent and 76 percent of the abstracts had at least one major and minor variation, respectively, from its corresponding article. The most prevalent major variation was in study results, and the most prevalent minor variation was change in the number of authors. The discussion speculates on some possible reasons for these differences.

  15. Is searching full text more effective than searching abstracts?

    PubMed Central

    Lin, Jimmy

    2009-01-01

    Background With the growing availability of full-text articles online, scientists and other consumers of the life sciences literature now have the ability to go beyond searching bibliographic records (title, abstract, metadata) to directly access full-text content. Motivated by this emerging trend, I posed the following question: is searching full text more effective than searching abstracts? This question is answered by comparing text retrieval algorithms on MEDLINE® abstracts, full-text articles, and spans (paragraphs) within full-text articles using data from the TREC 2007 genomics track evaluation. Two retrieval models are examined: bm25 and the ranking algorithm implemented in the open-source Lucene search engine. Results Experiments show that treating an entire article as an indexing unit does not consistently yield higher effectiveness compared to abstract-only search. However, retrieval based on spans, or paragraphs-sized segments of full-text articles, consistently outperforms abstract-only search. Results suggest that highest overall effectiveness may be achieved by combining evidence from spans and full articles. Conclusion Users searching full text are more likely to find relevant articles than searching only abstracts. This finding affirms the value of full text collections for text retrieval and provides a starting point for future work in exploring algorithms that take advantage of rapidly-growing digital archives. Experimental results also highlight the need to develop distributed text retrieval algorithms, since full-text articles are significantly longer than abstracts and may require the computational resources of multiple machines in a cluster. The MapReduce programming model provides a convenient framework for organizing such computations. PMID:19192280

  16. Deductive and inductive reasoning in Parkinson's disease patients and normal controls: review and experimental evidence.

    PubMed

    Natsopoulos, D; Katsarou, Z; Alevriadou, A; Grouios, G; Bostantzopoulou, S; Mentenopoulos, G

    1997-09-01

    In the present study, fifty-four subjects were tested; twenty-seven with idiopathic Parkinson's disease and twenty-seven normal controls matched in age, education, verbal ability, level of depression, sex and socio-economic status. The subjects were tested on eight tasks. Five of the tasks were the classic deductive reasoning syllogisms, modus ponens, modus tollendo tollens, affirming the consequent, denying the antecedent and three-term series problems phrased in a factual context (brief scripts). Three of the tasks were inductive reasoning, including logical inferences, metaphors and similes. All tasks were presented to subjects in a multiple choice format. The results, overall, have shown nonsignificant differences between the two groups in deductive and inductive reasoning, an ability traditionally associated with frontal lobes involvement. Of the comparisons performed between subgroups of the patients and normal controls concerning disease duration, disease onset and predominant involvement of the left and/or right hemisphere, significant differences were found between patients with earlier disease onset and normal controls and between bilaterally affected patients and normal controls, demonstrating an additive effect of lateralization to reasoning ability.

  17. Publication rates of podium and poster abstract presentations at the 2010 and 2011 society of gynecologic oncology conferences.

    PubMed

    Imani, Saba; Moore, Gretchan; Nelson, Nathan; Scott, Jared; Vassar, Matt

    2018-05-01

    This study aimed to determine the publication rate of oral and poster abstracts presented at the 2010 and 2011 Society of Gynecologic Oncology (SGO) conferences as well as the journals that most commonly published these studies, their 5-year impact factor, the time to publication, and the reasons for nonpublication. Abstracts presented at the 2010-2011 SGO conferences were included in this study. We searched Google, Google Scholar, and PubMed to locate published reports of these abstracts. If an abstract's full-text manuscript could not be located, an author of the conference abstract was contacted via email to inquire whether the research was published. If the research was unpublished, the authors were asked to provide the reason for nonpublication. The time to publication, journal, and journal impact factor were noted for abstracts that reached full-text publication. A total of 725 abstracts were identified, of which 386 (53%) reached publication in a peer-reviewed journal. Oral presentations were published at a higher rate than poster presentations. Most (70%) reached publication within 2 years of abstract presentation. Abstracts were published in 89 journals, but most (39%) were published in Gynecologic Oncology. The mean time to publication was 15.7 months, with a mean 5-year impact factor of 4.956. A 53% publication rate indicates that the SGO conference selection process favors research likely to be published and, thus, presumably of high quality. The overall publication rate is higher than that reported for many other biomedical conferences.

  18. Diagnostic efficiency of an ability-focused battery.

    PubMed

    Miller, Justin B; Fichtenberg, Norman L; Millis, Scott R

    2010-05-01

    An ability-focused battery (AFB) is a selected group of well-validated neuropsychological measures that assess the conventional range of cognitive domains. This study examined the diagnostic efficiency of an AFB for use in clinical decision making with a mixed sample composed of individuals with neurological brain dysfunction and individuals referred for cognitive assessment without evidence of neurological disorders. Using logistic regression analyses and ROC curve analysis, a five-domain model composed of attention, processing speed, visual-spatial reasoning, language/verbal reasoning, and memory domain scores was fitted that had an AUC of.89 (95% CI =.84-.95). A more parsimonious two-domain model using processing speed and memory was also fitted that had an AUC of.90 (95% confidence interval =.84-.95). A model composed of a global ability score calculated from the mean of the individual domain scores was also fitted with an AUC of.88 (95% CI =.82-.94).

  19. Do Preschoolers Recognize The Emotional Expressiveness of Colors in Realistic and Abstract Art Paintings?

    PubMed

    Pouliou, Dimitra; Bonoti, Fotini; Nikonanou, Niki

    2018-01-01

    The present study was designed to examine preschoolers' ability to recognize the emotional expressiveness of an art painting, through its colors. To attain this aim 78 children, 3-5 years old were presented with realistic and abstract paintings conveying either happiness or sadness and were asked to choose those which matched the appropriate emotion. In total 16 paintings were used, which varied in color, while their subject matter was held as constant as possible after they had been previously rated by a group of adults to ensure that they conveyed the two emotions under investigation. Results showed that children's ability to recognize the emotional expressiveness of a painting through its colors appears at 3 years old and increases significantly at 4 and 5 years old. It was also found that the mood of happiness was more easily recognized than that of sadness, while the style of art paintings (realistic vs. abstract) did not affect children's ability to recognize emotions.

  20. Reasoning as a Metaphor for Skill Development in the Social Studies Curriculum.

    ERIC Educational Resources Information Center

    Hartoonian, H. Michael

    The paper suggests ways to coordinate basic social studies skills to achieve the goal of developing reasoning ability in elementary and secondary students. The first three sections present a rationale for teaching the reasoning process in the social studies curriculum. The author stresses that in order to be an effective thinker, one should be…

  1. The Reference Ability Neural Network Study: Life-time stability of reference-ability neural networks derived from task maps of young adults.

    PubMed

    Habeck, C; Gazes, Y; Razlighi, Q; Steffener, J; Brickman, A; Barulli, D; Salthouse, T; Stern, Y

    2016-01-15

    Analyses of large test batteries administered to individuals ranging from young to old have consistently yielded a set of latent variables representing reference abilities (RAs) that capture the majority of the variance in age-related cognitive change: Episodic Memory, Fluid Reasoning, Perceptual Processing Speed, and Vocabulary. In a previous paper (Stern et al., 2014), we introduced the Reference Ability Neural Network Study, which administers 12 cognitive neuroimaging tasks (3 for each RA) to healthy adults age 20-80 in order to derive unique neural networks underlying these 4 RAs and investigate how these networks may be affected by aging. We used a multivariate approach, linear indicator regression, to derive a unique covariance pattern or Reference Ability Neural Network (RANN) for each of the 4 RAs. The RANNs were derived from the neural task data of 64 younger adults of age 30 and below. We then prospectively applied the RANNs to fMRI data from the remaining sample of 227 adults of age 31 and above in order to classify each subject-task map into one of the 4 possible reference domains. Overall classification accuracy across subjects in the sample age 31 and above was 0.80±0.18. Classification accuracy by RA domain was also good, but variable; memory: 0.72±0.32; reasoning: 0.75±0.35; speed: 0.79±0.31; vocabulary: 0.94±0.16. Classification accuracy was not associated with cross-sectional age, suggesting that these networks, and their specificity to the respective reference domain, might remain intact throughout the age range. Higher mean brain volume was correlated with increased overall classification accuracy; better overall performance on the tasks in the scanner was also associated with classification accuracy. For the RANN network scores, we observed for each RANN that a higher score was associated with a higher corresponding classification accuracy for that reference ability. Despite the absence of behavioral performance information in the

  2. Videogame interventions and spatial ability interactions

    PubMed Central

    Redick, Thomas S.; Webster, Sean B.

    2014-01-01

    Numerous research studies have been conducted on the use of videogames as tools to improve one’s cognitive abilities. While meta-analyses and qualitative reviews have provided evidence that some aspects of cognition such as spatial imagery are modified after exposure to videogames, other evidence has shown that matrix reasoning measures of fluid intelligence do not show evidence of transfer from videogame training. In the current work, we investigate the available evidence for transfer specifically to nonverbal intelligence and spatial ability measures, given recent research that these abilities may be most sensitive to training on cognitive and working memory tasks. Accordingly, we highlight a few studies that on the surface provide evidence for transfer to spatial abilities, but a closer look at the pattern of data does not reveal a clean interpretation of the results. We discuss the implications of these results in relation to research design and statistical analysis practices. PMID:24723880

  3. Creativity and technical innovation: spatial ability's unique role.

    PubMed

    Kell, Harrison J; Lubinski, David; Benbow, Camilla P; Steiger, James H

    2013-09-01

    In the late 1970s, 563 intellectually talented 13-year-olds (identified by the SAT as in the top 0.5% of ability) were assessed on spatial ability. More than 30 years later, the present study evaluated whether spatial ability provided incremental validity (beyond the SAT's mathematical and verbal reasoning subtests) for differentially predicting which of these individuals had patents and three classes of refereed publications. A two-step discriminant-function analysis revealed that the SAT subtests jointly accounted for 10.8% of the variance among these outcomes (p < .01); when spatial ability was added, an additional 7.6% was accounted for--a statistically significant increase (p < .01). The findings indicate that spatial ability has a unique role in the development of creativity, beyond the roles played by the abilities traditionally measured in educational selection, counseling, and industrial-organizational psychology. Spatial ability plays a key and unique role in structuring many important psychological phenomena and should be examined more broadly across the applied and basic psychological sciences.

  4. The Relationship between Students' Epistemologies and Model-Based Reasoning.

    ERIC Educational Resources Information Center

    Gobert, Janice; Discenna, Jennifer

    Models and modeling are frequently used as instructional tools in science education to convey important information concerning both the explanatory and structural features of topic areas in science. The efficacy of models as such rests almost entirely upon students' ability to conceptualize them as abstracted "representations" of…

  5. Cultural Difference in Stereotype Perceptions and Performances in Nonverbal Deductive Reasoning and Creativity

    ERIC Educational Resources Information Center

    Wong, Regine; Niu, Weihua

    2013-01-01

    A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed…

  6. Language Use, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 34 titles deal with a variety of topics, including the following: (1) object conservation and receptive language in day care center infants; (2) the syntactic incorporation of linguistic units; (3) implicit theories of meaning in…

  7. Cognitive Ability: Social Correlates and Consequences in Contemporary China*

    PubMed Central

    Huang, Guoying; Xie, Yu; Xu, Hongwei

    2016-01-01

    In this paper, we describe the measurement of cognitive ability in the China Family Panel Studies (CFPS), especially for verbal skill, mathematical skill, memory, and quantitative reasoning. The available CFPS cognitive measurements can be useful for studies on the importance of cognitive ability in many substantive domains of interest. Using the CFPS data, we show that measures of cognitive ability are clearly related to key demographic and social characteristics, such as age, gender, education, and hukou status. We also illustrate how cognitive ability influences school performance and deviant behaviors among children, income and political capital among adults, and daily functioning among the elderly. PMID:27570709

  8. Solving probability reasoning based on DNA strand displacement and probability modules.

    PubMed

    Zhang, Qiang; Wang, Xiaobiao; Wang, Xiaojun; Zhou, Changjun

    2017-12-01

    In computation biology, DNA strand displacement technology is used to simulate the computation process and has shown strong computing ability. Most researchers use it to solve logic problems, but it is only rarely used in probabilistic reasoning. To process probabilistic reasoning, a conditional probability derivation model and total probability model based on DNA strand displacement were established in this paper. The models were assessed through the game "read your mind." It has been shown to enable the application of probabilistic reasoning in genetic diagnosis. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. Brief Report: Intuitive and Reflective Reasoning in Autism Spectrum Disorder.

    PubMed

    Brosnan, Mark; Ashwin, Chris; Lewton, Marcus

    2017-08-01

    Dual Process Theory has recently been applied to Autism spectrum disorder (ASD) to suggest that reasoning by people with ASD and people with higher levels of ASD-like traits can be characterised by reduced intuitive and greater reflective processing. 26 adolescents and adults with ASD and 22 adolescent and adult controls completed an assessment of ASD-like traits, the cognitive reflections test (CRT) to measure intuitive and reflective reasoning and an index of general cognitive ability. The ASD group produced less intuitive responses, and the degree of ASD-like traits showed a negative correlation with intuitive responses and positive correlation with reflective responses on the CRT. Together, these results are consistent with ASD being associated with reduced intuitive reasoning and greater deductive reasoning.

  10. Cognitive performance predicts treatment decisional abilities in mild to moderate dementia.

    PubMed

    Gurrera, R J; Moye, J; Karel, M J; Azar, A R; Armesto, J C

    2006-05-09

    To examine the contribution of neuropsychological test performance to treatment decision-making capacity in community volunteers with mild to moderate dementia. The authors recruited volunteers (44 men, 44 women) with mild to moderate dementia from the community. Subjects completed a battery of 11 neuropsychological tests that assessed auditory and visual attention, logical memory, language, and executive function. To measure decision making capacity, the authors administered the Capacity to Consent to Treatment Interview, the Hopemont Capacity Assessment Interview, and the MacCarthur Competence Assessment Tool--Treatment. Each of these instruments individually scores four decisional abilities serving capacity: understanding, appreciation, reasoning, and expression of choice. The authors used principal components analysis to generate component scores for each ability across instruments, and to extract principal components for neuropsychological performance. Multiple linear regression analyses demonstrated that neuropsychological performance significantly predicted all four abilities. Specifically, it predicted 77.8% of the common variance for understanding, 39.4% for reasoning, 24.6% for appreciation, and 10.2% for expression of choice. Except for reasoning and appreciation, neuropsychological predictor (beta) profiles were unique for each ability. Neuropsychological performance substantially and differentially predicted capacity for treatment decisions in individuals with mild to moderate dementia. Relationships between elemental cognitive function and decisional capacity may differ in individuals whose decisional capacity is impaired by other disorders, such as mental illness.

  11. Cognitive performance predicts treatment decisional abilities in mild to moderate dementia

    PubMed Central

    Gurrera, R.J.; Moye, J.; Karel, M.J.; Azar, A.R.; Armesto, J.C.

    2016-01-01

    Objective To examine the contribution of neuropsychological test performance to treatment decision-making capacity in community volunteers with mild to moderate dementia. Methods The authors recruited volunteers (44 men, 44 women) with mild to moderate dementia from the community. Subjects completed a battery of 11 neuropsychological tests that assessed auditory and visual attention, logical memory, language, and executive function. To measure decision making capacity, the authors administered the Capacity to Consent to Treatment Interview, the Hopemont Capacity Assessment Interview, and the MacCarthur Competence Assessment Tool—Treatment. Each of these instruments individually scores four decisional abilities serving capacity: understanding, appreciation, reasoning, and expression of choice. The authors used principal components analysis to generate component scores for each ability across instruments, and to extract principal components for neuropsychological performance. Results Multiple linear regression analyses demonstrated that neuropsychological performance significantly predicted all four abilities. Specifically, it predicted 77.8% of the common variance for understanding, 39.4% for reasoning, 24.6% for appreciation, and 10.2% for expression of choice. Except for reasoning and appreciation, neuropsychological predictor (β) profiles were unique for each ability. Conclusions Neuropsychological performance substantially and differentially predicted capacity for treatment decisions in individuals with mild to moderate dementia. Relationships between elemental cognitive function and decisional capacity may differ in individuals whose decisional capacity is impaired by other disorders, such as mental illness. PMID:16682669

  12. Abstract concepts, language and sociality: from acquisition to inner speech.

    PubMed

    Borghi, Anna M; Barca, Laura; Binkofski, Ferdinand; Tummolini, Luca

    2018-08-05

    The problem of representation of abstract concepts, such as 'freedom' and 'justice', has become particularly crucial in recent years, owing to the increased success of embodied and grounded views of cognition. We will present a novel view on abstract concepts and abstract words. Since abstract concepts do not have single objects as referents, children and adults might rely more on input from others to learn them; we, therefore, suggest that linguistic and social experience play an important role for abstract concepts. We will discuss evidence obtained in our and other laboratories showing that processing of abstract concepts evokes linguistic interaction and social experiences, leading to the activation of the mouth motor system. We will discuss the possible mechanisms that underlie this activation. Mouth motor system activation can be due to re-enactment of the experience of conceptual acquisition, which occurred through the mediation of language. Alternatively, it could be due to the re-explanation of the word meaning, possibly through inner speech. Finally, it can be due to a metacognitive process revealing low confidence in the meaning of our concepts. This process induces in us the need to rely on others to ask/negotiate conceptual meaning. We conclude that with abstract concepts language works as a social tool: it extends our thinking abilities and pushes us to rely on others to integrate our knowledge.This article is part of the theme issue 'Varieties of abstract concepts: development, use, and representation in the brain'. © 2018 The Author(s).

  13. NASA Patent Abstracts bibliography: A continuing bibliography. Section 1: Abstracts (supplement 21) Abstracts

    NASA Technical Reports Server (NTRS)

    1982-01-01

    Abstracts are cited for 87 patents and applications introduced into the NASA scientific and technical information system during the period of January 1982 through June 1982. Each entry consists of a citation, an abstract, and in mose cases, a key illustration selected from the patent or patent application.

  14. Clinical implications of using the arm motor ability test in stroke rehabilitation.

    PubMed

    O'Dell, Michael W; Kim, Grace; Finnen, Lisa Rivera; Polistena, Caitlin

    2011-05-01

    To identify all published studies using the Arm Motor Ability Test (AMAT), a standardized, laboratory-based measure for selected upper extremity activities of daily living (ADLs); and to summarize its current uses and provide recommendations for its future use. An Ovid online search was performed using the terms "Arm Motor Ability Test" and "AMAT." The reference lists of all articles obtained were reviewed for additional studies not appearing in the literature search. In addition, the original manual for the use and administration of the AMAT was reviewed. All studies examining the psychometric properties of the AMAT or using the AMAT as an outcome measure were identified. Articles simply mentioning the AMAT without providing data and case reports or abstracts (other than those addressing a specific aspect of the scale of interest) were excluded. Studies were reviewed by the primary author. No formal system of quality review was used. The AMAT has been used as an outcome measure in stroke rehabilitation research examining upper extremity robotics, functional electrical stimulation, and cortical stimulation. The most recent version contains 10 ADL tasks, each of which is composed of 1 to 3 subtasks. Of the 3 domains originally proposed, only the "functional ability" domain is routinely assessed. Psychometric studies have demonstrated good reliability and at least reasonable construct validity. The instrument's sensitivity to change over time is less well established, and no recommendation can be made regarding a minimal clinically important difference. We recommend that the 10-item version of the AMAT and assessment of only the functional ability domain be adopted as standard going forward. Further research should include examination of sensitivity over time, minimal clinically important change, reliability and validity in the mid and lower range of scores, and in neurologic diagnoses other than stroke. Copyright © 2011 American Congress of Rehabilitation Medicine

  15. A mediation model to explain decision making under conditions of risk among adolescents: the role of fluid intelligence and probabilistic reasoning.

    PubMed

    Donati, Maria Anna; Panno, Angelo; Chiesi, Francesca; Primi, Caterina

    2014-01-01

    This study tested the mediating role of probabilistic reasoning ability in the relationship between fluid intelligence and advantageous decision making among adolescents in explicit situations of risk--that is, in contexts in which information on the choice options (gains, losses, and probabilities) were explicitly presented at the beginning of the task. Participants were 282 adolescents attending high school (77% males, mean age = 17.3 years). We first measured fluid intelligence and probabilistic reasoning ability. Then, to measure decision making under explicit conditions of risk, participants performed the Game of Dice Task, in which they have to decide among different alternatives that are explicitly linked to a specific amount of gain or loss and have obvious winning probabilities that are stable over time. Analyses showed a significant positive indirect effect of fluid intelligence on advantageous decision making through probabilistic reasoning ability that acted as a mediator. Specifically, fluid intelligence may enhance ability to reason in probabilistic terms, which in turn increases the likelihood of advantageous choices when adolescents are confronted with an explicit decisional context. Findings show that in experimental paradigm settings, adolescents are able to make advantageous decisions using cognitive abilities when faced with decisions under explicit risky conditions. This study suggests that interventions designed to promote probabilistic reasoning, for example by incrementing the mathematical prerequisites necessary to reason in probabilistic terms, may have a positive effect on adolescents' decision-making abilities.

  16. Frontotemporal Dementia Selectively Impairs Transitive Reasoning About Familiar Spatial Environments

    PubMed Central

    Vartanian, Oshin; Goel, Vinod; Tierney, Michael; Huey, Edward D.; Grafman, Jordan

    2010-01-01

    Although patients with frontotemporal dementia (FTD) are known to exhibit a wide range of cognitive and personality difficulties, some evidence suggests that there may be a degree of selectivity in their reasoning impairments. Based on a recent review of the neuroimaging literature on reasoning, the authors hypothesized that the presence or absence of familiar content may have a selective impact on the reasoning abilities of patients with FTD. Specifically, the authors predicted that patients with frontalvariant FTD would be more impaired when reasoning about transitive arguments involving familiar spatial environments than when reasoning about identical logical arguments involving unfamiliar spatial environments. As predicted, patients with FTD were less accurate than normal controls only when the content of arguments involved familiar spatial environments. These results indicate a degree of selectivity in the cognitive deficits of this patient population and suggest that the frontal-temporal lobe system may play a necessary role in reasoning about familiar material. PMID:19702415

  17. Literature, Literary Response, and the Teaching of Literature: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 24 titles deal with a variety of topics, including the following: (1) humorous children's literature and divergent thinking; (2) the development of children's ability to apprehend and distribute attention to important elements in…

  18. Grounding Abstractness: Abstract Concepts and the Activation of the Mouth

    PubMed Central

    Borghi, Anna M.; Zarcone, Edoardo

    2016-01-01

    One key issue for theories of cognition is how abstract concepts, such as freedom, are represented. According to the WAT (Words As social Tools) proposal, abstract concepts activate both sensorimotor and linguistic/social information, and their acquisition modality involves the linguistic experience more than the acquisition of concrete concepts. We report an experiment in which participants were presented with abstract and concrete definitions followed by concrete and abstract target-words. When the definition and the word matched, participants were required to press a key, either with the hand or with the mouth. Response times and accuracy were recorded. As predicted, we found that abstract definitions and abstract words yielded slower responses and more errors compared to concrete definitions and concrete words. More crucially, there was an interaction between the target-words and the effector used to respond (hand, mouth). While responses with the mouth were overall slower, the advantage of the hand over the mouth responses was more marked with concrete than with abstract concepts. The results are in keeping with grounded and embodied theories of cognition and support the WAT proposal, according to which abstract concepts evoke linguistic-social information, hence activate the mouth. The mechanisms underlying the mouth activation with abstract concepts (re-enactment of acquisition experience, or re-explanation of the word meaning, possibly through inner talk) are discussed. To our knowledge this is the first behavioral study demonstrating with real words that the advantage of the hand over the mouth is more marked with concrete than with abstract concepts, likely because of the activation of linguistic information with abstract concepts. PMID:27777563

  19. Teaching towards Historical Expertise. Developing a Pedagogy for Fostering Causal Reasoning in History

    ERIC Educational Resources Information Center

    Stoel, G. L.; van Drie, J. P.; van Boxtel, C. A. M.

    2015-01-01

    The present study seeks to develop a pedagogy aimed at fostering a student's ability to reason causally about history. The Model of Domain Learning was used as a framework to align domain-specific content with pedagogical principles. Developing causal historical reasoning was conceptualized as a multidimensional process, in which knowledge of…

  20. The Moral Reasoning of Sports Management Students in the United States and Italy

    ERIC Educational Resources Information Center

    Forte, Almerinda

    2013-01-01

    The researcher analyzed the moral reasoning ability of Sports Management students in the United States and Italy. The researcher statistically analyzed data collected through a survey questionnaire designed to measure moral reasoning. The Defining Issues Test (DIT) developed by James Rest using Kohlberg's six stages of moral judgment was used in…

  1. Inferential reasoning by exclusion in children (Homo sapiens).

    PubMed

    Hill, Andrew; Collier-Baker, Emma; Suddendorf, Thomas

    2012-08-01

    The cups task is the most widely adopted forced-choice paradigm for comparative studies of inferential reasoning by exclusion. In this task, subjects are presented with two cups, one of which has been surreptitiously baited. When the empty cup is shaken or its interior shown, it is possible to infer by exclusion that the alternative cup contains the reward. The present study extends the existing body of comparative work to include human children (Homo sapiens). Like chimpanzees (Pan troglodytes) that were tested with the same equipment and near-identical procedures, children aged three to five made apparent inferences using both visual and auditory information, although the youngest children showed the least-developed ability in the auditory modality. However, unlike chimpanzees, children of all ages used causally irrelevant information in a control test designed to examine the possibility that their apparent auditory inferences were the product of contingency learning (the duplicate cups test). Nevertheless, the children's ability to reason by exclusion was corroborated by their performance on a novel verbal disjunctive syllogism test, and we found preliminary evidence consistent with the suggestion that children used their causal-logical understanding to reason by exclusion in the cups task, but subsequently treated the duplicate cups information as symbolic or communicative, rather than causal. Implications for future comparative research are discussed. 2012 APA, all rights reserved

  2. Thinking Aloud Together: A Test of an Intervention To Foster Students' Collaborative Scientific Reasoning.

    ERIC Educational Resources Information Center

    Hogan, Kathleen

    1999-01-01

    Describes the use of an intervention stressing the metacognitive, regulatory, and strategic aspects of knowledge co-construction. Finds that eighth grade students who received the intervention gained in metacognitive knowledge about collaborative reasoning and ability to articulate their collaborative reasoning processes compared to students in…

  3. Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

    NASA Astrophysics Data System (ADS)

    Ozturk, Nilay; Yilmaz-Tuzun, Ozgul

    2017-12-01

    This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science

  4. Proportional Reasoning: An Essential Component of Scientific Understanding

    ERIC Educational Resources Information Center

    Hilton, Annette; Hilton, Geoff

    2016-01-01

    In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of…

  5. An investigation of reasoning by analogy in schizophrenia and autism spectrum disorder

    PubMed Central

    Krawczyk, Daniel C.; Kandalaft, Michelle R.; Didehbani, Nyaz; Allen, Tandra T.; McClelland, M. Michelle; Tamminga, Carol A.; Chapman, Sandra B.

    2014-01-01

    Relational reasoning ability relies upon by both cognitive and social factors. We compared analogical reasoning performance in healthy controls (HC) to performance in individuals with Autism Spectrum Disorder (ASD), and individuals with schizophrenia (SZ). The experimental task required participants to find correspondences between drawings of scenes. Participants were asked to infer which item within one scene best matched a relational item within the second scene. We varied relational complexity, presence of distraction, and type of objects in the analogies (living or non-living items). We hypothesized that the cognitive differences present in SZ would reduce relational inferences relative to ASD and HC. We also hypothesized that both SZ and ASD would show lower performance on living item problems relative to HC due to lower social function scores. Overall accuracy was higher for HC relative to SZ, consistent with prior research. Across groups, higher relational complexity reduced analogical responding, as did the presence of non-living items. Separate group analyses revealed that the ASD group was less accurate at making relational inferences in problems that involved mainly non-living items and when distractors were present. The SZ group showed differences in problem type similar to the ASD group. Additionally, we found significant correlations between social cognitive ability and analogical reasoning, particularly for the SZ group. These results indicate that differences in cognitive and social abilities impact the ability to infer analogical correspondences along with numbers of relational elements and types of objects present in the problems. PMID:25191240

  6. Learning to reason: a journey of professional socialisation.

    PubMed

    Ajjawi, Rola; Higgs, Joy

    2008-05-01

    One of the key attributes that health professional students and new graduates develop during professional socialisation is clinical reasoning ability. Clinical reasoning is a complex skill that is essential for professional practice. There is limited research specifically addressing how physiotherapists learn to reason in the workplace. The research reported in this paper addressed this gap by investigating how experienced physiotherapists learned to reason in daily practice. This learning journey was examined in the context of professional socialisation. A hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated, semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants' learning journeys were diverse, although certain episodes of learning were common or similar. Role models, mentors and colleagues were found to be influential in the development of reasoning. An important implication for the professional socialisation of physiotherapists and other health professionals and for those involved in practice development is the need to recognise and enhance the role of practice communities in the explicit learning of clinical reasoning skills.

  7. Logic and Belief across the Lifespan: The Rise and Fall of Belief Inhibition during Syllogistic Reasoning

    ERIC Educational Resources Information Center

    De Neys, Wim; Van Gelder, Elke

    2009-01-01

    Popular reasoning theories postulate that the ability to inhibit inappropriate beliefs lies at the heart of the human reasoning engine. Given that people's inhibitory capacities are known to rise and fall across the lifespan, we predicted that people's deductive reasoning performance would show similar curvilinear age trends. A group of children…

  8. Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary.

    PubMed

    Edwards, Lindsey; Figueras, Berta; Mellanby, Jane; Langdon, Dawn

    2011-01-01

    The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed.

  9. Assessment of Undergraduate Students' Environmental Stewardship Reasoning and Knowledge

    ERIC Educational Resources Information Center

    Hartman, Christie-Joy Brodrick; DeMars, Christine E.; Griscom, Heather Peckham; Butner, Harold Martin

    2017-01-01

    Purpose: The purpose of this paper is to present a public university's design and implementation of an assessment approach that measures the change in undergraduate students' environmental stewardship reasoning and knowledge abilities over time. Design/methodology/approach: In support of a university's strategic emphasis on environmental…

  10. A Reasoned Action Approach to Health Promotion

    PubMed Central

    Fishbein, Martin

    2008-01-01

    This article describes the integrative model of behavioral prediction (IM), the latest formulation of a reasoned action approach. The IM attempts to identify a limited set of variables that can account for a considerable proportion of the variance in any given behavior. More specifically, consistent with the original theory of reasoned action, the IM assumes that intentions are the immediate antecedents of behavior, but in addition, the IM recognizes that environmental factors and skills and abilities can moderate the intention-behavior relationship. Similar to the theory of planned behavior, the IM also assumes that intentions are a function of attitudes, perceived normative pressure and self-efficacy, but it views perceived normative pressure as a function of descriptive as well as of injunctive (i.e., subjective) norms. After describing the theory and addressing some of the criticisms directed at a reasoned action approach, the paper illustrates how the theory can be applied to understanding and changing health related behaviors. PMID:19015289

  11. A reasoned action approach to health promotion.

    PubMed

    Fishbein, Martin

    2008-01-01

    This article describes the integrative model of behavioral prediction (IM), the latest formulation of a reasoned action approach. The IM attempts to identify a limited set of variables that can account for a considerable proportion of the variance in any given behavior. More specifically, consistent with the original theory of reasoned action, the IM assumes that intentions are the immediate antecedents of behavior, but in addition, the IM recognizes that environmental factors and skills and abilities can moderate the intention-behavior relationship. Similar to the theory of planned behavior, the IM also assumes that intentions are a function of attitudes, perceived normative pressure and self-efficacy, but it views perceived normative pressure as a function of descriptive as well as of injunctive (i.e., subjective) norms. After describing the theory and addressing some of the criticisms directed at a reasoned action approach, the paper illustrates how the theory can be applied to understanding and changing health related behaviors.

  12. Inhibitory control and counterintuitive science and maths reasoning in adolescence.

    PubMed

    Brookman-Byrne, Annie; Mareschal, Denis; Tolmie, Andrew K; Dumontheil, Iroise

    2018-01-01

    Existing concepts can be a major barrier to learning new counterintuitive concepts that contradict pre-existing experience-based beliefs or misleading perceptual cues. When reasoning about counterintuitive concepts, inhibitory control is thought to enable the suppression of incorrect concepts. This study investigated the association between inhibitory control and counterintuitive science and maths reasoning in adolescents (N = 90, 11-15 years). Both response and semantic inhibition were associated with counterintuitive science and maths reasoning, when controlling for age, general cognitive ability, and performance in control science and maths trials. Better response inhibition was associated with longer reaction times in counterintuitive trials, while better semantic inhibition was associated with higher accuracy in counterintuitive trials. This novel finding suggests that different aspects of inhibitory control may offer unique contributions to counterintuitive reasoning during adolescence and provides further support for the hypothesis that inhibitory control plays a role in science and maths reasoning.

  13. Extreme cognitions are associated with diminished ability to use disconfirming evidence.

    PubMed

    Haigh, Matthew; Dodd, Alyson L

    2017-03-01

    An Integrative Cognitive Model of mood swings and bipolar disorder proposes that cognitive styles characterized by extreme self-referent appraisals of internal states (e.g., 'If I have a bad night's sleep it means that I am about to have a breakdown') interfere with mood regulation. The aim of this study is to determine whether strong endorsement of such appraisals is predicted by a diminished ability to access disconfirming counterexamples. We examined whether the ability to access two different categories of counterexample (known as Disabling Conditions and Alternative Causes) would predict endorsement of extreme appraisals (measured by the Hypomanic Attitudes and Positive Predictions Inventory; HAPPI) and mania risk (measured by the Hypomanic Personality Scale; HPS). A non-clinical sample of 150 students completed the HAPPI, the HPS and a conditional reasoning task that indexed the ability to access Disabling Conditions and Alternative Causes. Current mood was controlled for using the Internal States Scale. The ability to make use of disabling counterexamples during the reasoning task was inversely related with scores on the HAPPI (r = -.19, p < .05); participants that were less able to make use of disabling counterexamples endorsed extreme self-referent appraisals to a greater extent. There was no association between the use of alternative cause counterexamples and the HAPPI, and no association between either measure of counterexample generation and the HPS. A diminished ability to use disconfirming evidence when reasoning about the world may reinforce problematic cognitive styles such as extreme, personalized appraisals of experience, which can interfere with mood regulation. Problematic cognitive styles such as extreme, personalized appraisals of experience may be reinforced by the inability to produce or access evidence that disconfirms these maladaptive beliefs. This reasoning bias may be associated with cognitive styles underlying psychopathology

  14. Assessing progression of clinical reasoning through virtual patients: An exploratory study.

    PubMed

    Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

    2016-01-01

    To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge. The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis. The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed. VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. The Impact of Partial Sleep Deprivation on Moral Reasoning in Military Officers

    PubMed Central

    Olsen, Olav Kjellevold; Pallesen, Ståle; Eid, Jarle

    2010-01-01

    Study Objectives: The present study explores the impact of long-term partial sleep deprivation on the activation of moral justice schemas, which are suggested to play a prominent role in moral reasoning and the formation of moral judgments and behavior. Design: Participants judged 5 dilemmas in rested and partially sleep deprived condition, in a counterbalanced design. Setting: In classroom and field exercises at the Norwegian Naval Academy and the Norwegian Army Academy. Participants: Seventy-one Norwegian naval and army officer cadets. Measurements and Results: The results showed that the officers' ability to conduct mature and principally oriented moral reasoning was severely impaired during partial sleep deprivation compared to the rested state. At the same time, the officers became substantially more rules-oriented in the sleep deprived condition, while self-oriented moral reasoning did not change. Interaction effects showed that those officers who displayed high levels of mature moral reasoning (n = 24) in the rested condition, lost much of this capacity during sleep deprivation in favor of a strong increase in rules-oriented moral reasoning as well as self-orientation. Conversely, officers at low levels of mature moral reasoning in rested condition (n = 23) were unaffected by sleep deprivation. Conclusions: The present data show that long-term partial sleep deprivation has an impact on the activation of moral justice schemas, and consequently on the ability to make moral justice judgments. Citation: Olsen OK; Pallesen S; Eid J. The impact of partial sleep deprivation on moral reasoning in military officers. SLEEP 2010;33(8):1086-1090. PMID:20815191

  16. Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education

    PubMed Central

    Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N.; Collins, Laura J.

    2012-01-01

    Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

  17. Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

    PubMed

    Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N; Collins, Laura J

    2012-01-01

    Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

  18. Beliefs about fact retrieval and inferential reasoning across the adult lifespan.

    PubMed

    Camp, C J; Pignatiello, M F

    1988-01-01

    This study deals with beliefs about question-answering processes involving "world knowledge" utilized by young, middle aged, and older adults. Questions intended to induce either fact retrieval or inferential reasoning were shown to younger (n = 37), middle aged (n = 37) and older (n = 37) adults in both a multiple choice and true/false format. Increasing age level was not related to decreased confidence in either fact retrieval or inferential reasoning. Global assessments about these question-answering processes involving "people in general" and self evaluations were taken from the same individuals. In contrast to personal confidence ratings, adults of all ages generally believed in declining fact retrieval abilities in old age. Inferential reasoning, however, often was believed to remain stable or even increase in ability level with increasing age. This was especially true in the assessments generated by older adults and in self evaluations. Thus, negative global beliefs about memory and aging may be present even when such global beliefs contradict item-specific judgments and personal beliefs about one's own cognition.

  19. Michael's Inform Test of Student Ability (M.I.T.O.S.A.). Tester's Manual.

    ERIC Educational Resources Information Center

    Grafius, Thomas M.

    Michael's Informal Test of Student Ability (MITOSA) is a diagnostic evaluative tool for adult students designed to test nine skills abilities in adult students functioning below a tenth grade level. The nine test sections are approximate reading level, understanding of basic math concepts and symbols, general thinking/reasoning ability, eye-hand…

  20. Fluency and belief bias in deductive reasoning: new indices for old effects

    PubMed Central

    Trippas, Dries; Handley, Simon J.; Verde, Michael F.

    2014-01-01

    Models based on signal detection theory (SDT) have occupied a prominent role in domains such as perception, categorization, and memory. Recent work by Dube et al. (2010) suggests that the framework may also offer important insights in the domain of deductive reasoning. Belief bias in reasoning has traditionally been examined using indices based on raw endorsement rates—indices that critics have claimed are highly problematic. We discuss a new set of SDT indices fit for the investigation belief bias and apply them to new data examining the effect of perceptual disfluency on belief bias in syllogisms. In contrast to the traditional approach, the SDT indices do not violate important statistical assumptions, resulting in a decreased Type 1 error rate. Based on analyses using these novel indices we demonstrate that perceptual disfluency leads to decreased reasoning accuracy, contrary to predictions. Disfluency also appears to eliminate the typical link found between cognitive ability and the effect of beliefs on accuracy. Finally, replicating previous work, we demonstrate that cognitive ability leads to an increase in reasoning accuracy and a decrease in the response bias component of belief bias. PMID:25009515

  1. Where Is the Square? Activities to Stimulate Spatial Reasoning

    ERIC Educational Resources Information Center

    Obara, Samuel

    2013-01-01

    The National Council of Teachers of Mathematics (NCTM, 1989, 2000) and the new "Australian Curriculum: Mathematics" for senior secondary (ACARA, 2010) highlight the importance of teaching spatial reasoning as early as preschool when mathematics is introduced. Studies have shown that there is a relationship between spatial abilities and…

  2. Engagement in Philosophical Dialogue Facilitates Children's Reasoning about Subjectivity

    ERIC Educational Resources Information Center

    Walker, Caren M.; Wartenberg, Thomas E.; Winner, Ellen

    2013-01-01

    Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children's understanding of knowledge claims as potentially subjective--one of many possible representations of…

  3. Complex Phenomena Understanding in Electricity through Dynamically Linked Concrete and Abstract Representations

    ERIC Educational Resources Information Center

    Taramopoulos, A.; Psillos, D.

    2017-01-01

    The present study investigates the impact of utilizing virtual laboratory environments combining dynamically linked concrete and abstract representations in investigative activities on the ability of students to comprehend simple and complex phenomena in the field of electric circuits. Forty-two 16- to 17-year-old high school students participated…

  4. White matter tract covariance patterns predict age-declining cognitive abilities.

    PubMed

    Gazes, Yunglin; Bowman, F DuBois; Razlighi, Qolamreza R; O'Shea, Deirdre; Stern, Yaakov; Habeck, Christian

    2016-01-15

    Previous studies investigating the relationship of white matter (WM) integrity to cognitive abilities and aging have either focused on a global measure or a few selected WM tracts. Ideally, contribution from all of the WM tracts should be evaluated at the same time. However, the high collinearity among WM tracts precludes systematic examination of WM tracts simultaneously without sacrificing statistical power due to stringent multiple-comparison corrections. Multivariate covariance techniques enable comprehensive simultaneous examination of all WM tracts without being penalized for high collinearity among observations. In this study, Scaled Subprofile Modeling (SSM) was applied to the mean integrity of 18 major WM tracts to extract covariance patterns that optimally predicted four cognitive abilities (perceptual speed, episodic memory, fluid reasoning, and vocabulary) in 346 participants across ages 20 to 79years old. Using expression of the covariance patterns, age-independent effects of white matter integrity on cognition and the indirect effect of WM integrity on age-related differences in cognition were tested separately, but inferences from the indirect analyses were cautiously made given that cross-sectional data set was used in the analysis. A separate covariance pattern was identified that significantly predicted each cognitive ability after controlling for age except for vocabulary, but the age by WM covariance pattern interaction was not significant for any of the three abilities. Furthermore, each of the patterns mediated the effect of age on the respective cognitive ability. A distinct set of WM tracts was most influential in each of the three patterns. The WM covariance pattern accounting for fluid reasoning showed the most number of influential WM tracts whereas the episodic memory pattern showed the least number. Specific patterns of WM tracts make significant contributions to the age-related differences in perceptual speed, episodic memory, and

  5. Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning.

    PubMed

    Pennycook, Gordon; Rand, David G

    2018-06-20

    Why do people believe blatantly inaccurate news headlines ("fake news")? Do we use our reasoning abilities to convince ourselves that statements that align with our ideology are true, or does reasoning allow us to effectively differentiate fake from real regardless of political ideology? Here we test these competing accounts in two studies (total N = 3446 Mechanical Turk workers) by using the Cognitive Reflection Test (CRT) as a measure of the propensity to engage in analytical reasoning. We find that CRT performance is negatively correlated with the perceived accuracy of fake news, and positively correlated with the ability to discern fake news from real news - even for headlines that align with individuals' political ideology. Moreover, overall discernment was actually better for ideologically aligned headlines than for misaligned headlines. Finally, a headline-level analysis finds that CRT is negatively correlated with perceived accuracy of relatively implausible (primarily fake) headlines, and positively correlated with perceived accuracy of relatively plausible (primarily real) headlines. In contrast, the correlation between CRT and perceived accuracy is unrelated to how closely the headline aligns with the participant's ideology. Thus, we conclude that analytic thinking is used to assess the plausibility of headlines, regardless of whether the stories are consistent or inconsistent with one's political ideology. Our findings therefore suggest that susceptibility to fake news is driven more by lazy thinking than it is by partisan bias per se - a finding that opens potential avenues for fighting fake news. Copyright © 2018 Elsevier B.V. All rights reserved.

  6. Planning Decrements in Healthy Aging: Mediation Effects of Fluid Reasoning and Working Memory Capacity.

    PubMed

    Köstering, Lena; Leonhart, Rainer; Stahl, Christoph; Weiller, Cornelius; Kaller, Christoph P

    2016-03-01

    Although age-related differences in planning ability are well known, their cognitive foundations remain a matter of contention. To elucidate the specific processes underlying planning decrements in older age, the relative contributions of fluid reasoning, working memory (WM) capacity, and processing speed to accuracy on the Tower of London (TOL) planning task were investigated. Mediation analyses were used to relate overall and search depth-related TOL accuracy from older (N = 106; 60-89 years) and younger adults (N = 69; 18-54 years) to age and measures of fluid reasoning, WM capacity, and speed. For overall planning, fluid abilities mediated the effects of age, WM capacity, and speed in older adults. By contrast, fluid abilities and WM capacity mediated each other in younger adults. For planning accuracy under low demands on the depth of search, WM capacity was specifically important in older age, whereas younger adults recruited both WM capacity and fluid reasoning. Under high search-depth-demands, fluid abilities underlay the cognitive operations critical for resolving move interdependencies in both age groups. Fluid abilities and WM capacity undergo significant changes from younger to older age in their unique contribution to planning, which might represent a mechanism whereby planning decrements in older age are brought about. © The Author 2014. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  7. Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," March through December 1977 (Vol. 37 No. 9 through Vol. 38 No. 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with the following topics: the composing processes of four twelfth-grade students; the relationship of writing quality to syntax; the development of language variables in two modes of writing and their relationship…

  8. The link between logic, mathematics and imagination: evidence from children with developmental dyscalculia and mathematically gifted children.

    PubMed

    Morsanyi, Kinga; Devine, Amy; Nobes, Alison; Szűcs, Dénes

    2013-07-01

    This study examined performance on transitive inference problems in children with developmental dyscalculia (DD), typically developing controls matched on IQ, working memory and reading skills, and in children with outstanding mathematical abilities. Whereas mainstream approaches currently consider DD as a domain-specific deficit, we hypothesized that the development of mathematical skills is closely related to the development of logical abilities, a domain-general skill. In particular, we expected a close link between mathematical skills and the ability to reason independently of one's beliefs. Our results showed that this was indeed the case, with children with DD performing more poorly than controls, and high maths ability children showing outstanding skills in logical reasoning about belief-laden problems. Nevertheless, all groups performed poorly on structurally equivalent problems with belief-neutral content. This is in line with suggestions that abstract reasoning skills (i.e. the ability to reason about content without real-life referents) develops later than the ability to reason about belief-inconsistent fantasy content.A video abstract of this article can be viewed at http://www.youtube.com/watch?v=90DWY3O4xx8. © 2013 Blackwell Publishing Ltd.

  9. The role of decision-making ability in HIV/AIDS: impact on prospective memory.

    PubMed

    Coulehan, Kelly; Byrd, Desiree; Arentoft, Alyssa; Monzones, Jennifer; Fuentes, Armando; Fraser, Felicia; Rosario, Ana; Morgello, Susan; Mindt, Monica Rivera

    2014-01-01

    Prospective memory (ProM), a form of episodic memory related to execution of future intentions, is important for everyday functioning. Among persons living with HIV (PLWH), executive dysfunction is implicated in ProM impairments. However, specific subcomponents of executive functioning involved in ProM deficits remain poorly understood. Unlike more "traditional" neurocognitive (NC) measures of executive functioning associated with dorsolateral prefrontal cortex (i.e., conceptual reasoning, abstraction), those associated with medial orbitofrontal/ventromedial prefrontal (mOF/vmP) cortex (i.e., decision making, inhibitory control, goal-oriented behavior) have yet to be examined in ProM. This study characterized ProM ability in a sample of 89 HIV-seropositive adults and examined the unique role of decision-making ability in ProM. Participants completed a standard NC battery, the Iowa Gambling Task (IGT; a decision-making measure), and the Memory for Intentions Screening Test (MIST; a ProM measure). Correlational analyses revealed that both traditional executive functioning measures and the IGT were associated with ProM. Regression analyses revealed that the IGT significantly predicted ProM, even after accounting for NC measures. Among all NC measures, only executive functioning significantly contributed to ProM. Further examination of mOF/vmP-sensitive executive dysfunction within this population is needed as PLWH may require more tailored treatment recommendations due to specific decision-making difficulties that can impact medication management.

  10. Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task

    ERIC Educational Resources Information Center

    Fyfe, Emily R.; McNeil, Nicole M.; Rittle-Johnson, Bethany

    2015-01-01

    The labels used to describe patterns and relations can influence children's relational reasoning. In this study, 62 preschoolers (M[subscript age] = 4.4 years) solved and described eight pattern abstraction problems (i.e., recreated the relation in a model pattern using novel materials). Some children were exposed to concrete labels (e.g.,…

  11. Theory of mind reasoning in schizophrenia patients and non-psychotic relatives.

    PubMed

    Cassetta, Briana; Goghari, Vina

    2014-08-15

    Research consistently demonstrates that schizophrenia patients have theory of mind (ToM) impairments. Additionally, there is some evidence that family members of schizophrenia patients also demonstrate impairments in ToM, suggesting a genetic vulnerability for the disorder. This study assessed ToM abilities (i.e., sarcasm comprehension) in schizophrenia patients and their first-degree biological relatives during video-taped social interactions, to be representative of real-world interactions and to assess for disease-specific and/or genetic liability effects. Additionally, we assessed whether ToM abilities predicted social and global functioning in schizophrenia patients, and whether symptoms were associated with ToM deficits. Schizophrenia patients demonstrated impairments in sarcasm comprehension compared to controls and relatives, whereas relatives showed intact comprehension. Symptoms of schizophrenia significantly predicted worse ToM abilities. Furthermore, in schizophrenia patients, impaired ToM reasoning predicted worse social and global functioning. Given schizophrenia patients demonstrated impairments in ToM reasoning in a task that resembles real-life interactions, this might be a key area for remediation. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  12. Counterfactual Reasoning Deficits in Schizophrenia Patients

    PubMed Central

    Castellví, Pere; Caño, Agnès; Benejam, Bessy

    2016-01-01

    Background Counterfactual thinking is a specific type of conditional reasoning that enables the generation of mental simulations of alternatives to past factual events. Although it has been broadly studied in the general population, research on schizophrenia is still scarce. The aim of the current study was to further examine counterfactual reasoning in this illness. Methods Forty schizophrenia patients and 40 controls completed a series of tests that assessed the influence of the “causal order effect” on counterfactual thinking, and the ability to generate counterfactual thoughts and counterfactually derive inferences from a hypothetical situation. Socio-demographic and clinical characteristics, as well as neurocognitive variables, were also examined. Results Compared to controls, the schizophrenia patients generated fewer counterfactual thoughts when faced with a simulated scenario. The pattern of response when assessing the causality effect of the order was also different between the groups, with the patients being more frequently unable to attribute any ordering of events than the control subjects. Additionally, the schizophrenia patients showed more difficulties when deriving normative counterfactual inferences from hypothetical social situations. None of the counterfactual reasoning measures was associated to any of the cognitive functions or clinical and socio-demographic variables assessed. Conclusions A global impairment in counterfactual thinking characterizes schizophrenia patients. Because of the potential impact of such deficits on psychosocial functioning, targeting counterfactual reasoning for improvement might be considered in future treatment approaches. PMID:26828931

  13. Counterfactual Reasoning Deficits in Schizophrenia Patients.

    PubMed

    Contreras, Fernando; Albacete, Auria; Castellví, Pere; Caño, Agnès; Benejam, Bessy; Menchón, José Manuel

    2016-01-01

    Counterfactual thinking is a specific type of conditional reasoning that enables the generation of mental simulations of alternatives to past factual events. Although it has been broadly studied in the general population, research on schizophrenia is still scarce. The aim of the current study was to further examine counterfactual reasoning in this illness. Forty schizophrenia patients and 40 controls completed a series of tests that assessed the influence of the "causal order effect" on counterfactual thinking, and the ability to generate counterfactual thoughts and counterfactually derive inferences from a hypothetical situation. Socio-demographic and clinical characteristics, as well as neurocognitive variables, were also examined. Compared to controls, the schizophrenia patients generated fewer counterfactual thoughts when faced with a simulated scenario. The pattern of response when assessing the causality effect of the order was also different between the groups, with the patients being more frequently unable to attribute any ordering of events than the control subjects. Additionally, the schizophrenia patients showed more difficulties when deriving normative counterfactual inferences from hypothetical social situations. None of the counterfactual reasoning measures was associated to any of the cognitive functions or clinical and socio-demographic variables assessed. A global impairment in counterfactual thinking characterizes schizophrenia patients. Because of the potential impact of such deficits on psychosocial functioning, targeting counterfactual reasoning for improvement might be considered in future treatment approaches.

  14. How Does Attention Relate to the Ability-Specific and Position-Specific Components of Reasoning Measured by APM?

    ERIC Educational Resources Information Center

    Ren, Xuezhu; Goldhammer, Frank; Moosbrugger, Helfried; Schweizer, Karl

    2012-01-01

    The aim of the present study was to clarify the nature of the ability-specific and position-specific components of Raven's Advanced Progressive Matrices (APM) by relating them to a number of types of attention. The ability-specific component represents the constant part of cognitive performance whereas the position-specific component reflects the…

  15. Promoting Middle School Students' Proportional Reasoning Skills through an Ongoing Professional Development Programme for Teachers

    ERIC Educational Resources Information Center

    Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

    2016-01-01

    Proportional reasoning, the ability to use ratios in situations involving comparison of quantities, is essential for mathematical competence, especially in the middle school years, and is an important determinant of success beyond school. Research shows students find proportional reasoning and its foundational concepts difficult. Proportional…

  16. Belief bias during reasoning among religious believers and skeptics.

    PubMed

    Pennycook, Gordon; Cheyne, James Allan; Koehler, Derek J; Fugelsang, Jonathan A

    2013-08-01

    We provide evidence that religious skeptics, as compared to believers, are both more reflective and effective in logical reasoning tasks. While recent studies have reported a negative association between an analytic cognitive style and religiosity, they focused exclusively on accuracy, making it difficult to specify potential underlying cognitive mechanisms. The present study extends the previous research by assessing both performance and response times on quintessential logical reasoning problems (syllogisms). Those reporting more religious skepticism made fewer reasoning errors than did believers. This finding remained significant after controlling for general cognitive ability, time spent on the problems, and various demographic variables. Crucial for the purpose of exploring underlying mechanisms, response times indicated that skeptics also spent more time reasoning than did believers. This novel finding suggests a possible role of response slowing during analytic problem solving as a component of cognitive style that promotes overriding intuitive first impressions. Implications for using additional processing measures, such as response time, to investigate individual differences in cognitive style are discussed.

  17. A mixed Rasch model of dual-process conditional reasoning.

    PubMed

    Bonnefon, Jean-François; Eid, Michael; Vautier, Stéphane; Jmel, Saïd

    2008-05-01

    A fine-grained dual-process approach to conditional reasoning is advocated: Responses to conditional syllogisms are reached through the operation of either one of two systems, each of which can rely on two different mechanisms. System1 relies either on pragmatic implicatures or on the retrieval of information from semantic memory; System2 operates first through inhibition of System1, then (but not always) through activation of analytical processes. It follows that reasoners will fall into one of four groups of increasing reasoning ability, each group being uniquely characterized by (a) the modal pattern of individual answers to blocks of affirming the consequent (AC), denying the antecedent (DA), and modus tollens (MT) syllogisms featuring the same conditional; and (b) the average rate of determinate answers to AC, DA, and MT. This account receives indirect support from the extant literature and direct support from a mixed Rasch model of responses given to 18 syllogisms by 486 adult reasoners.

  18. Teaching Formal Reasoning in a College Biology Course for Preservice Teachers.

    ERIC Educational Resources Information Center

    Lawson, Anton E.; Snitgen, Donald A.

    1982-01-01

    Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

  19. Monitoring and control of spacecraft systems using procedural reasoning

    NASA Technical Reports Server (NTRS)

    Georgeff, Michael P.; Ingrand, Francois Felix

    1990-01-01

    Research concerned with automating the monitoring and control of spacecraft systems is discussed. In particular, the application of SRI's Procedural Reasoning System (PRS) to the handling of malfunctions in the Reaction Control System (RCS) of NASA's Space Shuttle is examined. Unlike traditional monitoring and control systems, PRS is able to reason about and perform complex tasks in a very flexible and robust manner, somewhat in the manner of a human assistant. Using various RCS malfunctions as examples (including sensor faults, leaking components, multiple alarms, and regulator and jet failures), it is shown how PRS manages to combine both goal-directed reasoning and the ability to react rapidly to unanticipated changes in its environment. In conclusion, some important issues in the design of PRS are reviewed and future enhancements are indicated.

  20. A Matter of Balance: Motor Control is Related to Children’s Spatial and Proportional Reasoning Skills

    PubMed Central

    Frick, Andrea; Möhring, Wenke

    2016-01-01

    Recent research has shown close links between spatial and mathematical thinking and between spatial abilities and motor skills. However, longitudinal research examining the relations between motor, spatial, and mathematical skills is rare, and the nature of these relations remains unclear. The present study thus investigated the relation between children’s motor control and their spatial and proportional reasoning. We measured 6-year-olds’ spatial scaling (i.e., the ability to reason about different-sized spaces), their mental transformation skills, and their ability to balance on one leg as an index for motor control. One year later (N = 126), we tested the same children’s understanding of proportions. We also assessed several control variables (verbal IQ and socio-economic status) as well as inhibitory control, visuo-spatial and verbal working memory. Stepwise hierarchical regressions showed that, after accounting for effects of control variables, children’s balance skills significantly increased the explained variance in their spatial performance and proportional reasoning. Our results suggest specific relations between balance skills and spatial as well as proportional reasoning skills that cannot be explained by general differences in executive functioning or intelligence. PMID:26793157

  1. Neural correlates of true and false belief reasoning.

    PubMed

    Sommer, Monika; Döhnel, Katrin; Sodian, Beate; Meinhardt, Jörg; Thoermer, Claudia; Hajak, Göran

    2007-04-15

    Belief reasoning plays a central role in making inferences about other people's mental states. The ability to reason about false beliefs is considered as a critical test for having a Theory of Mind (ToM). There is some controversy as to whether it is the medial prefrontal cortex (MPFC) or the temporo-parietal junction (TPJ) that is centrally involved in belief reasoning. According to developmental studies of belief reasoning we conducted an fMRI experiment with a carefully controlled paradigm (Sally Anne scenario). We compared false belief reasoning with true belief reasoning in parallel tasks, using a series of cartoon stories depicting transfer of an object unbeknownst to the protagonist (false belief) or with the protagonist witnessing (true belief). The false belief versus true belief contrast revealed activation of the dorsal part of the anterior cingulate cortex (dACC), the right lateral rostral prefrontal cortex and the right TPJ associated with false belief. We suggest that the activation of the dACC and the lateral PFC might be associated with action monitoring and stimulus-independent cognitive processing whereas the activation of the TPJ might be related to the computation of mental representations that create perspective differences, such as a person's false belief that contrasts with reality and therefore might be centrally involved in the decoupling mechanism. Additionally we found common patterns of activation for true and false belief reasoning, including inferior parietal and precuneus activation, but we found no activation of the MPFC or the TPJ in general belief reasoning.

  2. The role of the left hemisphere in verbal and spatial reasoning tasks.

    PubMed

    Langdon, D; Warrington, E K

    2000-12-01

    Laterality of reasoning processes have long been a source of investigation. Differing formats of verbal and spatial reasoning tasks have meant it has not been possible to extricate true performance level from artefacts of input and output modalities. The Verbal and Spatial Reasoning Test (VESPAR) offers this opportunity, by virtue of matched sets of verbal and spatial inductive reasoning problems. Two series of 40 patients with unilateral left and right hemisphere lesions were tested on two verbal and two spatial subtests of the VESPAR, together with a battery of baseline tests. The performance of the left and right hemisphere lesion cases was compared with a normal standardisation sample. Whereas only the left hemisphere group failed the verbal sections, both left and right hemisphere groups failed the spatial sections. The influence of aphasia on spatial reasoning was considered to be an incomplete explanation for the failure of the left hemisphere group on the spatial sections. It is concluded that this investigation provides firmer evidence of a crucial role for the left hemisphere in both verbal and spatial abstract reasoning processes.

  3. Primary health-care patients' reasons for complaint-related worry and relief.

    PubMed

    Laakso, Virpi; Niemi, Päivi M

    2013-04-01

    Primary care patients are commonly worried about their complaints when consulting their doctor. Knowing the reasons behind patients' worries would enhance consultation practices. The aim of this study was to find out the reasons patients themselves give for their worries before a consultation and for possible relief or persistent worry after the consultation. Our previous study using quantitative methods suggested that worried patients were uncertain about what was wrong with them and they perceived their complaints as serious. These results left some aspects unanswered; for instance, why did the patients consider their complaints severe. We conducted semi-structured interviews of patients, aged 18-39 years, with somatic complaints other than a common cold (n = 40), both before and after a consultation, and the patients described their reasons for worry in their own words. These qualitative data were analysed using thematic content analysis. The patients gave as reasons for their worries uncertainty, consequences of their complaints (eg, inability to work), insufficient control (eg, inadequate treatment) and prognosis. The patients were relieved when their uncertainty was diminished by getting an explanation for their complaint or when they achieved more control by getting treatment for their complaint. After a consultation, their reasons for worry, except for concern about the ability to function, tended to be replaced by other reasons. Psychological consequences and mistrust in health care also played a role in persistent worry. Our findings offer support to the patient-centred clinical method in primary care. To address the patients' worries properly, the GP should bring them up for discussion. Special attention should be given to worries about the ability to function, as they tend to persist even after a consultation.

  4. Reasoning about Benefits, Costs, and Risks of Chemical Substances: Mapping Different Levels of Sophistication

    ERIC Educational Resources Information Center

    Cullipher, S.; Sevian, H.; Talanquer, V.

    2015-01-01

    The ability to evaluate options and make informed decisions about problems in relevant contexts is a core competency in science education that requires the use of both domain-general and discipline-specific knowledge and reasoning strategies. In this study we investigated the implicit assumptions and modes of reasoning applied by individuals with…

  5. Remedial Instruction to Enhance Mathematical Ability of Dyscalculics

    ERIC Educational Resources Information Center

    Kumar, S. Praveen; Raja, B. William Dharma

    2012-01-01

    The ability to do arithmetic calculations is essential to school-based learning and skill development in an information rich society. Arithmetic is a basic academic skill that is needed for learning which includes the skills such as counting, calculating, reasoning etc. that are used for performing mathematical calculations. Unfortunately, many…

  6. Children's and Adolescents' Thoughts on Pollution: Cognitive Abilities Required to Understand Environmental Systems

    ERIC Educational Resources Information Center

    Rodríguez, Manuel; Kohen, Raquel; Delval, Juan

    2015-01-01

    Pollution phenomena are complex systems in which different parts are integrated by means of causal and temporal relationships. To understand pollution, children must develop some cognitive abilities related to system thinking and temporal and causal inferential reasoning. These cognitive abilities constrain and guide how children understand…

  7. It's All Connected: The Power of Proportional Reasoning to Understand Mathematics Concepts, Gr. 6-8

    ERIC Educational Resources Information Center

    Whitman, Carmen

    2011-01-01

    "It's All Connected" provides teachers of mathematics the support they need to improve their instruction. This in-demand collection of lessons for grades 6-8 explores proportionality, proportional relationships, and proportional reasoning, acknowledging that the ability to reason proportionally is crucial in the middle school mathematics…

  8. Diagnostic grand rounds: a new teaching concept to train diagnostic reasoning.

    PubMed

    Stieger, Stefan; Praschinger, Andrea; Kletter, Kurt; Kainberger, Franz

    2011-06-01

    Diagnostic reasoning is a core skill in teaching and learning in undergraduate curricula. Diagnostic grand rounds (DGRs) as a subform of grand rounds are intended to train the students' skills in the selection of appropriate tests and in the interpretation of test results. The aim of this study was to test DGRs for their ability to improve diagnostic reasoning by using a pre-post-test design. During one winter term, all 398 fifth-year students (36.1% male, 63.9% female) solved 23 clinical cases presented in 8 DGRs. In an online questionnaire, a Diagnostic Thinking Inventory (DTI) with 41 items was evaluated for flexibility in thinking and structure of knowledge in memory. Results were correlated with those from a summative multiple-choice knowledge test and of the learning objectives in a logbook. The students' DTI scores in the post-test were significantly higher than those reported in the pre-test. DTI scores at either testing time did not correlate with medical knowledge as assessed by a multiple-choice knowledge test. Abilities acquired during clinical clerkships as documented in a logbook could only account for a small proportion of the increase in the flexibility subscale score. This effect still remained significant after accounting for potential confounders. Establishing DGRs proofed to be an effective way of successfully improving both students' diagnostic reasoning and the ability to select the appropriate test method in routine clinical practice. Copyright © 2009 Elsevier Ireland Ltd. All rights reserved.

  9. Scientific reasoning profile of junior secondary school students on the concept of static fluid

    NASA Astrophysics Data System (ADS)

    Mariana, N.; Siahaan, P.; Utari, S.

    2018-05-01

    Scientific reasoning is one of the most important ability. This study aims to determine the profile of scientific reasoning of junior high school students about the concept of static fluid. This research uses a descriptive method with a quantitative approach to get an idea about the scientific reasoning of One Roof Junior Secondary School Student Kotabaru Reteh in Riau. The technique of collecting data is done by test of scientific reasoning. Scientific reasoning capability refers to Furtak’s EBR (Evidence Based Reasoning) scientific reasoning indicator that contains the components of claims, data, evidence, and rules. The result obtained on each element of scientific reasoning is 35% claim, 23% data, 21% evidence and 17% rule. The conclusions of this research that scientific reasoning of Satu Atap Junior Secondary School student Kotabaru Reteh, Riau Province still in the low category.

  10. The Influence of Reasons for Attending University on University Experience: A Comparison between Students with and without Disabilities

    ERIC Educational Resources Information Center

    Reed, Maureen J.; Kennett, Deborah J.; Emond, Marc

    2015-01-01

    Students choose to go to university for many reasons. They include those with disabilities and those without. The reasons why students with disabilities go to university and how these reasons impact university experience, including coping (academic resourcefulness), adapting, academic ability beliefs (academic self-efficacy), and grades, are…

  11. Functional reasoning in diagnostic problem solving

    NASA Technical Reports Server (NTRS)

    Sticklen, Jon; Bond, W. E.; Stclair, D. C.

    1988-01-01

    This work is one facet of an integrated approach to diagnostic problem solving for aircraft and space systems currently under development. The authors are applying a method of modeling and reasoning about deep knowledge based on a functional viewpoint. The approach recognizes a level of device understanding which is intermediate between a compiled level of typical Expert Systems, and a deep level at which large-scale device behavior is derived from known properties of device structure and component behavior. At this intermediate functional level, a device is modeled in three steps. First, a component decomposition of the device is defined. Second, the functionality of each device/subdevice is abstractly identified. Third, the state sequences which implement each function are specified. Given a functional representation and a set of initial conditions, the functional reasoner acts as a consequence finder. The output of the consequence finder can be utilized in diagnostic problem solving. The paper also discussed ways in which this functional approach may find application in the aerospace field.

  12. The Ability to Process Abstract Information.

    DTIC Science & Technology

    1983-09-01

    Responses Associated with Stress . .. 8 2. Filter Theories: A. Broadbent’s filter model . . . . 12 B. Treisaman’s attentuation model . . . 12 3... model has been proposed by Schneider and Shiffrin (1977) and Shiffrin and Schneider (1977). Unlike Broadbent’s filter models Schneider and Shiffrin...allows for processing to take place only on the input "selected". This filter model is shown in Figure 2A. According to this theory, any information

  13. Distributed tactical reasoning framework for intelligent vehicles

    NASA Astrophysics Data System (ADS)

    Sukthankar, Rahul; Pomerleau, Dean A.; Thorpe, Chuck E.

    1998-01-01

    In independent vehicle concepts for the Automated Highway System (AHS), the ability to make competent tactical-level decisions in real-time is crucial. Traditional approaches to tactical reasoning typically involve the implementation of large monolithic systems, such as decision trees or finite state machines. However, as the complexity of the environment grows, the unforeseen interactions between components can make modifications to such systems very challenging. For example, changing an overtaking behavior may require several, non-local changes to car-following, lane changing and gap acceptance rules. This paper presents a distributed solution to the problem. PolySAPIENT consists of a collection of autonomous modules, each specializing in a particular aspect of the driving task - classified by traffic entities rather than tactical behavior. Thus, the influence of the vehicle ahead on the available actions is managed by one reasoning object, while the implications of an approaching exit are managed by another. The independent recommendations form these reasoning objects are expressed in the form of votes and vetos over a 'tactical action space', and are resolved by a voting arbiter. This local independence enables PolySAPIENT reasoning objects to be developed independently, using a heterogenous implementation. PolySAPIENT vehicles are implemented in the SHIVA tactical highway simulator, whose vehicles are based on the Carnegie Mellon Navlab robots.

  14. Rational thinking and cognitive sophistication: development, cognitive abilities, and thinking dispositions.

    PubMed

    Toplak, Maggie E; West, Richard F; Stanovich, Keith E

    2014-04-01

    We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference domains that index cognitive sophistication: cognitive ability (intelligence and executive functioning) and thinking dispositions (actively open-minded thinking, superstitious thinking, and need for cognition). All 5 reasoning domains were consistently related to cognitive sophistication regardless of how it was indexed (age, cognitive ability, thinking dispositions). The implications of these findings for taxonomies of developmental trends in rational thinking tasks are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  15. Modeling visual problem solving as analogical reasoning.

    PubMed

    Lovett, Andrew; Forbus, Kenneth

    2017-01-01

    We present a computational model of visual problem solving, designed to solve problems from the Raven's Progressive Matrices intelligence test. The model builds on the claim that analogical reasoning lies at the heart of visual problem solving, and intelligence more broadly. Images are compared via structure mapping, aligning the common relational structure in 2 images to identify commonalities and differences. These commonalities or differences can themselves be reified and used as the input for future comparisons. When images fail to align, the model dynamically rerepresents them to facilitate the comparison. In our analysis, we find that the model matches adult human performance on the Standard Progressive Matrices test, and that problems which are difficult for the model are also difficult for people. Furthermore, we show that model operations involving abstraction and rerepresentation are particularly difficult for people, suggesting that these operations may be critical for performing visual problem solving, and reasoning more generally, at the highest level. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  16. Technological Knowledge and Reasoning in Finnish and Estonian Technology Education

    ERIC Educational Resources Information Center

    Autio, Ossi; Soobik, Mart

    2017-01-01

    The main idea of this research was to find out if there is a relationship between students' undertakings within Craft and Technology education and their ability to understand technological concepts. Study participants' technological knowledge and reasoning was measured with a questionnaire regarding mechanical systems connected with simple…

  17. Semantic Interaction for Sensemaking: Inferring Analytical Reasoning for Model Steering.

    PubMed

    Endert, A; Fiaux, P; North, C

    2012-12-01

    Visual analytic tools aim to support the cognitively demanding task of sensemaking. Their success often depends on the ability to leverage capabilities of mathematical models, visualization, and human intuition through flexible, usable, and expressive interactions. Spatially clustering data is one effective metaphor for users to explore similarity and relationships between information, adjusting the weighting of dimensions or characteristics of the dataset to observe the change in the spatial layout. Semantic interaction is an approach to user interaction in such spatializations that couples these parametric modifications of the clustering model with users' analytic operations on the data (e.g., direct document movement in the spatialization, highlighting text, search, etc.). In this paper, we present results of a user study exploring the ability of semantic interaction in a visual analytic prototype, ForceSPIRE, to support sensemaking. We found that semantic interaction captures the analytical reasoning of the user through keyword weighting, and aids the user in co-creating a spatialization based on the user's reasoning and intuition.

  18. Heuristic and Analytic Processing: Age Trends and Associations with Cognitive Ability and Cognitive Styles.

    ERIC Educational Resources Information Center

    Kokis, Judite V.; Macpherson, Robyn; Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E.

    2002-01-01

    Examined developmental and individual differences in tendencies to favor analytic over heuristic responses in three tasks (inductive reasoning, deduction under belief bias conditions, probabilistic reasoning) in children varying in age and cognitive ability. Found significant increases in analytic responding with development on first two tasks.…

  19. Making Online Learning Personal: Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum

    NASA Astrophysics Data System (ADS)

    Marsteller, Robert B.

    An online curriculum about biological evolution was designed according to the Promoting Evidentiary Reasoning and Self-regulation Online (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified Motivated Strategies for Learning Questionnaire (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) Prediction, Monitoring, and Reflection forms (PMR); (6) the Online Instruction Questionnaire; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support

  20. Abstraction and Consolidation

    ERIC Educational Resources Information Center

    Monaghan, John; Ozmantar, Mehmet Fatih

    2006-01-01

    The framework for this paper is a recently developed theory of abstraction in context. The paper reports on data collected from one student working on tasks concerned with absolute value functions. It examines the relationship between mathematical constructions and abstractions. It argues that an abstraction is a consolidated construction that can…

  1. Constructing Sample Space with Combinatorial Reasoning: A Mixed Methods Study

    ERIC Educational Resources Information Center

    McGalliard, William A., III.

    2012-01-01

    Recent curricular developments suggest that students at all levels need to be statistically literate and able to efficiently and accurately make probabilistic decisions. Furthermore, statistical literacy is a requirement to being a well-informed citizen of society. Research also recognizes that the ability to reason probabilistically is supported…

  2. Mind Games, Reasoning Skills, and the Primary School Curriculum

    ERIC Educational Resources Information Center

    Bottino, Rosa Maria; Ott, Michela

    2006-01-01

    This paper reports on a pilot research project aimed at helping to develop some strategic and reasoning abilities in primary school pupils by engaging them in educational itineraries based on the use of a number of computer mind games. The paper briefly describes the project's aims and organization, the kind of games used and the working…

  3. Analytical reasoning task reveals limits of social learning in networks.

    PubMed

    Rahwan, Iyad; Krasnoshtan, Dmytro; Shariff, Azim; Bonnefon, Jean-François

    2014-04-06

    Social learning-by observing and copying others-is a highly successful cultural mechanism for adaptation, outperforming individual information acquisition and experience. Here, we investigate social learning in the context of the uniquely human capacity for reflective, analytical reasoning. A hallmark of the human mind is its ability to engage analytical reasoning, and suppress false associative intuitions. Through a set of laboratory-based network experiments, we find that social learning fails to propagate this cognitive strategy. When people make false intuitive conclusions and are exposed to the analytic output of their peers, they recognize and adopt this correct output. But they fail to engage analytical reasoning in similar subsequent tasks. Thus, humans exhibit an 'unreflective copying bias', which limits their social learning to the output, rather than the process, of their peers' reasoning-even when doing so requires minimal effort and no technical skill. In contrast to much recent work on observation-based social learning, which emphasizes the propagation of successful behaviour through copying, our findings identify a limit on the power of social networks in situations that require analytical reasoning.

  4. The Influence of Cognitive Reasoning Level, Cognitive Restructuring Ability, Disembedding Ability, Working Memory Capacity, and Prior Knowledge On Students' Performance On Balancing Equations by Inspection.

    ERIC Educational Resources Information Center

    Staver, John R.; Jacks, Tom

    1988-01-01

    Investigates the influence of five cognitive variables on high school students' performance on balancing chemical equations by inspection. Reports that reasoning, restructuring, and disembedding variables could be a single variable, and that working memory capacity does not influence overall performance. Results of hierarchical regression analysis…

  5. The Knowledge-Based Reasoning of Physical Education Teachers: A Comparison between Groups with Different Expertise

    ERIC Educational Resources Information Center

    Reuker, Sabine

    2017-01-01

    The study addresses professional vision, including the abilities of selective attention and knowledge-based reasoning. This article focuses on the latter ability. Groups with different sport-specific and pedagogical expertise (n = 60) were compared according to their observation and interpretation of sport activities in a four-field design. The…

  6. Relationship between abstract thinking and eye gaze pattern in patients with schizophrenia.

    PubMed

    Oh, Jooyoung; Chun, Ji-Won; Lee, Jung Suk; Kim, Jae-Jin

    2014-04-16

    Effective integration of visual information is necessary to utilize abstract thinking, but patients with schizophrenia have slow eye movement and usually explore limited visual information. This study examines the relationship between abstract thinking ability and the pattern of eye gaze in patients with schizophrenia using a novel theme identification task. Twenty patients with schizophrenia and 22 healthy controls completed the theme identification task, in which subjects selected which word, out of a set of provided words, best described the theme of a picture. Eye gaze while performing the task was recorded by the eye tracker. Patients exhibited a significantly lower correct rate for theme identification and lesser fixation and saccade counts than controls. The correct rate was significantly correlated with the fixation count in patients, but not in controls. Patients with schizophrenia showed impaired abstract thinking and decreased quality of gaze, which were positively associated with each other. Theme identification and eye gaze appear to be useful as tools for the objective measurement of abstract thinking in patients with schizophrenia.

  7. Relationship between abstract thinking and eye gaze pattern in patients with schizophrenia

    PubMed Central

    2014-01-01

    Background Effective integration of visual information is necessary to utilize abstract thinking, but patients with schizophrenia have slow eye movement and usually explore limited visual information. This study examines the relationship between abstract thinking ability and the pattern of eye gaze in patients with schizophrenia using a novel theme identification task. Methods Twenty patients with schizophrenia and 22 healthy controls completed the theme identification task, in which subjects selected which word, out of a set of provided words, best described the theme of a picture. Eye gaze while performing the task was recorded by the eye tracker. Results Patients exhibited a significantly lower correct rate for theme identification and lesser fixation and saccade counts than controls. The correct rate was significantly correlated with the fixation count in patients, but not in controls. Conclusions Patients with schizophrenia showed impaired abstract thinking and decreased quality of gaze, which were positively associated with each other. Theme identification and eye gaze appear to be useful as tools for the objective measurement of abstract thinking in patients with schizophrenia. PMID:24739356

  8. Undergraduate Students’ Initial Ability in Understanding Phylogenetic Tree

    NASA Astrophysics Data System (ADS)

    Sa'adah, S.; Hidayat, T.; Sudargo, Fransisca

    2017-04-01

    The Phylogenetic tree is a visual representation depicts a hypothesis about the evolutionary relationship among taxa. Evolutionary experts use this representation to evaluate the evidence for evolution. The phylogenetic tree is currently growing for many disciplines in biology. Consequently, learning about the phylogenetic tree has become an important part of biological education and an interesting area of biology education research. Skill to understanding and reasoning of the phylogenetic tree, (called tree thinking) is an important skill for biology students. However, research showed many students have difficulty in interpreting, constructing, and comparing among the phylogenetic tree, as well as experiencing a misconception in the understanding of the phylogenetic tree. Students are often not taught how to reason about evolutionary relationship depicted in the diagram. Students are also not provided with information about the underlying theory and process of phylogenetic. This study aims to investigate the initial ability of undergraduate students in understanding and reasoning of the phylogenetic tree. The research method is the descriptive method. Students are given multiple choice questions and an essay that representative by tree thinking elements. Each correct answer made percentages. Each student is also given questionnaires. The results showed that the undergraduate students’ initial ability in understanding and reasoning phylogenetic tree is low. Many students are not able to answer questions about the phylogenetic tree. Only 19 % undergraduate student who answered correctly on indicator evaluate the evolutionary relationship among taxa, 25% undergraduate student who answered correctly on indicator applying concepts of the clade, 17% undergraduate student who answered correctly on indicator determines the character evolution, and only a few undergraduate student who can construct the phylogenetic tree.

  9. An Investigation of the Visual and Tactile Spatial Reasoning Abilities of the Hearing Impaired/Deaf Student.

    ERIC Educational Resources Information Center

    Hauptman, Anna R.

    Two experiments involving 42 students from the Model Secondary School for the Deaf investigated both the visual and tactile components in the processing of spatial information. Test measures used were the Figures Rotations Test, Group Embedded Figures Test, and Tactile Rotations Test. The study suggested that spatial reasoning is a determining…

  10. The Network Architecture of Cortical Processing in Visuo-spatial Reasoning

    PubMed Central

    Shokri-Kojori, Ehsan; Motes, Michael A.; Rypma, Bart; Krawczyk, Daniel C.

    2012-01-01

    Reasoning processes have been closely associated with prefrontal cortex (PFC), but specifically emerge from interactions among networks of brain regions. Yet it remains a challenge to integrate these brain-wide interactions in identifying the flow of processing emerging from sensory brain regions to abstract processing regions, particularly within PFC. Functional magnetic resonance imaging data were collected while participants performed a visuo-spatial reasoning task. We found increasing involvement of occipital and parietal regions together with caudal-rostral recruitment of PFC as stimulus dimensions increased. Brain-wide connectivity analysis revealed that interactions between primary visual and parietal regions predominantly influenced activity in frontal lobes. Caudal-to-rostral influences were found within left-PFC. Right-PFC showed evidence of rostral-to-caudal connectivity in addition to relatively independent influences from occipito-parietal cortices. In the context of hierarchical views of PFC organization, our results suggest that a caudal-to-rostral flow of processing may emerge within PFC in reasoning tasks with minimal top-down deductive requirements. PMID:22624092

  11. The network architecture of cortical processing in visuo-spatial reasoning.

    PubMed

    Shokri-Kojori, Ehsan; Motes, Michael A; Rypma, Bart; Krawczyk, Daniel C

    2012-01-01

    Reasoning processes have been closely associated with prefrontal cortex (PFC), but specifically emerge from interactions among networks of brain regions. Yet it remains a challenge to integrate these brain-wide interactions in identifying the flow of processing emerging from sensory brain regions to abstract processing regions, particularly within PFC. Functional magnetic resonance imaging data were collected while participants performed a visuo-spatial reasoning task. We found increasing involvement of occipital and parietal regions together with caudal-rostral recruitment of PFC as stimulus dimensions increased. Brain-wide connectivity analysis revealed that interactions between primary visual and parietal regions predominantly influenced activity in frontal lobes. Caudal-to-rostral influences were found within left-PFC. Right-PFC showed evidence of rostral-to-caudal connectivity in addition to relatively independent influences from occipito-parietal cortices. In the context of hierarchical views of PFC organization, our results suggest that a caudal-to-rostral flow of processing may emerge within PFC in reasoning tasks with minimal top-down deductive requirements.

  12. Model-Based Reasoning in Humans Becomes Automatic with Training.

    PubMed

    Economides, Marcos; Kurth-Nelson, Zeb; Lübbert, Annika; Guitart-Masip, Marc; Dolan, Raymond J

    2015-09-01

    Model-based and model-free reinforcement learning (RL) have been suggested as algorithmic realizations of goal-directed and habitual action strategies. Model-based RL is more flexible than model-free but requires sophisticated calculations using a learnt model of the world. This has led model-based RL to be identified with slow, deliberative processing, and model-free RL with fast, automatic processing. In support of this distinction, it has recently been shown that model-based reasoning is impaired by placing subjects under cognitive load--a hallmark of non-automaticity. Here, using the same task, we show that cognitive load does not impair model-based reasoning if subjects receive prior training on the task. This finding is replicated across two studies and a variety of analysis methods. Thus, task familiarity permits use of model-based reasoning in parallel with other cognitive demands. The ability to deploy model-based reasoning in an automatic, parallelizable fashion has widespread theoretical implications, particularly for the learning and execution of complex behaviors. It also suggests a range of important failure modes in psychiatric disorders.

  13. Bilingualism and Mathematical Reasoning in English as a Second Language.

    ERIC Educational Resources Information Center

    Dawe, Lloyd

    1983-01-01

    Findings of a study of bilingual Punjabi, Mirpuri, Italian, and Jamaican children aged 11-13 growing up in England are reported. First-language competence was found to be an important factor in children's ability to do mathematical reasoning in English as a second language. Knowledge of logical connectives appeared crucial. (MNS)

  14. Evaluating the roles of the inferior frontal gyrus and superior parietal lobule in deductive reasoning: an rTMS study.

    PubMed

    Tsujii, Takeo; Sakatani, Kaoru; Masuda, Sayako; Akiyama, Takekazu; Watanabe, Shigeru

    2011-09-15

    This study used off-line repetitive transcranial magnetic stimulation (rTMS) to examine the roles of the superior parietal lobule (SPL) and inferior frontal gyrus (IFG) in a deductive reasoning task. Subjects performed a categorical syllogistic reasoning task involving congruent, incongruent, and abstract trials. Twenty four subjects received magnetic stimulation to the SPL region prior to the task. In the other 24 subjects, TMS was administered to the IFG region before the task. Stimulation lasted for 10min, with an inter-pulse frequency of 1Hz. We found that bilateral SPL (Brodmann area (BA) 7) stimulation disrupted performance on abstract and incongruent reasoning. Left IFG (BA 45) stimulation impaired congruent reasoning performance while paradoxically facilitating incongruent reasoning performance. This resulted in the elimination of the belief-bias. In contrast, right IFG stimulation only impaired incongruent reasoning performance, thus enhancing the belief-bias effect. These findings are largely consistent with the dual-process theory of reasoning, which proposes the existence of two different human reasoning systems: a belief-based heuristic system; and a logic-based analytic system. The present findings suggest that the left language-related IFG (BA 45) may correspond to the heuristic system, while bilateral SPL may underlie the analytic system. The right IFG may play a role in blocking the belief-based heuristic system for solving incongruent reasoning trials. This study could offer an insight about functional roles of distributed brain systems in human deductive reasoning by utilizing the rTMS approach. Copyright © 2011 Elsevier Inc. All rights reserved.

  15. The Two-Systems Account of Theory of Mind: Testing the Links to Social- Perceptual and Cognitive Abilities

    PubMed Central

    Meinhardt-Injac, Bozana; Daum, Moritz M.; Meinhardt, Günter; Persike, Malte

    2018-01-01

    According to the two-systems account of theory of mind (ToM), understanding mental states of others involves both fast social-perceptual processes, as well as slower, reflexive cognitive operations (Frith and Frith, 2008; Apperly and Butterfill, 2009). To test the respective roles of specific abilities in either of these processes we administered 15 experimental procedures to a large sample of 343 participants, testing ability in face recognition and holistic perception, language, and reasoning. ToM was measured by a set of tasks requiring ability to track and to infer complex emotional and mental states of others from faces, eyes, spoken language, and prosody. We used structural equation modeling to test the relative strengths of a social-perceptual (face processing related) and reflexive-cognitive (language and reasoning related) path in predicting ToM ability. The two paths accounted for 58% of ToM variance, thus validating a general two-systems framework. Testing specific predictor paths revealed language and face recognition as strong and significant predictors of ToM. For reasoning, there were neither direct nor mediated effects, albeit reasoning was strongly associated with language. Holistic face perception also failed to show a direct link with ToM ability, while there was a mediated effect via face recognition. These results highlight the respective roles of face recognition and language for the social brain, and contribute closer empirical specification of the general two-systems account. PMID:29445336

  16. The Quantitative Reasoning for College Science (QuaRCS) Assessment: Emerging Themes from 5 Years of Data

    NASA Astrophysics Data System (ADS)

    Follette, Katherine; Dokter, Erin; Buxner, Sanlyn

    2018-01-01

    The Quantitative Reasoning for College Science (QuaRCS) Assessment is a validated assessment instrument that was designed to measure changes in students' quantitative reasoning skills, attitudes toward mathematics, and ability to accurately assess their own quantitative abilities. It has been administered to more than 5,000 students at a variety of institutions at the start and end of a semester of general education college science instruction. I will begin by briefly summarizing our published work surrounding validation of the instrument and identification of underlying attitudinal factors (composite variables identified via factor analysis) that predict 50% of the variation in students' scores on the assessment. I will then discuss more recent unpublished work, including: (1) Development and validation of an abbreviated version of the assessment (The QuaRCS Light), which results in marked improvements in students' ability to maintain a high effort level throughout the assessment and has broad implications for quantitative reasoning assessments in general, and (2) Our efforts to revise the attitudinal portion of the assessment to better assess math anxiety level, another key factor in student performance on numerical assessments.

  17. Counterfactual reasoning: From childhood to adulthood

    PubMed Central

    Rafetseder, Eva; Schwitalla, Maria; Perner, Josef

    2013-01-01

    The objective of this study was to describe the developmental progression of counterfactual reasoning from childhood to adulthood. In contrast to the traditional view, it was recently reported by Rafetseder and colleagues that even a majority of 6-year-old children do not engage in counterfactual reasoning when asked counterfactual questions (Child Development, 2010, Vol. 81, pp. 376–389). By continuing to use the same method, the main result of the current Study 1 was that performance of the 9- to 11-year-olds was comparable to that of the 6-year-olds, whereas the 12- to 14-year-olds approximated adult performance. Study 2, using an intuitively simpler task based on Harris and colleagues (Cognition, 1996, Vol. 61, pp. 233–259), resulted in a similar conclusion, specifically that the ability to apply counterfactual reasoning is not fully developed in all children before 12 years of age. We conclude that children who failed our tasks seem to lack an understanding of what needs to be changed (events that are causally dependent on the counterfactual assumption) and what needs to be left unchanged and so needs to be kept as it actually happened. Alternative explanations, particularly executive functioning, are discussed in detail. PMID:23219156

  18. Trends in data locality abstractions for HPC systems

    DOE PAGES

    Unat, Didem; Dubey, Anshu; Hoefler, Torsten; ...

    2017-05-10

    The cost of data movement has always been an important concern in high performance computing (HPC) systems. It has now become the dominant factor in terms of both energy consumption and performance. Support for expression of data locality has been explored in the past, but those efforts have had only modest success in being adopted in HPC applications for various reasons. However, with the increasing complexity of the memory hierarchy and higher parallelism in emerging HPC systems, locality management has acquired a new urgency. Developers can no longer limit themselves to low-level solutions and ignore the potential for productivity andmore » performance portability obtained by using locality abstractions. Fortunately, the trend emerging in recent literature on the topic alleviates many of the concerns that got in the way of their adoption by application developers. Data locality abstractions are available in the forms of libraries, data structures, languages and runtime systems; a common theme is increasing productivity without sacrificing performance. Furthermore, this paper examines these trends and identifies commonalities that can combine various locality concepts to develop a comprehensive approach to expressing and managing data locality on future large-scale high-performance computing systems.« less

  19. Relational Reasoning and Its Manifestations in the Educational Context: A Systematic Review of the Literature

    ERIC Educational Resources Information Center

    Dumas, Denis; Alexander, Patricia A.; Grossnickle, Emily M.

    2013-01-01

    Relational reasoning, the ability to discern meaningful patterns within otherwise unconnected information, is regarded as central to human learning and cognition and as particularly critical for those functioning in today's information age. However, the literature on this foundational ability is currently housed within a range of domains of…

  20. Abstraction, ethics and software: Why don`t the rules work?

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Warwick, S.

    1994-12-31

    A theory is presented that one of the reasons why the use of unlicensed software is so widespread and unstigmatized is that legislatures, courts and other bodies which create policy operate at a higher level of abstraction than do individuals, and that abstraction is a key factor in the divergence of societal behavior from that condoned by legal statute. This theory is explored through a pilot study consisting of medium depth interviews with two volunteers who had used unlicensed software. Their attitudes, understanding of the law, and characterization of the their use of unlicensed software as based on {open_quotes}need{close_quotes} ismore » reported. In addition, the concept of face is examined, and how it is maintained while violating law. It is suggested that further studies, using multiple methodologies, (in-depth interview, focus groups, and surveys) be conducted prior to developing further policy or legislation regarding intellectual property protection for software.« less

  1. Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge.

    PubMed

    Ye, Ai; Resnick, Ilyse; Hansen, Nicole; Rodrigues, Jessica; Rinne, Luke; Jordan, Nancy C

    2016-12-01

    The current study investigated the mediating role of number-related skills in the developmental relationship between early cognitive competencies and later fraction knowledge using structural equation modeling. Fifth-grade numerical skills (i.e., whole number line estimation, non-symbolic proportional reasoning, multiplication, and long division skills) mapped onto two distinct factors: magnitude reasoning and calculation. Controlling for participants' (N=536) demographic characteristics, these two factors fully mediated relationships between third-grade general cognitive competencies (attentive behavior, verbal and nonverbal intellectual abilities, and working memory) and sixth-grade fraction knowledge (concepts and procedures combined). However, specific developmental pathways differed by type of fraction knowledge. Magnitude reasoning ability fully mediated paths from all four cognitive competencies to knowledge of fraction concepts, whereas calculation ability fully mediated paths from attentive behavior and verbal ability to knowledge of fraction procedures (all with medium to large effect sizes). These findings suggest that there are partly overlapping, yet distinct, developmental pathways from cognitive competencies to general fraction knowledge, fraction concepts, and fraction procedures. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Alphatome--Enhancing Spatial Reasoning: A Simulation in Two and Three Dimensions

    ERIC Educational Resources Information Center

    LeClair, Elizabeth E.

    2003-01-01

    Using refrigerator magnets, foam blocks, ink pads, and modeling clay, students manipulate the letters of the alphabet at multiple angles, reconstructing three-dimensional forms from two-dimensional data. This exercise increases students' spatial reasoning ability, an important component in many scientific disciplines. (Contains 5 figures.)

  3. Assessing Use of Cognitive Heuristic Representativeness in Clinical Reasoning

    PubMed Central

    Payne, Velma L.; Crowley, Rebecca S.

    2008-01-01

    We performed a pilot study to investigate use of the cognitive heuristic Representativeness in clinical reasoning. We tested a set of tasks and assessments to determine whether subjects used the heuristics in reasoning, to obtain initial frequencies of heuristic use and related cognitive errors, and to collect cognitive process data using think-aloud techniques. The study investigates two aspects of the Representativeness heuristic - judging by perceived frequency and representativeness as causal beliefs. Results show that subjects apply both aspects of the heuristic during reasoning, and make errors related to misapplication of these heuristics. Subjects in this study rarely used base rates, showed significant variability in their recall of base rates, demonstrated limited ability to use provided base rates, and favored causal data in diagnosis. We conclude that the tasks and assessments we have developed provide a suitable test-bed to study the cognitive processes underlying heuristic errors. PMID:18999140

  4. Identifying mediating factors of moral reasoning in science education

    NASA Astrophysics Data System (ADS)

    Zeidler, Dana L.; Schafer, Larry E.

    The purpose of this research was to examine how science content knowledge, moral reasoning ability, attitudes, and past experiences mediate the formation of moral judgments on environmental dilemmas. The study was conducted in two phases using environmental science majors and nonscience majors of college age. Phase One determined if environmental science majors exhibited higher levels of moral reasoning on nontechnical environmental social issues than on general social issues and examined the extent to which possible mediating factors accounted for differences in moral reasoning. Phase Two was qualitative in nature, the purpose of which was to observe and identify trends in conversations between subjects as to how certain mediating factors are revealed as people form moral judgments. The framework on which this study was constructed incorporates a progressive educational position; a position that views science education as being interdisciplinary, and a social means to a social end.

  5. The role of decision-making ability in HIV/AIDS: Impact on prospective memory

    PubMed Central

    Coulehan, Kelly; Byrd, Desiree; Arentoft, Alyssa; Monzones, Jennifer; Fuentes, Armando; Fraser, Felicia; Rosario, Ana; Morgello, Susan; Rivera Mindt, Monica

    2017-01-01

    Background Prospective memory (ProM), a form of episodic memory related to execution of future intentions, is important for everyday functioning. Among persons living with HIV (PLWH), executive dysfunction is implicated in ProM impairments. However, specific subcomponents of executive functioning involved in ProM deficits remain poorly understood. Unlike more “traditional” neurocognitive (NC) measures of executive functioning associated with dorsolateral prefrontal cortex (i.e., conceptual reasoning, abstraction), those associated with medial orbitofrontal/ventromedial prefrontal (mOF/vmP) cortex (i.e., decision making, inhibitory control, goal-oriented behavior) have yet to be examined in ProM. Method This study characterized ProM ability in a sample of 89 HIV-seropositive adults and examined the unique role of decision-making ability in ProM. Participants completed a standard NC battery, the Iowa Gambling Task (IGT; a decision-making measure), and the Memory for Intentions Screening Test (MIST; a ProM measure). Results Correlational analyses revealed that both traditional executive functioning measures and the IGT were associated with ProM. Regression analyses revealed that the IGT significantly predicted ProM, even after accounting for NC measures. Among all NC measures, only executive functioning significantly contributed to ProM. Discussion Further examination of mOF/vmP-sensitive executive dysfunction within this population is needed as PLWH may require more tailored treatment recommendations due to specific decision-making difficulties that can impact medication management. PMID:25089330

  6. The primacy of thinking about possibilities in the development of reasoning.

    PubMed

    Gauffroy, Caroline; Barrouillet, Pierre

    2011-07-01

    One of the main tenets of the mental model theory is that when individuals reason, they think about possibilities. According to this theory, reasoning on what is possible from the truth of a sentence would be psychologically basic, whereas reasoning the other way round, on the truth or falsity of a sentence from a given state of affairs, would require some meta-ability. The present study tested the developmental corollary of this theory, which is that reasoning about possibilities should develop first, whereas the development of reasoning about truth-value should be delayed. For this purpose, 3rd, 6th, and 9th graders as well as adults were presented with tasks requiring them to evaluate either the possibilities compatible with conditional sentences or the truth-value of these sentences from these same possibilities. The results revealed 2 phenomena. First, the same developmental trend was observed in both tasks with 3 successive interpretational levels: conjunctive, biconditional, and then conditional. Second, there was a developmental lag between the 2 forms of reasoning--with developmental transitions from one level to the next occurring about 3 years later when reasoning about truth-value. The implications of these results for theories of cognitive development and of reasoning are discussed. PsycINFO Database Record (c) 2011 APA, all rights reserved

  7. Visualizing the Critique: Integrating Quantitative Reasoning with the Design Process

    ERIC Educational Resources Information Center

    Weinstein, Kathryn

    2017-01-01

    In the age of "Big Data," information is often quantitative in nature. The ability to analyze information through the sifting of data has been identified as a core competency for success in navigating daily life and participation in the contemporary workforce. This skill, known as Quantitative Reasoning (QR), is characterized by the…

  8. Stuttering and Language Ability in Children: Questioning the Connection

    ERIC Educational Resources Information Center

    Nippold, Marilyn A.

    2012-01-01

    Purpose: This article explains why it is reasonable to question the view that stuttering and language ability in children are linked--the so-called "stuttering-language connection." Method: Studies that focused on syntactic, morphologic, and lexical development in children who stutter (CWS) are examined for evidence to support the following…

  9. [Association between intelligence development and facial expression recognition ability in children with autism spectrum disorder].

    PubMed

    Pan, Ning; Wu, Gui-Hua; Zhang, Ling; Zhao, Ya-Fen; Guan, Han; Xu, Cai-Juan; Jing, Jin; Jin, Yu

    2017-03-01

    To investigate the features of intelligence development, facial expression recognition ability, and the association between them in children with autism spectrum disorder (ASD). A total of 27 ASD children aged 6-16 years (ASD group, full intelligence quotient >70) and age- and gender-matched normally developed children (control group) were enrolled. Wechsler Intelligence Scale for Children Fourth Edition and Chinese Static Facial Expression Photos were used for intelligence evaluation and facial expression recognition test. Compared with the control group, the ASD group had significantly lower scores of full intelligence quotient, verbal comprehension index, perceptual reasoning index (PRI), processing speed index(PSI), and working memory index (WMI) (P<0.05). The ASD group also had a significantly lower overall accuracy rate of facial expression recognition and significantly lower accuracy rates of the recognition of happy, angry, sad, and frightened expressions than the control group (P<0.05). In the ASD group, the overall accuracy rate of facial expression recognition and the accuracy rates of the recognition of happy and frightened expressions were positively correlated with PRI (r=0.415, 0.455, and 0.393 respectively; P<0.05). The accuracy rate of the recognition of angry expression was positively correlated with WMI (r=0.397; P<0.05). ASD children have delayed intelligence development compared with normally developed children and impaired expression recognition ability. Perceptual reasoning and working memory abilities are positively correlated with expression recognition ability, which suggests that insufficient perceptual reasoning and working memory abilities may be important factors affecting facial expression recognition ability in ASD children.

  10. Relations between Inductive Reasoning and Deductive Reasoning

    ERIC Educational Resources Information Center

    Heit, Evan; Rotello, Caren M.

    2010-01-01

    One of the most important open questions in reasoning research is how inductive reasoning and deductive reasoning are related. In an effort to address this question, we applied methods and concepts from memory research. We used 2 experiments to examine the effects of logical validity and premise-conclusion similarity on evaluation of arguments.…

  11. Developing a Construct-Based Assessment to Examine Students' Analogical Reasoning around Physical Models in Earth Science

    ERIC Educational Resources Information Center

    Rivet, Ann E.; Kastens, Kim A.

    2012-01-01

    In recent years, science education has placed increasing importance on learners' mastery of scientific reasoning. This growing emphasis presents a challenge for both developers and users of assessments. We report on our effort around the conceptualization, development, and testing the validity of an assessment of students' ability to reason around…

  12. Improving the Quality of Ability Estimates through Multidimensional Scoring and Incorporation of Ancillary Variables

    ERIC Educational Resources Information Center

    de la Torre, Jimmy

    2009-01-01

    For one reason or another, various sources of information, namely, ancillary variables and correlational structure of the latent abilities, which are usually available in most testing situations, are ignored in ability estimation. A general model that incorporates these sources of information is proposed in this article. The model has a general…

  13. Metaphorical motion in mathematical reasoning: further evidence for pre-motor implementation of structure mapping in abstract domains.

    PubMed

    Fields, Chris

    2013-08-01

    The theory of computation and category theory both employ arrow-based notations that suggest that the basic metaphor "state changes are like motions" plays a fundamental role in all mathematical reasoning involving formal manipulations. If this is correct, structure-mapping inferences implemented by the pre-motor action planning system can be expected to be involved in solving any mathematics problems not solvable by table lookups and number line manipulations alone. Available functional imaging studies of multi-digit arithmetic, algebra, geometry and calculus problem solving are consistent with this expectation.

  14. A review of research on formal reasoning and science teaching

    NASA Astrophysics Data System (ADS)

    Lawson, Anton E.

    A central purpose of education is to improve students' reasoning abilities. The present review examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Should a central objective of schools be to help students become formal thinkers? To answer this question research has focused on the following subordinate questions: (1) What role does biological maturation play in the development of formal reasoning? (2) Are Piaget's formal tasks reliable and valid? (3) Does formal reasoning constitute a unified and general mode of intellectual functioning? (4) How does the presence or absence of formal reasoning affect school achievement? (5) Can formal reasoning be taught? (6) What is the structural or functional nature of advanced reasoning? The general conclusion drawn is that although Piaget's work and that which has sprung from it leaves a number of unresolved theoretical and methodological problems, it provides an important background from which to make substantial progress toward a most significant educational objective.All our dignity lies in thought. By thought we must elevate ourselves, not by space and time which we can not fill. Let us endeavor then to think well; therein lies the principle of morality. Blaise Pascal 1623-1662.

  15. Pro-social cognition: helping, practical reasons, and 'theory of mind'.

    PubMed

    Roessler, Johannes; Perner, Josef

    2015-12-01

    There is converging evidence that over the course of the second year children become good at various fairly sophisticated forms of pro-social activities, such as helping, informing and comforting. Not only are toddlers able to do these things, they appear to do them routinely and almost reliably. A striking feature of these interventions, emphasized in the recent literature, is that they show precocious abilities in two different domains: they reflect complex 'theory of mind' abilities as well as 'altruistic motivation'. Our aim in this paper is to present a theoretical hypothesis that bears on both kinds of developments. The suggestion is that children's 'instrumental helping' reflects their budding understanding of practical reasons (in the standard sense of 'considerations that count in favour of' someone's acting in a certain way). We can put the basic idea in the familiar terminology of common coding: toddlers conceive of the goals of others' actions in the same format as the goals of their own actions: in terms of features of their situation that provide us with reasons to act.

  16. Empathy predicts false belief reasoning ability: evidence from the N400.

    PubMed

    Ferguson, Heather J; Cane, James E; Douchkov, Michelle; Wright, Daniel

    2015-06-01

    Interpreting others' actions relies on an understanding of their current mental state. Emerging research has begun to identify a number of factors that give rise to individual differences in this ability. We report an event-related brain potential study where participants (N = 28) read contexts that described a character having a true belief (TB) or false belief (FB) about an object's location. A second sentence described where that character would look for the object. Critically, this sentence included a sentence-final noun that was either consistent or inconsistent with the character's belief. Participants also completed the Empathy Quotient questionnaire. Analysis of the N400 revealed that when the character held a TB about the object's location, the N400 waveform was more negative-going for belief inconsistent vs belief consistent critical words. However, when the character held an FB about the object's location the opposite pattern was found. Intriguingly, correlations between the N400 inconsistency effect and individuals' empathy scores showed a significant correlation for FB but not TB. This suggests that people who are high in empathy can successfully interpret events according to the character's FB, while low empathizers bias their interpretation of events to their own egocentric view. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  17. 2018 Congress Poster Abstracts

    PubMed

    2018-02-21

    Each abstract has been indexed according to the first author. Abstracts appear as they were submitted and have not undergone editing or the Oncology Nursing Forum’s review process. Only abstracts that will be presented appear here. Poster numbers are subject to change. For updated poster numbers, visit congress.ons.org or check the Congress guide. Data published in abstracts presented at the ONS 43rd Annual Congress are embargoed until the conclusion of the presentation. Coverage and/or distribution of an abstract, poster, or any of its supplemental material to or by the news media, any commercial entity, or individuals, including the authors of said abstract, is strictly prohibited until the embargo is lifted. Promotion of general topics and speakers is encouraged within these guidelines.

  18. Improving Moral Reasoning among College Students: A Game-Based Learning Approach

    ERIC Educational Resources Information Center

    Huang, Wenyeh; Ho, Jonathan C.

    2018-01-01

    Considering a company's limited time and resources, an effective training method that improves employees' ability to make ethical decision is needed. Based on social cognitive theory, this study proposes that employing games in an ethics training program can help improve moral reasoning through actively engaging learners. The experimental design…

  19. The Role of Cognitive Ability and Preferred Mode of Processing in Students' Calculus Performance

    ERIC Educational Resources Information Center

    Haciomeroglu, Erhan Selcuk

    2015-01-01

    The present study sought to design calculus tasks to determine students' preference for visual or analytic processing as well as examine the role of preferred mode of processing in calculus performance and its relationship to spatial ability and verbal-logical reasoning ability. Data were collected from 150 high school students who were enrolled…

  20. Using the virtual-abstract instructional sequence to teach addition of fractions.

    PubMed

    Bouck, Emily C; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie

    2017-11-01

    Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. Copyright © 2017 Elsevier Ltd. All rights reserved.