Students' inductive reasoning skills and the relevance of prior knowledge: an exploratory study with a computer-based training course on the topic of acne vulgaris.

PubMed

Horn-Ritzinger, Sabine; Bernhardt, Johannes; Horn, Michael; Smolle, Josef

2011-04-01

The importance of inductive instruction in medical education is increasingly growing. Little is known about the relevance of prior knowledge regarding students' inductive reasoning abilities. The purpose is to evaluate this inductive teaching method as a means of fostering higher levels of learning and to explore how individual differences in prior knowledge (high [HPK] vs. low [LPK]) contribute to students' inductive reasoning skills. Twenty-six LPK and 18 HPK students could train twice with an interactive computer-based training object to discover the underlying concept before doing the final comprehension check. Students had a median of 76.9% of correct answers in the first, 90.9% in the second training, and answered 92% of the final assessment questions correctly. More important, 86% of all students succeeded with inductive learning, among them 83% of the HPK students and 89% of the LPK students. Prior knowledge did not predict performance on overall comprehension. This inductive instructional strategy fostered students' deep approaches to learning in a time-effective way.

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.

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.

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.

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.

Characterizing Literacy and Cognitive Function during Pregnancy and Postpartum.

PubMed

Yee, Lynn M; Kamel, Leslie A; Quader, Zara; Rajan, Priya V; Taylor, Shaneah M; O'Conor, Rachel; Wolf, Michael S; Simon, Melissa A

2017-07-01

Objective  The objective of this study was to characterize health literacy and cognitive function in a diverse cohort of pregnant women. Methods  Pregnant and postpartum women underwent in-depth assessments of health literacy/numeracy and the cognitive domains of verbal ability, working memory, long-term memory, processing speed, and inductive reasoning. Differences by demographic characteristics and gestational age were assessed using chi-square tests and multivariable logistic regression. Results  In this cohort of pregnant ( N  = 77) or postpartum ( N  = 24) women, 41.6% had limited health literacy/numeracy. Women were more likely to score in the lowest quartile for literacy and verbal ability if they were less educated, younger, nonwhite or had Medicaid. These factors were associated with low scores for long-term memory, processing speed, and inductive reasoning. Although there were no differences in literacy or cognitive function by parity or gestational age, postpartum women were more likely to score in the lowest quartile for processing speed (adjusted odds ratio [aOR]: 3.79, 95% confidence interval [CI]: 1.32-10.93) and inductive reasoning (aOR: 4.07, 95% CI: 1.21-13.70). Conclusion  Although postpartum status was associated with reduced inductive reasoning and processing speed, there were no differences in cognitive function across pregnancy. Practice Implications  Postpartum maternal learning may require enhanced support. In addition, cognitive skills and health literacy may be a mediator of perinatal outcomes inequities. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement

ERIC Educational Resources Information Center

Stevenson, Claire E.; Bergwerff, Catharina E.; Heiser, Willem J.; Resing, Wilma C. M.

2014-01-01

Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working memory and dynamic measures of analogical…

Occupational BAB Norms. Technical Report.

ERIC Educational Resources Information Center

Sung, Yong H.; Dong, Hei-Ki

The Ball Aptitude Battery (BAB) is a multiple ability test battery of specific work skills. It is designed for use in career counseling and personnel selection. The 14 BAB tests yield 16 ability scores: Clerical, Idea Fluency, Tonal Memory, Pitch Descrimination, Inductive Reasoning, Word Association, Writing Speed, Paper Folding, Vocabulary,…

What Doesn't Go without Saying: Communication, Induction, and Exploration

ERIC Educational Resources Information Center

Muentener, Paul; Schulz, Laura

2012-01-01

Although prior research on the development of causal reasoning has focused on inferential abilities within the individual child, causal learning often occurs in a social and communicative context. In this paper, we review recent research from our laboratory and look at how linguistic communication may influence children's causal reasoning. First,…

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).

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.

Cohort Differences in Cognitive Aging in the Longitudinal Aging Study Amsterdam.

PubMed

Brailean, Anamaria; Huisman, Martijn; Prince, Martin; Prina, A Matthew; Deeg, Dorly J H; Comijs, Hannie

2016-09-30

This study aims to examine cohort differences in cognitive performance and rates of change in episodic memory, processing speed, inductive reasoning, and general cognitive performance and to investigate whether these cohort effects may be accounted for by education attainment. The first cohort (N = 705) was born between 1920 and 1930, whereas the second cohort (N = 646) was born between 1931 and 1941. Both birth cohorts were aged 65 to 75 years at baseline and were followed up 3 and 6 years later. Data were analyzed using linear mixed models. The later born cohort had better general cognitive performance, inductive reasoning, and processing speed at baseline, but cohort differences in inductive reasoning and general cognitive performance disappeared after adjusting for education. The later born cohort showed steeper decline in processing speed. Memory decline was steeper in the earlier born cohort but only from Time 1 to Time 3 when the same memory test was administered. Education did not account for cohort differences in cognitive decline. The later born cohort showed better initial performance in certain cognitive abilities, but no better preservation of cognitive abilities overtime compared with the earlier born cohort. These findings carry implications for healthy cognitive aging. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America.

Connecting Classroom, Clinic, and Context: Clinical Reasoning Strategies for Clinical Instructors and Academic Faculty.

PubMed

Furze, Jennifer; Kenyon, Lisa K; Jensen, Gail M

2015-01-01

Clinical reasoning is an essential skill in pediatric physical therapist (PT) practice. As such, explicit instruction in clinical reasoning should be emphasized in PT education. This article provides academic faculty and clinical instructors with an overview of strategies to develop and expand the clinical reasoning capacity of PT students within the scope of pediatric PT practice. Achieving a balance between deductive reasoning strategies that provide a framework for thinking and inductive reasoning strategies that emphasize patient factors and the context of the clinical situation is an important variable in educational pedagogy. Consideration should be given to implementing various teaching and learning approaches across the curriculum that reflect the developmental level of the student(s). Deductive strategies may be helpful early in the curriculum, whereas inductive strategies are often advantageous after patient interactions; however, exposure to both is necessary to fully develop the learner's clinical reasoning abilities. For more insights from the authors, see Supplemental Digital Content 1, available at http://links.lww.com/PPT/A87.

Student Teachers’ Proof Schemes on Proof Tasks Involving Inequality: Deductive or Inductive?

NASA Astrophysics Data System (ADS)

Rosyidi, A. H.; Kohar, A. W.

2018-01-01

Exploring student teachers’ proof ability is crucial as it is important for improving the quality of their learning process and help their future students learn how to construct a proof. Hence, this study aims at exploring at the proof schemes of student teachers in the beginning of their studies. Data were collected from 130 proofs resulted by 65 Indonesian student teachers on two proof tasks involving algebraic inequality. To analyse, the proofs were classified into the refined proof schemes level proposed by Lee (2016) ranging from inductive, which only provides irrelevant inferences, to deductive proofs, which consider addressing formal representation. Findings present several examples of each of Lee’s level on the student teachers’ proofs spanning from irrelevant inferences, novice use of examples or logical reasoning, strategic use examples for reasoning, deductive inferences with major and minor logical coherence, and deductive proof with informal and formal representation. Besides, it was also found that more than half of the students’ proofs coded as inductive schemes, which does not meet the requirement for doing the proof for the proof tasks examined in this study. This study suggests teacher educators in teacher colleges to reform the curriculum regarding proof learning which can accommodate the improvement of student teachers’ proving ability from inductive to deductive proof as well from informal to formal proof.

Ten-year longitudinal trajectories of older adults' basic and everyday cognitive abilities.

PubMed

Yam, Anna; Gross, Alden L; Prindle, John J; Marsiske, Michael

2014-11-01

To examine the longitudinal trajectories of everyday cognition and longitudinal associations with basic (i.e., laboratory and experimentally measured) cognitive abilities, including verbal memory, inductive reasoning, visual processing speed, and vocabulary. Participants were healthy older adults drawn from the no-treatment control group (N = 698) of the Advanced Cognitive Training for the Independent and Vital Elderly (Willis et al., 2006) randomized trial and were assessed at baseline and 1, 2, 3, 5, and 10 years later. Analyses were conducted using latent growth models. Modeling revealed an overall inverted-U shape (quadratic) trajectory across cognitive domains. Among basic cognitive predictors, level and slope in reasoning demonstrated the closest association to level and slope of everyday cognition, and accounted for most of the individual differences in linear gain in everyday cognition. Everyday cognition is not buffered against decline, and is most closely related to inductive reasoning in healthy older adults. To establish the clinical utility of everyday cognitive measures, future research should examine these associations in samples with more cognitive impairment. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Enhancing the Induction Skill of Deaf and Hard-of-Hearing Children with Virtual Reality Technology.

PubMed

Passig, D; Eden, S

2000-01-01

Many researchers have found that for reasoning and reaching a reasoned conclusion, particularly when the process of induction is required, deaf and hard-of-hearing children have unusual difficulty. The purpose of this study was to investigate whether the practice of rotating virtual reality (VR) three-dimensional (3D) objects will have a positive effect on the ability of deaf and hard-of-hearing children to use inductive processes when dealing with shapes. Three groups were involved in the study: (1) experimental group, which included 21 deaf and hard-of-hearing children, who played a VR 3D game; (2) control group I, which included 23 deaf and hard-of-hearing children, who played a similar two-dimensional (2D) game (not VR game); and (3) control group II of 16 hearing children for whom no intervention was introduced. The results clearly indicate that practicing with VR 3D spatial rotations significantly improved inductive thinking used by the experimental group for shapes as compared with the first control group, who did not significantly improve their performance. Also, prior to the VR 3D experience, the deaf and hard-of-hearing children attained lower scores in inductive abilities than the children with normal hearing, (control group II). The results for the experimental group, after the VR 3D experience, improved to the extent that there was no noticeable difference between them and the children with normal hearing.

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.

Cognitive flexibility in young children: General or task-specific capacity?

PubMed

Deák, Gedeon O; Wiseheart, Melody

2015-10-01

Cognitive flexibility is the ability to adapt to changing tasks or problems. To test whether cognitive flexibility is a coherent cognitive capacity in young children, we tested 3- to 5-year-olds' performance on two forms of task switching, rule-based (Three Dimension Changes Card Sorting, 3DCCS) and inductive (Flexible Induction of Meaning-Animates and Objects, FIM-Ob and FIM-An), as well as tests of response speed, verbal working memory, inhibition, and reasoning. Results suggest that cognitive flexibility is not a globally coherent trait; only the two inductive word-meaning (FIM) tests showed high inter-test coherence. Task- and knowledge-specific factors also determine children's flexibility in a given test. Response speed, vocabulary size, and causal reasoning skills further predicted individual and age differences in flexibility, although they did not have the same predictive relation with all three flexibility tests. Copyright © 2015 Elsevier Inc. All rights reserved.

Children's and adults' evaluation of the certainty of deductive inferences, inductive inferences, and guesses.

PubMed

Pillow, Bradford H

2002-01-01

Two experiments investigated kindergarten through fourth-grade children's and adults' (N = 128) ability to (1) evaluate the certainty of deductive inferences, inductive inferences, and guesses; and (2) explain the origins of inferential knowledge. When judging their own cognitive state, children in first grade and older rated deductive inferences as more certain than guesses; but when judging another person's knowledge, children did not distinguish valid inferences from invalid inferences and guesses until fourth grade. By third grade, children differentiated their own deductive inferences from inductive inferences and guesses, but only adults both differentiated deductive inferences from inductive inferences and differentiated inductive inferences from guesses. Children's recognition of their own inferences may contribute to the development of knowledge about cognitive processes, scientific reasoning, and a constructivist epistemology.

Applying Authentic Data Analysis in Learning Earth Atmosphere

NASA Astrophysics Data System (ADS)

Johan, H.; Suhandi, A.; Samsudin, A.; Wulan, A. R.

2017-09-01

The aim of this research was to develop earth science learning material especially earth atmosphere supported by science research with authentic data analysis to enhance reasoning through. Various earth and space science phenomenon require reasoning. This research used experimental research with one group pre test-post test design. 23 pre-service physics teacher participated in this research. Essay test was conducted to get data about reason ability. Essay test was analyzed quantitatively. Observation sheet was used to capture phenomena during learning process. The results showed that student’s reasoning ability improved from unidentified and no reasoning to evidence based reasoning and inductive/deductive rule-based reasoning. Authentic data was considered using Grid Analysis Display System (GrADS). Visualization from GrADS facilitated students to correlate the concepts and bring out real condition of nature in classroom activity. It also helped student to reason the phenomena related to earth and space science concept. It can be concluded that applying authentic data analysis in learning process can help to enhance students reasoning. This study is expected to help lecture to bring out result of geoscience research in learning process and facilitate student understand concepts.

Differential involvement of left prefrontal cortex in inductive and deductive reasoning.

PubMed

Goel, Vinod; Dolan, Raymond J

2004-10-01

While inductive and deductive reasoning are considered distinct logical and psychological processes, little is known about their respective neural basis. To address this issue we scanned 16 subjects with fMRI, using an event-related design, while they engaged in inductive and deductive reasoning tasks. Both types of reasoning were characterized by activation of left lateral prefrontal and bilateral dorsal frontal, parietal, and occipital cortices. Neural responses unique to each type of reasoning determined from the Reasoning Type (deduction and induction) by Task (reasoning and baseline) interaction indicated greater involvement of left inferior frontal gyrus (BA 44) in deduction than induction, while left dorsolateral (BA 8/9) prefrontal gyrus showed greater activity during induction than deduction. This pattern suggests a dissociation within prefrontal cortex for deductive and inductive reasoning.

Inductance optimization of miniature Broadband transformers with racetrack shaped ferrite cores for Ethernet applications

NASA Astrophysics Data System (ADS)

Bowen, David; Krafft, Charles; Mayergoyz, Isaak D.

2017-05-01

There is strong commercial interest in the ability to fabricate the windings of traditional miniature wire-wound inductive circuit components, such as Ethernet transformers, lithographically. For greater inductance devices, thick cores are required, making the process of embedding the ferrite material within circuit board one of few options for lithographic winding fabrication. In this paper, a non-traditional core shape, suitable for embedding in circuit board, is examined analytically and experimentally; the racetrack shape is two halves of a toroid connected by straight legs. With regard to the high inductance requirements for Ethernet applications (350μH), the racetrack transformer inductance is analytically optimized, determining the optimal physical dimensions. Two sizes of racetrack-core transformers were fabricated and measured. The measured inductance was in reasonable agreement with the analytical prediction, though large variations in material permeability are expected from the mechanical processing of the ferrite. Some of the experimental transformers were observed to satisfy the Ethernet inductance requirement.

Inductive Reasoning and Writing

ERIC Educational Resources Information Center

Rooks, Clay; Boyd, Robert

2003-01-01

Induction, properly understood, is not merely a game, nor is it a gimmick, nor is it an artificial way of explaining an element of reasoning. Proper understanding of inductive reasoning--and the various types of reasoning that the authors term inductive--enables the student to evaluate critically other people's writing and enhances the composition…

Inductive Reasoning: A Training Approach

ERIC Educational Resources Information Center

Klauer, Karl Josef; Phye, Gary D.

2008-01-01

Researchers have examined inductive reasoning to identify different cognitive processes when participants deal with inductive problems. This article presents a prescriptive theory of inductive reasoning that identifies cognitive processing using a procedural strategy for making comparisons. It is hypothesized that training in the use of the…

Inductive reasoning 2.0.

PubMed

Hayes, Brett K; Heit, Evan

2018-05-01

Inductive reasoning entails using existing knowledge to make predictions about novel cases. The first part of this review summarizes key inductive phenomena and critically evaluates theories of induction. We highlight recent theoretical advances, with a special emphasis on the structured statistical approach, the importance of sampling assumptions in Bayesian models, and connectionist modeling. A number of new research directions in this field are identified including comparisons of inductive and deductive reasoning, the identification of common core processes in induction and memory tasks and induction involving category uncertainty. The implications of induction research for areas as diverse as complex decision-making and fear generalization are discussed. This article is categorized under: Psychology > Reasoning and Decision Making Psychology > Learning. © 2017 Wiley Periodicals, Inc.

Inductive and deductive reasoning in obsessive-compulsive disorder.

PubMed

Liew, Janice; Grisham, Jessica R; Hayes, Brett K

2018-06-01

This study examined the hypothesis that participants diagnosed with obsessive-compulsive disorder (OCD) show a selective deficit in inductive reasoning but are equivalent to controls in deductive reasoning. Twenty-five participants with OCD and 25 non-clinical controls made inductive and deductive judgments about a common set of arguments that varied in logical validity and the amount of positive evidence provided (premise sample size). A second inductive reasoning task required participants to make forced-choice decisions and rate the usefulness of diverse evidence or non-diverse evidence for evaluating arguments. No differences in deductive reasoning were found between participants diagnosed with OCD and control participants. Both groups saw that the amount of positive evidence supporting a conclusion was an important guide for evaluating inductive arguments. However, those with OCD showed less sensitivity to premise diversity in inductive reasoning than controls. The findings were similar for both emotionally neutral and OCD-relevant stimuli. The absence of a clinical control group means that it is difficult to know whether the deficit in diversity-based reasoning is specific to those with OCD. People with OCD are impaired in some forms of inductive reasoning (using diverse evidence) but not others (use of sample size). Deductive reasoning appears intact in those with OCD. Difficulties using evidence diversity when reasoning inductively may maintain OCD symptoms through reduced generalization of learned safety information. Copyright © 2017 Elsevier Ltd. All rights reserved.

[Description of the mental processes occurring during clinical reasoning].

PubMed

Pottier, P; Planchon, B

2011-06-01

Clinical reasoning is a highly complex system with multiple inter-dependent mental activities. Gaining a better understanding of those cognitive processes has two practical implications: for physicians, being able to analyse their own reasoning method may prove to be helpful in diagnostic dead end; for medical teachers, identifying problem-solving strategies used by medical students may foster an appropriate individual feed-back aiming at improving their clinical reasoning skills. On the basis of a detailed literature review, the main diagnostic strategies and their related pattern of mental processes are described and illustrated with a concrete example, going from the patient's complaint to the chosen solution. Inductive, abductive and deductive diagnostic approaches are detailed. Different strategies for collecting data (exhaustive or oriented) and for problem-building are described. The place of problem solving strategies such as pattern-recognition, scheme inductive process, using of clinical script, syndrome grouping and mental hypotheses test is considered. This work aims at breaking up mental activities in process within clinical reasoning reminding that expert reasoning is characterised by the ability to use and structure the whole of these activities in a coherent system, using combined strategies in order to guarantee a better accuracy of their diagnosis. Copyright © 2010 Société nationale française de médecine interne (SNFMI). Published by Elsevier SAS. All rights reserved.

Age-related increase in brain activity during task-related and -negative networks and numerical inductive reasoning.

PubMed

Sun, Li; Liang, Peipeng; Jia, Xiuqin; Qi, Zhigang; Li, Kuncheng

2014-01-01

Recent neuroimaging studies have shown that elderly adults exhibit increased and decreased activation on various cognitive tasks, yet little is known about age-related changes in inductive reasoning. To investigate the neural basis for the aging effect on inductive reasoning, 15 young and 15 elderly subjects performed numerical inductive reasoning while in a magnetic resonance (MR) scanner. Functional magnetic resonance imaging (fMRI) analysis revealed that numerical inductive reasoning, relative to rest, yielded multiple frontal, temporal, parietal, and some subcortical area activations for both age groups. In addition, the younger participants showed significant regions of task-induced deactivation, while no deactivation occurred in the elderly adults. Direct group comparisons showed that elderly adults exhibited greater activity in regions of task-related activation and areas showing task-induced deactivation (TID) in the younger group. Our findings suggest an age-related deficiency in neural function and resource allocation during inductive reasoning.

Memory self-efficacy predicts responsiveness to inductive reasoning training in older adults.

PubMed

Payne, Brennan R; Jackson, Joshua J; Hill, Patrick L; Gao, Xuefei; Roberts, Brent W; Stine-Morrow, Elizabeth A L

2012-01-01

In the current study, we assessed the relationship between memory self-efficacy at pretest and responsiveness to inductive reasoning training in a sample of older adults. Participants completed a measure of self-efficacy assessing beliefs about memory capacity. Participants were then randomly assigned to a waitlist control group or an inductive reasoning training intervention. Latent change score models were used to examine the moderators of change in inductive reasoning. Inductive reasoning showed clear improvements in the training group compared with the control. Within the training group, initial memory capacity beliefs significantly predicted change in inductive reasoning such that those with higher levels of capacity beliefs showed greater responsiveness to the intervention. Further analyses revealed that self-efficacy had effects on how trainees allocated time to the training materials over the course of the intervention. Results indicate that self-referential beliefs about cognitive potential may be an important factor contributing to plasticity in adulthood.

Differential Involvement of Left Prefrontal Cortexin Inductive and Deductive Reasoning

ERIC Educational Resources Information Center

Goel, Vinod; Dolan, Raymond J.

2004-01-01

While inductive and deductive reasoning are considered distinct logical and psychological processes, little is known about their respective neural basis. To address this issue we scanned 16 subjects with fMRI, using an event-related design, while they engaged in inductive and deductive reasoning tasks. Both types of reasoning were characterized by…

Using a natural abilities battery for academic and career guidance: a ten-year study.

PubMed

Brown, Corrie C; Harvey, Stephen B; Stiles, Dori

2011-01-01

Over a period of 10 years, first-year students from 11 consecutive veterinary classes conducted a self-assessment using a natural abilities survey. The present study analyzes the data compiled from students' self-assessment results. As a group, veterinary students are exceptional problem solvers, either through inductive or deductive reasoning, and have strong spatial relations capacities. Veterinary students have a range of learning styles with design memory being the primary vehicle for information delivery and tonal memory being the least frequently used style overall. Information gained on each student's natural abilities can be used to guide effective career decision making and enhance prospects for long-term career satisfaction.

Activity in the fronto-parietal network indicates numerical inductive reasoning beyond calculation: An fMRI study combined with a cognitive model

PubMed Central

Liang, Peipeng; Jia, Xiuqin; Taatgen, Niels A.; Borst, Jelmer P.; Li, Kuncheng

2016-01-01

Numerical inductive reasoning refers to the process of identifying and extrapolating the rule involved in numeric materials. It is associated with calculation, and shares the common activation of the fronto-parietal regions with calculation, which suggests that numerical inductive reasoning may correspond to a general calculation process. However, compared with calculation, rule identification is critical and unique to reasoning. Previous studies have established the central role of the fronto-parietal network for relational integration during rule identification in numerical inductive reasoning. The current question of interest is whether numerical inductive reasoning exclusively corresponds to calculation or operates beyond calculation, and whether it is possible to distinguish between them based on the activity pattern in the fronto-parietal network. To directly address this issue, three types of problems were created: numerical inductive reasoning, calculation, and perceptual judgment. Our results showed that the fronto-parietal network was more active in numerical inductive reasoning which requires more exchanges between intermediate representations and long-term declarative knowledge during rule identification. These results survived even after controlling for the covariates of response time and error rate. A computational cognitive model was developed using the cognitive architecture ACT-R to account for the behavioral results and brain activity in the fronto-parietal network. PMID:27193284

Activity in the fronto-parietal network indicates numerical inductive reasoning beyond calculation: An fMRI study combined with a cognitive model.

PubMed

Liang, Peipeng; Jia, Xiuqin; Taatgen, Niels A; Borst, Jelmer P; Li, Kuncheng

2016-05-19

Numerical inductive reasoning refers to the process of identifying and extrapolating the rule involved in numeric materials. It is associated with calculation, and shares the common activation of the fronto-parietal regions with calculation, which suggests that numerical inductive reasoning may correspond to a general calculation process. However, compared with calculation, rule identification is critical and unique to reasoning. Previous studies have established the central role of the fronto-parietal network for relational integration during rule identification in numerical inductive reasoning. The current question of interest is whether numerical inductive reasoning exclusively corresponds to calculation or operates beyond calculation, and whether it is possible to distinguish between them based on the activity pattern in the fronto-parietal network. To directly address this issue, three types of problems were created: numerical inductive reasoning, calculation, and perceptual judgment. Our results showed that the fronto-parietal network was more active in numerical inductive reasoning which requires more exchanges between intermediate representations and long-term declarative knowledge during rule identification. These results survived even after controlling for the covariates of response time and error rate. A computational cognitive model was developed using the cognitive architecture ACT-R to account for the behavioral results and brain activity in the fronto-parietal network.

Cognitive Training for Children: Effects on Inductive Reasoning, Deductive Reasoning, and Mathematics Achievement in an Australian School Setting

ERIC Educational Resources Information Center

Barkl, Sophie; Porter, Amy; Ginns, Paul

2012-01-01

Inductive reasoning is a core cognitive process of fluid intelligence, predicting a variety of educational outcomes. The Cognitive Training for Children (CTC) program is an educational intervention designed to develop children's inductive reasoning skills, with previous investigations finding substantial effects of the program on both inductive…

Training versus engagement as paths to cognitive enrichment with aging.

PubMed

Stine-Morrow, Elizabeth A L; Payne, Brennan R; Roberts, Brent W; Kramer, Arthur F; Morrow, Daniel G; Payne, Laura; Hill, Patrick L; Jackson, Joshua J; Gao, Xuefei; Noh, Soo Rim; Janke, Megan C; Parisi, Jeanine M

2014-12-01

While a training model of cognitive intervention targets the improvement of particular skills through instruction and practice, an engagement model is based on the idea that being embedded in an intellectually and socially complex environment can impact cognition, perhaps even broadly, without explicit instruction. We contrasted these 2 models of cognitive enrichment by randomly assigning healthy older adults to a home-based inductive reasoning training program, a team-based competitive program in creative problem solving, or a wait-list control. As predicted, those in the training condition showed selective improvement in inductive reasoning. Those in the engagement condition, on the other hand, showed selective improvement in divergent thinking, a key ability exercised in creative problem solving. On average, then, both groups appeared to show ability-specific effects. However, moderators of change differed somewhat for those in the engagement and training interventions. Generally, those who started either intervention with a more positive cognitive profile showed more cognitive growth, suggesting that cognitive resources enabled individuals to take advantage of environmental enrichment. Only in the engagement condition did initial levels of openness and social network size moderate intervention effects on cognition, suggesting that comfort with novelty and an ability to manage social resources may be additional factors contributing to the capacity to take advantage of the environmental complexity associated with engagement. Collectively, these findings suggest that training and engagement models may offer alternative routes to cognitive resilience in late life. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Training versus Engagement as Paths to Cognitive Enrichment with Aging

PubMed Central

Stine-Morrow, Elizabeth A. L.; Payne, Brennan R.; Roberts, Brent W.; Kramer, Arthur F.; Morrow, Daniel G.; Payne, Laura; Hill, Patrick L.; Jackson, Joshua J.; Gao, Xuefei; Noh, Soo Rim; Janke, Megan C.; Parisi, Jeanine M.

2015-01-01

While a training model of cognitive intervention targets the improvement of particular skills through instruction and practice, an engagement model is based on the idea that being embedded in an intellectually and socially complex environment can impact cognition, perhaps even broadly, without explicit instruction. We contrasted these two models of cognitive enrichment by randomly assigning healthy older adults to a home-based inductive reasoning training program, a team-based competitive program in creative problem solving, or to a wait-list control. As predicted, those in the training condition showed selective improvement in inductive reasoning. Those in the engagement condition, on the other hand, showed selective improvement in divergent thinking, a key ability exercised in creative problem solving. On average, then, both groups appeared to show ability-specific effects. However, moderators of change differed somewhat for those in the engagement and training interventions. Generally, those who started either intervention with a more positive cognitive profile showed more cognitive growth, suggesting that cognitive resources enabled individuals to take advantage of environmental enrichment. Only in the engagement condition did initial levels of openness and social network size moderate intervention effects on cognition, suggesting that comfort with novelty and an ability to manage social resources may be additional factors contributing to the capacity to take advantage of the environmental complexity associated with engagement. Collectively, these findings suggest that training and engagement models may offer alternative routes to cognitive resilience in late life. PMID:25402337

Memory Self-Efficacy Predicts Responsiveness to Inductive Reasoning Training in Older Adults

PubMed Central

Jackson, Joshua J.; Hill, Patrick L.; Gao, Xuefei; Roberts, Brent W.; Stine-Morrow, Elizabeth A. L.

2012-01-01

Objectives. In the current study, we assessed the relationship between memory self-efficacy at pretest and responsiveness to inductive reasoning training in a sample of older adults. Methods. Participants completed a measure of self-efficacy assessing beliefs about memory capacity. Participants were then randomly assigned to a waitlist control group or an inductive reasoning training intervention. Latent change score models were used to examine the moderators of change in inductive reasoning. Results. Inductive reasoning showed clear improvements in the training group compared with the control. Within the training group, initial memory capacity beliefs significantly predicted change in inductive reasoning such that those with higher levels of capacity beliefs showed greater responsiveness to the intervention. Further analyses revealed that self-efficacy had effects on how trainees allocated time to the training materials over the course of the intervention. Discussion. Results indicate that self-referential beliefs about cognitive potential may be an important factor contributing to plasticity in adulthood. PMID:21743037

Age-related increase in brain activity during task-related and -negative networks and numerical inductive reasoning

PubMed Central

Sun, Li; Liang, Peipeng; Jia, Xiuqin; Qi, Zhigang; Li, Kuncheng

2014-01-01

Objective: Recent neuroimaging studies have shown that elderly adults exhibit increased and decreased activation on various cognitive tasks, yet little is known about age-related changes in inductive reasoning. Methods: To investigate the neural basis for the aging effect on inductive reasoning, 15 young and 15 elderly subjects performed numerical inductive reasoning while in a magnetic resonance (MR) scanner. Results: Functional magnetic resonance imaging (fMRI) analysis revealed that numerical inductive reasoning, relative to rest, yielded multiple frontal, temporal, parietal, and some subcortical area activations for both age groups. In addition, the younger participants showed significant regions of task-induced deactivation, while no deactivation occurred in the elderly adults. Direct group comparisons showed that elderly adults exhibited greater activity in regions of task-related activation and areas showing task-induced deactivation (TID) in the younger group. Conclusions: Our findings suggest an age-related deficiency in neural function and resource allocation during inductive reasoning. PMID:25337240

The seats of reason? An imaging study of deductive and inductive reasoning.

PubMed

Goel, V; Gold, B; Kapur, S; Houle, S

1997-03-24

We carried out a neuroimaging study to test the neurophysiological predictions made by different cognitive models of reasoning. Ten normal volunteers performed deductive and inductive reasoning tasks while their regional cerebral blood flow pattern was recorded using [15O]H2O PET imaging. In the control condition subjects semantically comprehended sets of three sentences. In the deductive reasoning condition subjects determined whether the third sentence was entailed by the first two sentences. In the inductive reasoning condition subjects reported whether the third sentence was plausible given the first two sentences. The deduction condition resulted in activation of the left inferior frontal gyrus (Brodmann areas 45, 47). The induction condition resulted in activation of a large area comprised of the left medial frontal gyrus, the left cingulate gyrus, and the left superior frontal gyrus (Brodmann areas 8, 9, 24, 32). Induction was distinguished from deduction by the involvement of the medial aspect of the left superior frontal gyrus (Brodmann areas 8, 9). These results are consistent with cognitive models of reasoning that postulate different mechanisms for inductive and deductive reasoning and view deduction as a formal rule-based process.

From Inductive Reasoning to Proof

ERIC Educational Resources Information Center

Yopp, David A.

2009-01-01

Mathematical proof is an expression of deductive reasoning (drawing conclusions from previous assertions). However, it is often inductive reasoning (conclusions drawn on the basis of examples) that helps learners form their deductive arguments, or proof. In addition, not all inductive arguments generate more formal arguments. This article draws a…

Narrative Reproduction in Preschoolers after the Application of an Inductive Reasoning Training Programme.

ERIC Educational Resources Information Center

Manavopoulos, Konstantin; Tzouriadou, Maria

1998-01-01

Investigated whether preschoolers had acquired event knowledge schemata, and the impact of an inductive reasoning training program on knowledge transfer in story recall tasks. Found that inductive reasoning training led to knowledge transfer in kindergartners but had only minor influence on prekindergartners. (Author/KB)

Math Activities that Encourage Inductive Thinking

ERIC Educational Resources Information Center

Freeman, Christopher

2005-01-01

There are two kinds of logical reasoning: "inductive" and "deductive". Inductive reasoning proceeds from effect back to cause, from special case to general principle. Detectives use it, examining the clues and conjecturing the actions that caused them. On the other hand, deductive reasoning proceeds from cause to effect, from principle to…

The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language

ERIC Educational Resources Information Center

Zhang, Yujie; Terai, Asuka; Nakagawa, Masanori

2013-01-01

Inductive reasoning under risk conditions is an important thinking process not only for sciences but also in our daily life. From this viewpoint, it is very useful for language learning to construct computational models of inductive reasoning which realize the CAE for foreign languages. This study proposes the comparison of inductive reasoning…

Unities in Inductive Reasoning. Technical Report No. 18.

ERIC Educational Resources Information Center

Sternberg, Robert J.; Gardner, Michael K.

Two experiments were performed to study inductive reasoning as a set of thought processes that operates on the structure, as opposed to the content, of organized memory. The content of the reasoning consisted of inductions concerning the names of mammals, assumed to occupy a Euclidean space of three dimensions (size, ferocity, and humanness) in…

Playful Fostering of 6- to 8-Year-Old Students' Inductive Reasoning

ERIC Educational Resources Information Center

Molnar, Gyongyver

2011-01-01

This paper focuses on a training program in inductive reasoning for first-grade students and presents the direct results as well as the longitudinal effects of the evaluation study. The training is based on Klauer's theory of inductive reasoning and on his "Cognitive training for children" concept (Klauer, 1989a). The training program consists of…

Structured Statistical Models of Inductive Reasoning

ERIC Educational Resources Information Center

Kemp, Charles; Tenenbaum, Joshua B.

2009-01-01

Everyday inductive inferences are often guided by rich background knowledge. Formal models of induction should aim to incorporate this knowledge and should explain how different kinds of knowledge lead to the distinctive patterns of reasoning found in different inductive contexts. This article presents a Bayesian framework that attempts to meet…

An investigation into reasoning biases, mood and cognitive state, and subclinical delusional ideation.

PubMed

Medlin, Haley; Warman, Debbie

2014-12-15

Following research on reasoning and the continuum of delusional ideation, the present study attempted to investigate the impact of different experimentally-induced states (stress, paranoia, and neutral) on the jumping-to-conclusions reasoning bias in individuals with varying levels of subclinical delusional ideation (SDI). Participants (N=117) completed a measure of subclinical delusional ideation (the Peters et al. Delusions Inventory or PDI; Peters et al., 1999); and were randomly assigned to receive one of two experimental inductions (stress or paranoia), or no experimental induction; their performance on two probabilistic reasoning tasks--one easy and one challenging--was assessed. Although no differences were found between individuals with high vs. low subclinical delusional ideation in the no induction condition or following the paranoia induction, in the stress-induction condition, individuals with high levels of subclinical delusional ideation were significantly less likely to jump to conclusions on the easy reasoning task. No significant effects emerged on the more challenging task. Assessment of post-test paranoid thinking indicated our paranoia induction did not have its intended effect. Importantly, because there was no pre-test of anxiety, paranoid thinking, or reasoning to determine if they shifted after the inductions, results need to be interpreted with caution. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Relations between inductive reasoning and deductive reasoning.

PubMed

Heit, Evan; Rotello, Caren M

2010-05-01

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. Experiment 1 showed 2 dissociations: For a common set of arguments, deduction judgments were more affected by validity, and induction judgments were more affected by similarity. Moreover, Experiment 2 showed that fast deduction judgments were like induction judgments-in terms of being more influenced by similarity and less influenced by validity, compared with slow deduction judgments. These novel results pose challenges for a 1-process account of reasoning and are interpreted in terms of a 2-process account of reasoning, which was implemented as a multidimensional signal detection model and applied to receiver operating characteristic data. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Long-range functional interactions of anterior insula and medial frontal cortex are differently modulated by visuospatial and inductive reasoning tasks.

PubMed

Ebisch, Sjoerd J H; Mantini, Dante; Romanelli, Roberta; Tommasi, Marco; Perrucci, Mauro G; Romani, Gian Luca; Colom, Roberto; Saggino, Aristide

2013-09-01

The brain is organized into functionally specific networks as characterized by intrinsic functional relationships within discrete sets of brain regions. However, it is poorly understood whether such functional networks are dynamically organized according to specific task-states. The anterior insular cortex (aIC)-dorsal anterior cingulate cortex (dACC)/medial frontal cortex (mFC) network has been proposed to play a central role in human cognitive abilities. The present functional magnetic resonance imaging (fMRI) study aimed at testing whether functional interactions of the aIC-dACC/mFC network in terms of temporally correlated patterns of neural activity across brain regions are dynamically modulated by transitory, ongoing task demands. For this purpose, functional interactions of the aIC-dACC/mFC network are compared during two distinguishable fluid reasoning tasks, Visualization and Induction. The results show an increased functional coupling of bilateral aIC with visual cortices in the occipital lobe during the Visualization task, whereas coupling of mFC with right anterior frontal cortex was enhanced during the Induction task. These task-specific modulations of functional interactions likely reflect ability related neural processing. Furthermore, functional connectivity strength between right aIC and right dACC/mFC reliably predicts general task performance. The findings suggest that the analysis of long-range functional interactions may provide complementary information about brain-behavior relationships. On the basis of our results, it is proposed that the aIC-dACC/mFC network contributes to the integration of task-common and task-specific information based on its within-network as well as its between-network dynamic functional interactions. Copyright © 2013 Elsevier Inc. All rights reserved.

Deductive and inductive reasoning in obsessive-compulsive disorder.

PubMed

Pélissier, Marie-Claude; O'Connor, Kieron P

2002-03-01

This study tested the hypothesis that people with obsessive-compulsive disorder (OCD) show an inductive reasoning style distinct from people with generalized anxiety disorder (GAD) and from participants in a non-anxious (NA) control group. The experimental procedure consisted of administering a range of six deductive and inductive tasks and a probabilistic task in order to compare reasoning processes between groups. Recruitment was in the Montreal area within a French-speaking population. The participants were 12 people with OCD, 12 NA controls and 10 people with GAD. Participants completed a series of written and oral reasoning tasks including the Wason Selection Task, a Bayesian probability task and other inductive tasks, designed by the authors. There were no differences between groups in deductive reasoning. On an inductive "bridging task", the participants with OCD always took longer than the NA control and GAD groups to infer a link between two statements and to elaborate on this possible link. The OCD group alone showed a significant decrease in their degree of conviction about an arbitrary statement after inductively generating reasons to support this statement. Differences in probabilistic reasoning replicated those of previous authors. The results pinpoint the importance of examining inference processes in people with OCD in order to further refine the clinical applications of behavioural-cognitive therapy for this disorder.

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.…

Modeling the Effects of Argument Length and Validity on Inductive and Deductive Reasoning

ERIC Educational Resources Information Center

Rotello, Caren M.; Heit, Evan

2009-01-01

In an effort to assess models of inductive reasoning and deductive reasoning, the authors, in 3 experiments, examined the effects of argument length and logical validity on evaluation of arguments. In Experiments 1a and 1b, participants were given either induction or deduction instructions for a common set of stimuli. Two distinct effects were…

On the Effects of Training Inductive Reasoning: How Far Does It Transfer and How Long Do the Effects Persist?

ERIC Educational Resources Information Center

Tomic, Welko; Klauer, Karl Josef

1996-01-01

Reports on two training experiments in which it was expected that training in inductive reasoning would transfer to intelligence tests measuring inductive reasoning and on mathematics performance. Shows that transfer on intelligence tests as well as on mathematics performance was linearly dependent on the amount of prior training. (DSK)

The use of the bi-factor model to test the uni-dimensionality of a battery of reasoning tests.

PubMed

Primi, Ricardo; Rocha da Silva, Marjorie Cristina; Rodrigues, Priscila; Muniz, Monalisa; Almeida, Leandro S

2013-02-01

The Battery of Reasoning Tests 5 (BPR-5) aims to assess the reasoning ability of individuals, using sub-tests with different formats and contents that require basic processes of inductive and deductive reasoning for their resolution. The BPR has three sequential forms: BPR-5i (for children from first to fifth grade), BPR-5 - Form A (for children from sixth to eighth grade) and BPR-5 - form B (for high school and undergraduate students). The present study analysed 412 questionnaires concerning BPR-5i, 603 questionnaires concerning BPR-5 - Form A and 1748 questionnaires concerning BPR-5 - Form B. The main goal was to test the uni-dimensionality of the battery and its tests in relation to items using the bi-factor model. Results suggest that the g factor loadings (extracted by the uni-dimensional model) do not change when the data is adjusted for a more flexible multi-factor model (bi-factor model). A general reasoning factor underlying different contents items is supported.

Heuristic Elements of Plausible Reasoning.

ERIC Educational Resources Information Center

Dudczak, Craig A.

At least some of the reasoning processes involved in argumentation rely on inferences which do not fit within the traditional categories of inductive or deductive reasoning. The reasoning processes involved in plausibility judgments have neither the formal certainty of deduction nor the imputed statistical probability of induction. When utilizing…

Rising rates of labor induction: present concerns and future strategies.

PubMed

Rayburn, William F; Zhang, Jun

2002-07-01

The rate of labor induction nationwide increased gradually from 9.5% to 19.4% between 1990 and 1998. Reasons for this doubling of inductions relate to widespread availability of cervical ripening agents, pressure from patients, conveniences to physicians, and litigious constraints. The increase in medically indicated inductions was slower than the overall increase, suggesting that induction for marginal or elective reasons has risen more rapidly. Data to support or refute the benefits of marginal or elective inductions are limited. Many trials of inductions for marginal indications are either nonexistent or retrospective with small sample sizes, thereby limiting definitive conclusions. Until prospective clinical trials can better validate reasons for the liberal use of labor induction, it would seem prudent to maintain a cautious approach, especially among nulliparous women. Strategies are proposed for developing evidence-based guidelines to reduce the presumed increase in health care costs, risk of cesarean delivery for nulliparas, and overscheduling in labor and delivery.

Teaching Inductive Reasoning in Primary Education.

ERIC Educational Resources Information Center

de Koning, Els; Hamers, Jo H. M.; Sijtsma, Klaas; Vermeer, Adri

2002-01-01

Used a three-phase teaching procedure based on the development of metacognition to extend emphasis on inductive reasoning in primary education to Grades 3 and 4. Found that teachers could apply the programs as intended, but needed support to shift attention from reasoning product to reasoning process. Program learning effects indicated that better…

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.

Properties of inductive reasoning.

PubMed

Heit, E

2000-12-01

This paper reviews the main psychological phenomena of inductive reasoning, covering 25 years of experimental and model-based research, in particular addressing four questions. First, what makes a case or event generalizable to other cases? Second, what makes a set of cases generalizable? Third, what makes a property or predicate projectable? Fourth, how do psychological models of induction address these results? The key results in inductive reasoning are outlined, and several recent models, including a new Bayesian account, are evaluated with respect to these results. In addition, future directions for experimental and model-based work are proposed.

What Is the Role of Induction and Deduction in Reasoning and Scientific Inquiry?

ERIC Educational Resources Information Center

Lawson, Anton E.

2005-01-01

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…

Worry amplifies theory-of-mind reasoning for negatively valenced social stimuli in generalized anxiety disorder.

PubMed

Zainal, Nur Hani; Newman, Michelle G

2018-02-01

Theory-of-mind (ToM) is the ability to accurately infer others' thoughts and feelings. In generalized anxiety disorder (GAD), cognitive and emotion regulation theories allude to the plausibility that ToM is conditional on the degree of individuals' state worry, a hallmark symptom. GAD and state worry may interact to predict ToM constructs. However, no experiments have directly tested such interactional hypotheses, and used ToM as a framework to advance understanding of social cognition in GAD. This study therefore aimed to address this gap. 171 participants (69 GAD, 102 Controls) were randomly assigned to either a Worry or Relaxation induction and completed well-validated ToM decoding (Reading the Mind in the Eyes Test) and reasoning (Movie for the Assessment of Social Cognition) tasks. GAD status significantly interacted with state worry to predict accuracy of overall reasoning, cognitive-reasoning, positive-reasoning, and negative-reasoning ToM. Worry, as opposed to relaxation, led sufferers of GAD to display more accurate overall reasoning and cognitive-reasoning ToM than controls, especially for negative signals. Participants with GAD who worried, but not relaxed, were also significantly better than the norm at interpreting negative signals. These findings remained after controlling for gender, executive function, social anxiety, and depressive symptoms. For other ToM abilities, mean scores of persons with and without GAD who either worried or relaxed were normative. The ToM reasoning measure lacked self-reference, and these preliminary findings warrant replication. Theoretical implications, such as the state worry-contingent nature of ToM in GAD, and clinical implications are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.

The diverse reasons for using Novel Psychoactive Substances - A qualitative study of the users' own perspectives.

PubMed

Soussan, Christophe; Andersson, Martin; Kjellgren, Anette

2018-02-01

The increasing number of legally ambiguous and precarious Novel Psychoactive Substances (NPS) constitutes a challenge for policy makers and public health. Scientific and more in-depth knowledge about the motivations for using NPS is scarce and often consist of predetermined, non-systematic, or poorly described reasons deduced from top-down approaches. Therefore, the aim of the present study was to explore and characterize the users' self-reported reasons for NPS use inductively and more comprehensively. The self-reported reasons of a self-selected sample of 613 international NPS users were collected via an online survey promoted at the international drug discussion forum bluelight.org and later analyzed qualitatively using inductive thematic analysis. The analysis showed that the participants used NPS because these compounds reportedly: 1) enabled safer and more convenient drug use, 2) satisfied a curiosity and interest about the effects, 3) facilitated a novel and exciting adventure, 4) promoted self-exploration and personal growth, 5) functioned as coping agents, 6) enhanced abilities and performance, 7) fostered social bonding and belonging, and 8) acted as a means for recreation and pleasure. The consumption of NPS was also driven by 9) problematic and unintentional use. The present study contributed to a more comprehensive understanding of the users' own and self-reported reasons for using NPS, which needs to be acknowledged not only in order to minimize drug related harm and drug user alienation but also to improve prevention efforts and reduce the potentially counter-intuitive effects of strictly prohibitive policies. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Recruiting Unmotivated Smokers into a Smoking Induction Trial

ERIC Educational Resources Information Center

Harris, Kari Jo; Bradley-Ewing, Andrea; Goggin, Kathy; Richter, Kimber P.; Patten, Christi; Williams, Karen; Lee, Hyoung S.; Staggs, Vincent S.; Catley, Delwyn

2016-01-01

Little is known about effective methods to recruit unmotivated smokers into cessation induction trials, the reasons unmotivated smokers agree to participate, and the impact of those reasons on study outcomes. A mixed-method approach was used to examine recruitment data from a randomized controlled cessation induction trial that enrolled 255 adult…

Philosophical methodology and strikes.

PubMed

Thomasma, David C

1991-01-01

...how do we train residents to employ ethical reasoning? This is a good question, not only for the problem of strikes, but also for all medical training. The best method is inductive, since that most closely parallels the clinical reasoning processes that define the reality of medical practice. The strengths of inductive reasoning are that it most closely matches the realities of practice, it arises from the particular circumstances of the case, and it leads to a casuistic conclusion that applies more directly than abstract reasoning models to the problem at hand. The weaknesses, though, require that inductive models include a check and balance.

Feature-based versus category-based induction with uncertain categories.

PubMed

Griffiths, Oren; Hayes, Brett K; Newell, Ben R

2012-05-01

Previous research has suggested that when feature inferences have to be made about an instance whose category membership is uncertain, feature-based inductive reasoning is used to the exclusion of category-based induction. These results contrast with the observation that people can and do use category-based induction when category membership is known. The present experiments examined the conditions that drive feature-based and category-based strategies in induction under category uncertainty. Specifically, 2 experiments investigated whether reliance on feature-based inductive strategies is a product of the lack of coherence in the categories used in previous research or is due to the use of a decision-only induction procedure. Experiment 1 found that feature-based reasoning remained the preferred strategy even when categories with relatively high internal coherence were used. Experiment 2 found a shift toward category-based reasoning when participants were trained to classify category members prior to feature induction. Together, these results suggest that an appropriate conceptual representation must be formed through experience with a category before it is likely to be used as a basis for feature induction. (c) 2012 APA, all rights reserved.

An Integrated Account of Generalization across Objects and Features

ERIC Educational Resources Information Center

Kemp, Charles; Shafto, Patrick; Tenenbaum, Joshua B.

2012-01-01

Humans routinely make inductive generalizations about unobserved features of objects. Previous accounts of inductive reasoning often focus on inferences about a single object or feature: accounts of causal reasoning often focus on a single object with one or more unobserved features, and accounts of property induction often focus on a single…

Inductive reasoning.

PubMed

Hayes, Brett K; Heit, Evan; Swendsen, Haruka

2010-03-01

Inductive reasoning entails using existing knowledge or observations to make predictions about novel cases. We review recent findings in research on category-based induction as well as theoretical models of these results, including similarity-based models, connectionist networks, an account based on relevance theory, Bayesian models, and other mathematical models. A number of touchstone empirical phenomena that involve taxonomic similarity are described. We also examine phenomena involving more complex background knowledge about premises and conclusions of inductive arguments and the properties referenced. Earlier models are shown to give a good account of similarity-based phenomena but not knowledge-based phenomena. Recent models that aim to account for both similarity-based and knowledge-based phenomena are reviewed and evaluated. Among the most important new directions in induction research are a focus on induction with uncertain premise categories, the modeling of the relationship between inductive and deductive reasoning, and examination of the neural substrates of induction. A common theme in both the well-established and emerging lines of induction research is the need to develop well-articulated and empirically testable formal models of induction. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.

A dynamic model of reasoning and memory.

PubMed

Hawkins, Guy E; Hayes, Brett K; Heit, Evan

2016-02-01

Previous models of category-based induction have neglected how the process of induction unfolds over time. We conceive of induction as a dynamic process and provide the first fine-grained examination of the distribution of response times observed in inductive reasoning. We used these data to develop and empirically test the first major quantitative modeling scheme that simultaneously accounts for inductive decisions and their time course. The model assumes that knowledge of similarity relations among novel test probes and items stored in memory drive an accumulation-to-bound sequential sampling process: Test probes with high similarity to studied exemplars are more likely to trigger a generalization response, and more rapidly, than items with low exemplar similarity. We contrast data and model predictions for inductive decisions with a recognition memory task using a common stimulus set. Hierarchical Bayesian analyses across 2 experiments demonstrated that inductive reasoning and recognition memory primarily differ in the threshold to trigger a decision: Observers required less evidence to make a property generalization judgment (induction) than an identity statement about a previously studied item (recognition). Experiment 1 and a condition emphasizing decision speed in Experiment 2 also found evidence that inductive decisions use lower quality similarity-based information than recognition. The findings suggest that induction might represent a less cautious form of recognition. We conclude that sequential sampling models grounded in exemplar-based similarity, combined with hierarchical Bayesian analysis, provide a more fine-grained and informative analysis of the processes involved in inductive reasoning than is possible solely through examination of choice data. PsycINFO Database Record (c) 2016 APA, all rights reserved.

Modeling the effects of argument length and validity on inductive and deductive reasoning.

PubMed

Rotello, Caren M; Heit, Evan

2009-09-01

In an effort to assess models of inductive reasoning and deductive reasoning, the authors, in 3 experiments, examined the effects of argument length and logical validity on evaluation of arguments. In Experiments 1a and 1b, participants were given either induction or deduction instructions for a common set of stimuli. Two distinct effects were observed: Induction judgments were more affected by argument length, and deduction judgments were more affected by validity. In Experiment 2, fluency was manipulated by displaying the materials in a low-contrast font, leading to increased sensitivity to logical validity. Several variants of 1-process and 2-process models of reasoning were assessed against the results. A 1-process model that assumed the same scale of argument strength underlies induction and deduction was not successful. A 2-process model that assumed separate, continuous informational dimensions of apparent deductive validity and associative strength gave the more successful account. (c) 2009 APA, all rights reserved.

Control Demonstration of Multiple Doubly-Fed Induction Motors for Hybrid Electric Propulsion

NASA Technical Reports Server (NTRS)

Sadey, David J.; Bodson, Marc; Csank, Jeffrey T.; Hunker, Keith R.; Theman, Casey J.; Taylor, Linda M.

2017-01-01

The Convergent Aeronautics Solutions (CAS) High Voltage-Hybrid Electric Propulsion (HVHEP) task was formulated to support the move into future hybrid-electric aircraft. The goal of this project is to develop a new AC power architecture to support the needs of higher efficiency and lower emissions. This proposed architecture will adopt the use of the doubly-fed induction machine (DFIM) for propulsor drive motor application.The Convergent Aeronautics Solutions (CAS) High Voltage-Hybrid Electric Propulsion (HVHEP) task was formulated to support the move into future hybrid-electric aircraft. The goal of this project is to develop a new AC power architecture to support the needs of higher efficiency and lower emissions. This proposed architecture will adopt the use of the doubly-fed induction machine (DFIM) for propulsor drive motor application. DFIMs are attractive for several reasons, including but not limited to the ability to self-start, ability to operate sub- and super-synchronously, and requiring only fractionally rated power converters on a per-unit basis depending on the required range of operation. The focus of this paper is based specifically on the presentation and analysis of a novel strategy which allows for independent operation of each of the aforementioned doubly-fed induction motors. This strategy includes synchronization, soft-start, and closed loop speed control of each motor as a means of controlling output thrust; be it concurrently or differentially. The demonstration of this strategy has recently been proven out on a low power test bed using fractional horsepower machines. Simulation and hardware test results are presented in the paper.

The Dimensionality of Reasoning: Inductive and Deductive Inference can be Explained by a Single Process.

PubMed

Hayes, Brett K; Stephens, Rachel G; Ngo, Jeremy; Dunn, John C

2018-02-01

Three-experiments examined the number of qualitatively different processing dimensions needed to account for inductive and deductive reasoning. In each study, participants were presented with arguments that varied in logical validity and consistency with background knowledge (believability), and evaluated them according to deductive criteria (whether the conclusion was necessarily true given the premises) or inductive criteria (whether the conclusion was plausible given the premises). We examined factors including working memory load (Experiments 1 and 2), individual working memory capacity (Experiments 1 and 2), and decision time (Experiment 3), which according to dual-processing theories, modulate the contribution of heuristic and analytic processes to reasoning. A number of empirical dissociations were found. Argument validity affected deduction more than induction. Argument believability affected induction more than deduction. Lower working memory capacity reduced sensitivity to argument validity and increased sensitivity to argument believability, especially under induction instructions. Reduced decision time led to decreased sensitivity to argument validity. State-trace analyses of each experiment, however, found that only a single underlying dimension was required to explain patterns of inductive and deductive judgments. These results show that the dissociations, which have traditionally been seen as supporting dual-processing models of reasoning, are consistent with a single-process model that assumes a common evidentiary scale for induction and deduction. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Causal knowledge and the development of inductive reasoning.

PubMed

Bright, Aimée K; Feeney, Aidan

2014-06-01

We explored the development of sensitivity to causal relations in children's inductive reasoning. Children (5-, 8-, and 12-year-olds) and adults were given trials in which they decided whether a property known to be possessed by members of one category was also possessed by members of (a) a taxonomically related category or (b) a causally related category. The direction of the causal link was either predictive (prey→predator) or diagnostic (predator→prey), and the property that participants reasoned about established either a taxonomic or causal context. There was a causal asymmetry effect across all age groups, with more causal choices when the causal link was predictive than when it was diagnostic. Furthermore, context-sensitive causal reasoning showed a curvilinear development, with causal choices being most frequent for 8-year-olds regardless of context. Causal inductions decreased thereafter because 12-year-olds and adults made more taxonomic choices when reasoning in the taxonomic context. These findings suggest that simple causal relations may often be the default knowledge structure in young children's inductive reasoning, that sensitivity to causal direction is present early on, and that children over-generalize their causal knowledge when reasoning. Copyright © 2013 Elsevier Inc. All rights reserved.

The engine of thought is a hybrid: roles of associative and structured knowledge in reasoning.

PubMed

Bright, Aimée K; Feeney, Aidan

2014-12-01

Across a range of domains in psychology different theories assume different mental representations of knowledge. For example, in the literature on category-based inductive reasoning, certain theories (e.g., Rogers & McClelland, 2004; Sloutsky & Fisher, 2008) assume that the knowledge upon which inductive inferences are based is associative, whereas others (e.g., Heit & Rubinstein, 1994; Kemp & Tenenbaum, 2009; Osherson, Smith, Wilkie, López, & Shafir, 1990) assume that knowledge is structured. In this article we investigate whether associative and structured knowledge underlie inductive reasoning to different degrees under different processing conditions. We develop a measure of knowledge about the degree of association between categories and show that it dissociates from measures of structured knowledge. In Experiment 1 participants rated the strength of inductive arguments whose categories were either taxonomically or causally related. A measure of associative strength predicted reasoning when people had to respond fast, whereas causal and taxonomic knowledge explained inference strength when people responded slowly. In Experiment 2, we also manipulated whether the causal link between the categories was predictive or diagnostic. Participants preferred predictive to diagnostic arguments except when they responded under cognitive load. In Experiment 3, using an open-ended induction paradigm, people generated and evaluated their own conclusion categories. Inductive strength was predicted by associative strength under heavy cognitive load, whereas an index of structured knowledge was more predictive of inductive strength under minimal cognitive load. Together these results suggest that associative and structured models of reasoning apply best under different processing conditions and that the application of structured knowledge in reasoning is often effortful. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Developmental changes in real life decision making: performance on a gambling task previously shown to depend on the ventromedial prefrontal cortex.

PubMed

Crone, Eveline A; van der Molen, Maurits W

2004-01-01

Patients with bilateral lesions of the ventromedial prefrontal cortex, when performing gambling tasks modeling real-life decision-making, opt for choices that yield high immediate gains in spite of higher future losses. Under the hypothesis that the prefrontal cortex is the last brain region to mature, it was examined whether young children would show a similar preference for immediate prospects. In Experiment 1, 4 age groups (6-9, 10-12, 13-15 and 18-25 years olds) performed 2 versions of a computerized variant of the original Iowa gambling task under 3 different feedback conditions (no feedback, global feedback, and option-specific feedback) and completed the Raven Standard Progressive Matrices as an index of inductive reasoning ability. In Experiment 2, 3 age groups (7-8, 11-12, and 15-16 year olds) performed both task versions in addition to a working memory task ("Digit Span Backwards"). Results showed a developmental increase in the sensitivity to future consequences, positive or negative, that could not be explained by developmental changes in working memory capacity or inductive reasoning. It was concluded that young children share with ventromedial prefrontal patients the failure to anticipate on future outcomes.

Judgments and Reasoning about Parental Discipline Involving Induction and Psychological Control in China and Canada

ERIC Educational Resources Information Center

Helwig, Charles C.; To, Sharon; Wang, Qian; Liu, Chunqiong; Yang, Shaogang

2014-01-01

This study examined judgments and reasoning about four parental discipline practices (induction or reasoning and three practices involving "psychological control"; Barber, 1996; two forms of shaming and love withdrawal) among children (7-14 years of age) from urban and rural China and Canada (N = 288) in response to a moral…

Causal relations and feature similarity in children's inductive reasoning.

PubMed

Hayes, Brett K; Thompson, Susan P

2007-08-01

Four experiments examined the development of property induction on the basis of causal relations. In the first 2 studies, 5-year-olds, 8-year-olds, and adults were presented with triads in which a target instance was equally similar to 2 inductive bases but shared a causal antecedent feature with 1 of them. All 3 age groups used causal relations as a basis for property induction, although the proportion of causal inferences increased with age. Subsequent experiments pitted causal relations against featural similarity in induction. It was found that adults and 8-year-olds, but not 5-year-olds, preferred shared causal relations over strong featural similarity as a basis for induction. The implications for models of inductive reasoning and development are discussed.

How similar are recognition memory and inductive reasoning?

PubMed

Hayes, Brett K; Heit, Evan

2013-07-01

Conventionally, memory and reasoning are seen as different types of cognitive activities driven by different processes. In two experiments, we challenged this view by examining the relationship between recognition memory and inductive reasoning involving multiple forms of similarity. A common study set (members of a conjunctive category) was followed by a test set containing old and new category members, as well as items that matched the study set on only one dimension. The study and test sets were presented under recognition or induction instructions. In Experiments 1 and 2, the inductive property being generalized was varied in order to direct attention to different dimensions of similarity. When there was no time pressure on decisions, patterns of positive responding were strongly affected by property type, indicating that different types of similarity were driving recognition and induction. By comparison, speeded judgments showed weaker property effects and could be explained by generalization based on overall similarity. An exemplar model, GEN-EX (GENeralization from EXamples), could account for both the induction and recognition data. These findings show that induction and recognition share core component processes, even when the tasks involve flexible forms of similarity.

The relationship between memory and inductive reasoning: does it develop?

PubMed

Hayes, Brett K; Fritz, Kristina; Heit, Evan

2013-05-01

In 2 studies, the authors examined the development of the relationship between inductive reasoning and visual recognition memory. In both studies, 5- to 6-year-old children and adults were shown instances of a basic-level category (dogs) followed by a test set containing old and new category members that varied in their similarity to study items. Participants were given either recognition instructions (memorize study items and discriminate between old and new test items) or induction instructions (learn about a novel property shared by the study items and decide whether it generalizes to test items). Across both tasks, children made a greater number of positive responses than did adults. Across both age groups, a greater number of positive responses were made in induction than in recognition. The application of a mathematical model, called GEN-EX for generalization from examples, showed that both memory and reasoning data could be explained by a single exemplar-based process that assumes task and age differences in generalization gradients. These results show considerable developmental continuity in the cognitive processes that underlie memory and inductive reasoning.

The Influence of Task Dynamics on Inductive Generalizations: How Sequential and Simultaneous Presentation of Evidence Impacts the Strength and Scope of Property Projections

ERIC Educational Resources Information Center

Lawson, Chris A.

2017-01-01

Young children are remarkably flexible reasoners insofar as they modify their inferences to accommodate the conceptual information or perceptual relations represented in an inductive problem. Children's inductive reasoning is highly sensitive to what evidence is presented to them. Four experiments with 115 preschoolers (M[subscript age] = 4;8) and…

Exploring how students think: a new method combining think-aloud and concept mapping protocols.

PubMed

Pottier, Pierre; Hardouin, Jean-Benoit; Hodges, Brian D; Pistorius, Marc-Antoine; Connault, Jérome; Durant, Cécile; Clairand, Renaud; Sebille, Véronique; Barrier, Jacques-Henri; Planchon, Bernard

2010-09-01

A key element of medical competence is problem solving. Previous work has shown that doctors use inductive reasoning to progress from facts to hypotheses and deductive reasoning to move from hypotheses to the gathering of confirmatory information. No individual assessment method has been designed to quantify the use of inductive and deductive procedures within clinical reasoning. The aim of this study was to explore the feasibility and reliability of a new method which allows for the rapid identification of the style (inductive or deductive) of clinical reasoning in medical students and experts. The study included four groups of four participants. These comprised groups of medical students in Years 3, 4 and 5 and a group of specialists in internal medicine, all at a medical school with a 6-year curriculum in France. Participants were asked to solve four clinical problems by thinking aloud. The thinking expressed aloud was immediately transcribed into concept maps by one or two 'writers' trained to distinguish inductive and deductive links. Reliability was assessed by estimating the inter-writer correlation. The calculated rate of inductive reasoning, the richness score and the rate of exhaustiveness of reasoning were compared according to the level of expertise of the individual and the type of clinical problem. The total number of maps drawn amounted to 32 for students in Year 4, 32 for students in Year 5, 16 for students in Year 3 and 16 for experts. A positive correlation was found between writers (R = 0.66-0.93). Richness scores and rates of exhaustiveness of reasoning did not differ according to expertise level. The rate of inductive reasoning varied as expected according to the nature of the clinical problem and was lower in experts (41% versus 67%). This new method showed good reliability and may be a promising tool for the assessment of medical problem-solving skills, giving teachers a means of diagnosing how their students think when they are confronted with clinical problems.

Prefrontal and parietal activity is modulated by the rule complexity of inductive reasoning and can be predicted by a cognitive model.

PubMed

Jia, Xiuqin; Liang, Peipeng; Shi, Lin; Wang, Defeng; Li, Kuncheng

2015-01-01

In neuroimaging studies, increased task complexity can lead to increased activation in task-specific regions or to activation of additional regions. How the brain adapts to increased rule complexity during inductive reasoning remains unclear. In the current study, three types of problems were created: simple rule induction (i.e., SI, with rule complexity of 1), complex rule induction (i.e., CI, with rule complexity of 2), and perceptual control. Our findings revealed that increased activations accompany increased rule complexity in the right dorsal lateral prefrontal cortex (DLPFC) and medial posterior parietal cortex (precuneus). A cognitive model predicted both the behavioral and brain imaging results. The current findings suggest that neural activity in frontal and parietal regions is modulated by rule complexity, which may shed light on the neural mechanisms of inductive reasoning. Copyright © 2014. Published by Elsevier Ltd.

[Experimental analysis of some determinants of inductive reasoning].

PubMed

Ono, K

1989-02-01

Three experiments were conducted from a behavioral perspective to investigate the determinants of inductive reasoning and to compare some methodological differences. The dependent variable used in these experiments was the threshold of confident response (TCR), which was defined as "the minimal sample size required to establish generalization from instances." Experiment 1 examined the effects of population size on inductive reasoning, and the results from 35 college students showed that the TCR varied in proportion to the logarithm of population size. In Experiment 2, 30 subjects showed distinct sensitivity to both prior probability and base-rate. The results from 70 subjects who participated in Experiment 3 showed that the TCR was affected by its consequences (risk condition), and especially, that humans were sensitive to a loss situation. These results demonstrate the sensitivity of humans to statistical variables in inductive reasoning. Furthermore, methodological comparison indicated that the experimentally observed values of TCR were close to, but not as precise as the optimal values predicted by Bayes' model. On the other hand, the subjective TCR estimated by subjects was highly discrepant from the observed TCR. These findings suggest that various aspects of inductive reasoning can be fruitfully investigated not only from subjective estimations such as probability likelihood but also from an objective behavioral perspective.

Different strategies in solving series completion inductive reasoning problems: an fMRI and computational study.

PubMed

Liang, Peipeng; Jia, Xiuqin; Taatgen, Niels A; Zhong, Ning; Li, Kuncheng

2014-08-01

Neural correlate of human inductive reasoning process is still unclear. Number series and letter series completion are two typical inductive reasoning tasks, and with a common core component of rule induction. Previous studies have demonstrated that different strategies are adopted in number series and letter series completion tasks; even the underlying rules are identical. In the present study, we examined cortical activation as a function of two different reasoning strategies for solving series completion tasks. The retrieval strategy, used in number series completion tasks, involves direct retrieving of arithmetic knowledge to get the relations between items. The procedural strategy, used in letter series completion tasks, requires counting a certain number of times to detect the relations linking two items. The two strategies require essentially the equivalent cognitive processes, but have different working memory demands (the procedural strategy incurs greater demands). The procedural strategy produced significant greater activity in areas involved in memory retrieval (dorsolateral prefrontal cortex, DLPFC) and mental representation/maintenance (posterior parietal cortex, PPC). An ACT-R model of the tasks successfully predicted behavioral performance and BOLD responses. The present findings support a general-purpose dual-process theory of inductive reasoning regarding the cognitive architecture. Copyright © 2014 Elsevier B.V. All rights reserved.

Theory-based Bayesian models of inductive learning and reasoning.

PubMed

Tenenbaum, Joshua B; Griffiths, Thomas L; Kemp, Charles

2006-07-01

Inductive inference allows humans to make powerful generalizations from sparse data when learning about word meanings, unobserved properties, causal relationships, and many other aspects of the world. Traditional accounts of induction emphasize either the power of statistical learning, or the importance of strong constraints from structured domain knowledge, intuitive theories or schemas. We argue that both components are necessary to explain the nature, use and acquisition of human knowledge, and we introduce a theory-based Bayesian framework for modeling inductive learning and reasoning as statistical inferences over structured knowledge representations.

Teaching Inductive Reasoning with Puzzles

ERIC Educational Resources Information Center

Wanko, Jeffrey J.

2017-01-01

Working with language-independent logic structures can help students develop both inductive and deductive reasoning skills. The Japanese publisher Nikoli (with resources available both in print and online) produces a treasure trove of language-independent logic puzzles. The Nikoli print resources are mostly in Japanese, creating the extra…

The role of the DLPFC in inductive reasoning of MCI patients and normal agings: an fMRI study.

PubMed

Yang, YanHui; Liang, PeiPeng; Lu, ShengFu; Li, KunCheng; Zhong, Ning

2009-08-01

Previous studies of young people have revealed that the left dorsolateral prefrontal cortex (DLPFC) plays an important role in inductive reasoning. An fMRI experiment was performed in this study to examine whether the left DLPFC was involved in inductive reasoning of MCI patients and normal aging, and whether the activation pattern of this region was different between MCI patients and normal aging. The fMRI results indicated that MCI patients had no difference from normal aging in behavior performance (reaction time and accuracy) and the activation pattern of DLPFC. However, the BOLD response of the DLPFC region for MCI patients was weaker than that for normal aging, and the functional connectivity between the bilateral DLPFC regions for MCI patients was significantly higher than for normal aging. Taken together, these results indicated that DLPFC plays an important role in inductive reasoning of aging, and the functional abnormity of DLPFC may be an earlier marker of MCI before structural alterations.

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.

When doubting begins: exploring inductive reasoning in obsessive-compulsive disorder.

PubMed

Pélissier, Marie-Claude; O'Connor, Kieron P; Dupuis, Gilles

2009-03-01

The objective of this study was to test the hypothesis that inductive reasoning plays a role in obsessional doubting by comparing an OCD sample with a non-OCD control group in performance of an inductive reasoning task. The 'Reasoning with Inductive Arguments Task' (RIAT) measures inductive performance using arguments drawn from both given vs. self-generated sources and containing neutral vs. OCD-related content. Both an OCD group recruited from clinical referrals and a control group recruited from the general population were compared on performance of the RIAT. People with OCD tended to doubt an initial conclusion much more than controls in the light of subsequent alternative conclusions given by the experimenter. There were no significant differences between the two groups in the self-generated condition. The OCD group doubted more regardless of whether the items were OCD-relevant or neutral. The control group also doubted the initial conclusions but not to the same extent as the OCD group in the 'given' condition and their degree of doubting did not differ between self-generated or given items. People with OCD may create doubt because they are giving too much credit to mental models given from external sources.

A relevance theory of induction.

PubMed

Medin, Douglas L; Coley, John D; Storms, Gert; Hayes, Brett K

2003-09-01

A framework theory, organized around the principle of relevance, is proposed for category-based reasoning. According to the relevance principle, people assume that premises are informative with respect to conclusions. This idea leads to the prediction that people will use causal scenarios and property reinforcement strategies in inductive reasoning. These predictions are contrasted with both existing models and normative logic. Judgments of argument strength were gathered in three different countries, and the results showed the importance of both causal scenarios and property reinforcement in category-based inferences. The relation between the relevance framework and existing models of category-based inductive reasoning is discussed in the light of these findings.

Proof Construction: Adolescent Development from Inductive to Deductive Problem-Solving Strategies.

ERIC Educational Resources Information Center

Foltz, Carol; And Others

1995-01-01

Studied 100 adolescents' approaches to problem-solving proofs and reasoning competence tasks. Found that a formal level of reasoning competence is associated with a deductive approach. Results support the notion of a cognitive development progression from an inductive approach to a deductive approach. (ETB)

Structured statistical models of inductive reasoning.

PubMed

Kemp, Charles; Tenenbaum, Joshua B

2009-01-01

Everyday inductive inferences are often guided by rich background knowledge. Formal models of induction should aim to incorporate this knowledge and should explain how different kinds of knowledge lead to the distinctive patterns of reasoning found in different inductive contexts. This article presents a Bayesian framework that attempts to meet both goals and describes [corrected] 4 applications of the framework: a taxonomic model, a spatial model, a threshold model, and a causal model. Each model makes probabilistic inferences about the extensions of novel properties, but the priors for the 4 models are defined over different kinds of structures that capture different relationships between the categories in a domain. The framework therefore shows how statistical inference can operate over structured background knowledge, and the authors argue that this interaction between structure and statistics is critical for explaining the power and flexibility of human reasoning.

Do the hands talk on mind's behalf? Differences in language ability between left- and right-handed children.

PubMed

Natsopoulos, D; Kiosseoglou, G; Xeromeritou, A; Alevriadou, A

1998-09-01

Two hundred seventy children of school age, 135 of whom were left-handed and an equivalent number of whom were right-handed, have been examined in the present study using a test battery of nine language ability measures: Vocabulary, Similarities, Comprehension (WISC-R), Deductive Reasoning, Inductive Reasoning, Sentence Completion, Comprehension of Sentential Semantics, Comprehension of Syntax, and Text Processing. The data analysis has indicated that: (1) One-factor solution applies both to the right- and left-handed population according to Standard Error Scree Method (Zoski & Jurs, 1996) with regard to language ability measures. (2) Handedness discriminates between right-handers (superior) and left-handers (inferior) in language ability. (3) There have been subgroups of left-handed children who differ in language ability distribution compared with right-handed children according to Hierarchical Cluster Analysis. (4) Extreme versus mild bias to hand preference and hand skill do not differentiate performance subgroups neither within the left-handed nor within the right-handed main group. (5) Sex and familial sinistrality do not affect performance. The results are discussed in relation to (a) "human balanced polymorphism" theory advocated by Annett (mainly Annett, 1985, 1993a; Annett & Manning, 1989), (b) potential pathology (mainly Bishop, 1984, 1990a; Coren & Halpern, 1991; Satz, Orsini, Saslow & Henry, 1985) and "developmental instability" (Yeo, Gangestad & Daniel, 1993), and delay of left-hemisphere maturation in left-handed individuals (Geschwind & Galaburda, 1985a,b, 1987), by pointing out the strength and weaknesses of these theoretical approaches in accounting for the present data. Copyright 1998 Academic Press.

A Longitudinal Perspective on Inductive Reasoning Tasks. Illuminating the Probability of Change

ERIC Educational Resources Information Center

Ifenthaler, Dirk; Seel, Norbert M.

2011-01-01

Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. Nevertheless, questions concerning the diagnosis of changes in these cognitive structures while solving inductive reasoning tasks are still being scrutinized. This paper reports findings…

Taking It to the Next Level: Students Using Inductive Reasoning

ERIC Educational Resources Information Center

Murawska, Jaclyn M.; Zollman, Alan

2015-01-01

Although discussions about inductive reasoning can be traced back thousands of years (Fitelson 2011), the implementation of the Standards for Mathematical Practice (SMP) within the Common Core State Standards (CCSSI 2010) is generating renewed attention to how students learn mathematics. The third SMP, "Construct viable arguments and critique…

Employment during pregnancy and obstetric intervention without medical reason: labor induction and cesarean delivery

PubMed Central

Kozhimannil, Katy Backes; Attanasio, Laura B.; Johnson, Pamela Jo; Gjerdingen, Dwenda K.; McGovern, Patricia M.

2014-01-01

Background Rising rates of labor induction and cesarean delivery, especially when used without a medical reason, have generated concern among clinicians, women, and policymakers. Whether employment status affects pregnant women's childbirth-related care is not known. We estimated the relationship between prenatal employment and obstetric procedures, distinguishing whether women reported that the induction or cesarean was performed for medical reasons. Methods Using data from a nationally-representative sample of women who gave birth in U.S. hospitals (N=1,573), we used propensity score matching to reduce potential bias from non-random selection into employment. Outcomes were cesarean delivery and labor induction, with and without a self-reported medical reason. Exposure was prenatal employment status (full-time employment, not employed). We conducted separate analyses for unmatched and matched cohorts using multivariable regression models. Findings There were no differences in labor induction based on employment status. In unmatched analyses, employed women had higher odds of cesarean delivery overall (adjusted odds ratio (AOR) = 1.45, p=0.046) and cesarean delivery without medical reason (AOR=1.94, p=0.024). Adding an interaction term between employment and college education revealed no significant effects on cesarean without medical reason. There were no significant differences in cesarean delivery by employment status in the propensity score matched analysis. Conclusions Full-time prenatal employment is associated with higher odds of cesarean delivery, but this association was not explained by socio-economic status and no longer existed after accounting for socio-demographic differences by matching women employed full-time with similar women not employed during pregnancy. PMID:25213740

Employment during pregnancy and obstetric intervention without medical reason: labor induction and cesarean delivery.

PubMed

Kozhimannil, Katy Backes; Attanasio, Laura B; Johnson, Pamela Jo; Gjerdingen, Dwenda K; McGovern, Patricia M

2014-01-01

Rising rates of labor induction and cesarean delivery, especially when used without a medical reason, have generated concern among clinicians, women, and policymakers. Whether employment status affects pregnant women's childbirth-related care is not known. We estimated the relationship between prenatal employment and obstetric procedures, distinguishing whether women reported that the induction or cesarean was performed for medical reasons. Using data from a nationally representative sample of women who gave birth in U.S. hospitals (n = 1,573), we used propensity score matching to reduce potential bias from nonrandom selection into employment. Outcomes were cesarean delivery and labor induction, with and without a self-reported medical reason. Exposure was prenatal employment status (full-time employment, not employed). We conducted separate analyses for unmatched and matched cohorts using multivariable regression models. There were no differences in labor induction based on employment status. In unmatched analyses, employed women had higher odds of cesarean delivery overall (adjusted odds ratio [AOR], 1.45; p = .046) and cesarean delivery without medical reason (AOR, 1.94; p = .024). Adding an interaction term between employment and college education revealed no effects on cesarean delivery without medical reason. There were no differences in cesarean delivery by employment status in the propensity score-matched analysis. Full-time prenatal employment is associated with higher odds of cesarean delivery, but this association was not explained by socioeconomic status and no longer existed after accounting for sociodemographic differences by matching women employed full time with similar women not employed during pregnancy. Copyright © 2014 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.

Broadening the study of inductive reasoning: confirmation judgments with uncertain evidence.

PubMed

Mastropasqua, Tommaso; Crupi, Vincenzo; Tentori, Katya

2010-10-01

Although evidence in real life is often uncertain, the psychology of inductive reasoning has, so far, been confined to certain evidence. The present study extends previous research by investigating whether people properly estimate the impact of uncertain evidence on a given hypothesis. Two experiments are reported, in which the uncertainty of evidence is explicitly (by means of numerical values) versus implicitly (by means of ambiguous pictures) manipulated. The results show that people's judgments are highly correlated with those predicted by normatively sound Bayesian measures of impact. This sensitivity to the degree of evidential uncertainty supports the centrality of inductive reasoning in cognition and opens the path to the study of this issue in more naturalistic settings.

Complexity of Geometric Inductive Reasoning Tasks: Contribution to the Understanding of Fluid Intelligence.

ERIC Educational Resources Information Center

Primi, Ricardo

2002-01-01

Created two geometric inductive reasoning matrix tests by manipulating four sources of complexity orthogonally. Results for 313 undergraduates show that fluid intelligence is most strongly associated with the part of the central executive component of working memory that is related to controlled attention processing and selective encoding. (SLD)

Using a Model to Describe Students' Inductive Reasoning in Problem Solving

ERIC Educational Resources Information Center

Canadas, Maria C.; Castro, Encarnacion; Castro, Enrique

2009-01-01

Introduction: We present some aspects of a wider investigation (Canadas, 2007), whose main objective is to describe and characterize inductive reasoning used by Spanish students in years 9 and 10 when they work on problems that involved linear and quadratic sequences. Method: We produced a test composed of six problems with different…

Developmental Changes in the Consideration of Sample Diversity in Inductive Reasoning

ERIC Educational Resources Information Center

Rhodes, Marjorie; Gelman, Susan A.; Brickman, Daniel

2008-01-01

Determining whether a sample provides a good basis for broader generalizations is a basic challenge of inductive reasoning. Adults apply a diversity-based strategy to this challenge, expecting diverse samples to be a better basis for generalization than homogeneous samples. For example, adults expect that a property shared by two diverse mammals…

Inductive Reasoning in Zambia, Turkey, and the Netherlands Establishing Cross-Cultural Equivalence.

ERIC Educational Resources Information Center

van de Vijver, Fons J. R.

2002-01-01

Administered tasks of inductive reasoning to 704 Zambian, 877 Turkish, and 632 Dutch students from the highest 2 grades of primary and the lowest 2 grades of secondary school. Results show strong evidence for structural equivalence and partial evidence for measurement unit equivalence, but did not support full score equivalence. (SLD)

How Semantic Radicals in Chinese characters Facilitate Hierarchical Category-Based Induction.

PubMed

Wang, Xiaoxi; Ma, Xie; Tao, Yun; Tao, Yachen; Li, Hong

2018-04-03

Prior studies indicate that the semantic radical in Chinese characters contains category information that can support the independent retrieval of category information through the lexical network to the conceptual network. Inductive reasoning relies on category information; thus, semantic radicals may influence inductive reasoning. As most natural concepts are hierarchically structured in the human brain, this study examined how semantic radicals impact inductive reasoning for hierarchical concepts. The study used animal and plant nouns, organized in basic, superordinate, and subordinate levels; half had a semantic radical and half did not. Eighteen participants completed an inductive reasoning task. Behavioural and event-related potential (ERP) data were collected. The behavioural results showed that participants reacted faster and more accurately in the with-semantic-radical condition than in the without-semantic-radical condition. For the ERPs, differences between the conditions were found, and these differences lasted from the very early cognitive processing stage (i.e., the N1 time window) to the relatively late processing stages (i.e., the N400 and LPC time windows). Semantic radicals can help to distinguish the hierarchies earlier (in the N400 period) than characters without a semantic radical (in the LPC period). These results provide electrophysiological evidence that semantic radicals may improve sensitivity to distinguish between hierarchical concepts.

Morphological Analysis of Live Undifferentiated Cells Derived from Induced Pluripotent Stem Cells.

PubMed

Osawa, Yukihiko; Miyamoto, Tomoyuki; Ohno, Setsuyo; Ohno, Eiji

2018-01-01

Induced pluripotent stem (iPS) cells possess pluripotency and self-renewal ability. Therefore, iPS cells are expected to be useful in regenerative medicine. However, iPS cells form malignant immature teratomas after transplantation into animals, even after differentiation induction. It has been suggested that undifferentiated cells expressing Nanog that remain after differentiation induction are responsible for teratoma formation. Various methods of removing these undifferentiated cells have therefore been investigated, but few methods involve morphological approaches, which may induce less cell damage. In addition, for cells derived from iPS cells to be applied in regenerative medicine, they must be alive. However, detailed morphological analysis of live undifferentiated cells has not been performed. For the above reasons, we assessed the morphological features of live undifferentiated cells remaining after differentiation induction as a basic investigation into the clinical application of iPS cells. As a result, live undifferentiated cells remaining after differentiation induction exhibited a round or oval cytoplasm about 12 μm in diameter and a nucleus. They exhibited nucleo-cytoplasmic (N/C) ratio of about 60% and eccentric nuclei, and they possessed partially granule-like structures in the cytoplasm and prominent nucleoli. Although they were similar to iPS cells, they were smaller than live iPS cells. Furthermore, very small cells were present among undifferentiated cells after differentiation induction. These results suggest that the removal of undifferentiated cells may be possible using the morphological features of live iPS cells and undifferentiated cells after differentiation induction. In addition, this study supports safe regenerative medicine using iPS cells.

Intellectual Abilities That Discriminate Good and Poor Problem Solvers.

ERIC Educational Resources Information Center

Meyer, Ruth Ann

1981-01-01

This study compared good and poor fourth-grade problem solvers on a battery of 19 "reference" tests for verbal, induction, numerical, word fluency, memory, perceptual speed, and simple visualization abilities. Results suggest verbal, numerical, and especially induction abilities are important to successful mathematical problem solving.…

Brain Imaging, Forward Inference, and Theories of Reasoning

PubMed Central

Heit, Evan

2015-01-01

This review focuses on the issue of how neuroimaging studies address theoretical accounts of reasoning, through the lens of the method of forward inference (Henson, 2005, 2006). After theories of deductive and inductive reasoning are briefly presented, the method of forward inference for distinguishing between psychological theories based on brain imaging evidence is critically reviewed. Brain imaging studies of reasoning, comparing deductive and inductive arguments, comparing meaningful versus non-meaningful material, investigating hemispheric localization, and comparing conditional and relational arguments, are assessed in light of the method of forward inference. Finally, conclusions are drawn with regard to future research opportunities. PMID:25620926

Brain imaging, forward inference, and theories of reasoning.

PubMed

Heit, Evan

2014-01-01

This review focuses on the issue of how neuroimaging studies address theoretical accounts of reasoning, through the lens of the method of forward inference (Henson, 2005, 2006). After theories of deductive and inductive reasoning are briefly presented, the method of forward inference for distinguishing between psychological theories based on brain imaging evidence is critically reviewed. Brain imaging studies of reasoning, comparing deductive and inductive arguments, comparing meaningful versus non-meaningful material, investigating hemispheric localization, and comparing conditional and relational arguments, are assessed in light of the method of forward inference. Finally, conclusions are drawn with regard to future research opportunities.

The interaction of process and domain in prefrontal cortex during inductive reasoning

PubMed Central

Babcock, Laura; Vallesi, Antonino

2015-01-01

Inductive reasoning is an everyday process that allows us to make sense of the world by creating rules from a series of instances. Consistent with accounts of process-based fractionations of the prefrontal cortex (PFC) along the left–right axis, inductive reasoning has been reliably localized to left PFC. However, these results may be confounded by the task domain, which is typically verbal. Indeed, some studies show that right PFC activation is seen with spatial tasks. This study used fMRI to examine the effects of process and domain on the brain regions recruited during a novel pattern discovery task. Twenty healthy young adult participants were asked to discover the rule underlying the presentation of a series of letters in varied spatial locations. The rules were either verbal (pertaining to a single semantic category) or spatial (geometric figures). Bilateral ventrolateral PFC activations were seen for the spatial domain, while the verbal domain showed only left ventrolateral PFC. A conjunction analysis revealed that the two domains recruited a common region of left ventrolateral PFC. The data support a central role of left PFC in inductive reasoning. Importantly, they also suggest that both process and domain shape the localization of reasoning in the brain. PMID:25498406

The interaction of process and domain in prefrontal cortex during inductive reasoning.

PubMed

Babcock, Laura; Vallesi, Antonino

2015-01-01

Inductive reasoning is an everyday process that allows us to make sense of the world by creating rules from a series of instances. Consistent with accounts of process-based fractionations of the prefrontal cortex (PFC) along the left-right axis, inductive reasoning has been reliably localized to left PFC. However, these results may be confounded by the task domain, which is typically verbal. Indeed, some studies show that right PFC activation is seen with spatial tasks. This study used fMRI to examine the effects of process and domain on the brain regions recruited during a novel pattern discovery task. Twenty healthy young adult participants were asked to discover the rule underlying the presentation of a series of letters in varied spatial locations. The rules were either verbal (pertaining to a single semantic category) or spatial (geometric figures). Bilateral ventrolateral PFC activations were seen for the spatial domain, while the verbal domain showed only left ventrolateral PFC. A conjunction analysis revealed that the two domains recruited a common region of left ventrolateral PFC. The data support a central role of left PFC in inductive reasoning. Importantly, they also suggest that both process and domain shape the localization of reasoning in the brain. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Expertise and category-based induction.

PubMed

Proffitt, J B; Coley, J D; Medin, D L

2000-07-01

The authors examined inductive reasoning among experts in a domain. Three types of tree experts (landscapers, taxonomists, and parks maintenance personnel) completed 3 reasoning tasks. In Experiment 1, participants inferred which of 2 novel diseases would affect "more other kinds of trees" and provided justifications for their choices. In Experiment 2, the authors used modified instructions and asked which disease would be more likely to affect "all trees." In Experiment 3, the conclusion category was eliminated altogether, and participants were asked to generate a list of other affected trees. Among these populations, typicality and diversity effects were weak to nonexistent. Instead, experts' reasoning was influenced by "local" coverage (extension of the property to members of the same folk family) and causal-ecological factors. The authors concluded that domain knowledge leads to the use of a variety of reasoning strategies not captured by current models of category-based induction.

Certainty, leaps of faith, and tradition: rethinking clinical interventions.

PubMed

Dzurec, L C

1998-12-01

Clinical decision making requires that clinicians think quickly and in ways that will foster optimal, safe client care. Tradition influences clinical decision making, enhancing efficiency of resulting nursing action; however, since many decisions must be based on data that are either uncertain, incomplete, or indirect, clinicians are readily ensnared in processes involving potentially faulty logic associated with tradition. The author addresses the tenacity of tradition and then focuses on three processes--consensus formation, the grounding of certainty in inductive reasoning, and affirming the consequent--that have affected clinical decision making. For some recipients of care, tradition has had a substantial and invalid influence on their ability to access care.

The effect of creative problem solving on students’ mathematical adaptive reasoning

NASA Astrophysics Data System (ADS)

Muin, A.; Hanifah, S. H.; Diwidian, F.

2018-01-01

This research was conducted to analyse the effect of creative problem solving (CPS) learning model on the students’ mathematical adaptive reasoning. The method used in this study was a quasi-experimental with randomized post-test only control group design. Samples were taken as many as two classes by cluster random sampling technique consisting of experimental class (CPS) as many as 40 students and control class (conventional) as many as 40 students. Based on the result of hypothesis testing with the t-test at the significance level of 5%, it was obtained that significance level of 0.0000 is less than α = 0.05. This shows that the students’ mathematical adaptive reasoning skills who were taught by CPS model were higher than the students’ mathematical adaptive reasoning skills of those who were taught by conventional model. The result of this research showed that the most prominent aspect of adaptive reasoning that could be developed through a CPS was inductive intuitive. Two aspects of adaptive reasoning, which were inductive intuitive and deductive intuitive, were mostly balanced. The different between inductive intuitive and deductive intuitive aspect was not too big. CPS model can develop student mathematical adaptive reasoning skills. CPS model can facilitate development of mathematical adaptive reasoning skills thoroughly.

[Inductive reasoning and intelligence test performance--analysis of the manner of the effect of 2 thought training methods for children].

PubMed

Hager, W; Hasselhorn, M; Hübner, S

1995-10-01

For his training programs of inductive reasoning Klauer postulates a transfer effect to inductive thinking as well as to (performance in tests of) intelligence. As evidence for these claims, however, he uses the same data. That means the same tests are used to prove enhancement of inductive thinking and to prove transfer to performance in tests of intelligence. Moreover, Klauer's claim to train inductive thinking is criticized since better performances in at least some of the tests he administers can result due to enhancements in the area of visual perception. Finally, we ask what kind of effects the programs result in: Are they mere coaching effects or do the programs result in better performance due to enhanced competencies? The empirical evidence suggest that positive effects on inductive thinking do not last as long as perceptual competencies that are necessarily fostered when visual material is presented to children.

Against Popperized epidemiology.

PubMed

Jacobsen, M

1976-03-01

The recommendation of Popper's philosophy of science should be adopted by epidemiologists is disputed. Reference is made to other authors who have shown that the most constructive elements in Popper's ideas have been advocated by earlier philosophers and have been used in epidemiology without abandoning inductive reasoning. It is argued that Popper's denigration of inductive methods is particularly harmful to epidemiology. Inductive reasoning and statistical inference play a key role in the science; it is suggested that unfamiliarity with these ideas contributes to widespread misunderstanding of the function of epidemiology. Attention is drawn to a common fallacy involving correlations between three random variables. The prevalence of the fallacy may be related to confusion between deductive and inductive logic.

Differences in autonomic physiological responses between good and poor inductive reasoners.

PubMed

Melis, C; van Boxtel, A

2001-11-01

We investigated individual- and task-related differences in autonomic physiological responses induced by time limited figural and verbal inductive reasoning tasks. In a group of 52 participants, the percentage of correctly responded task items was evaluated together with nine different autonomic physiological response measures and respiration rate (RR). Weighted multidimensional scaling analyses of the physiological responses revealed three underlying dimensions, primarily characterized by RR, parasympathetic, and sympathetic activity. RR and sympathetic activity appeared to be relatively more important response dimensions for poor reasoners, whereas parasympathetic responsivity was relatively more important for good reasoners. These results suggest that poor reasoners showed higher levels of cognitive processing intensity than good reasoners. Furthermore, for the good reasoners, the dimension of sympathetic activity was relatively more important during the figural than during the verbal reasoning task, which was explained in terms of hemispheric lateralization in autonomic function.

Feature-Based versus Category-Based Induction with Uncertain Categories

ERIC Educational Resources Information Center

Griffiths, Oren; Hayes, Brett K.; Newell, Ben R.

2012-01-01

Previous research has suggested that when feature inferences have to be made about an instance whose category membership is uncertain, feature-based inductive reasoning is used to the exclusion of category-based induction. These results contrast with the observation that people can and do use category-based induction when category membership is…

The Relationship between Memory and Inductive Reasoning: Does It Develop?

ERIC Educational Resources Information Center

Hayes, Brett K.; Fritz, Kristina; Heit, Evan

2013-01-01

In 2 studies, the authors examined the development of the relationship between inductive reasoning and visual recognition memory. In both studies, 5- to 6-year-old children and adults were shown instances of a basic-level category (dogs) followed by a test set containing old and new category members that varied in their similarity to study items.…

Varieties of clinical reasoning.

PubMed

Bolton, Jonathan W

2015-06-01

Clinical reasoning comprises a variety of different modes of inference. The modes that are practiced will be influenced by the sociological characteristics of the clinical settings and the tasks to be performed by the clinician. This article presents C.S. Peirce's typology of modes of inference: deduction, induction and abduction. It describes their differences and their roles as stages in scientific argument. The article applies the typology to reasoning in clinical settings. The article describes their differences, and their roles as stages in scientific argument. It then applies the typology to reasoning in typical clinical settings. Abduction is less commonly taught or discussed than induction and deduction. However, it is a common mode of inference in clinical settings, especially when the clinician must try to make sense of a surprising phenomenon. Whether abduction is followed up with deductive and inductive verification is strongly influenced by situational constraints and the cognitive and psychological stamina of the clinician. Recognizing the inevitability of abduction in clinical practice and its value to discovery is important to an accurate understanding of clinical reasoning. © 2015 John Wiley & Sons, Ltd.

Toward a Unified Theory of Human Reasoning.

ERIC Educational Resources Information Center

Sternberg, Robert J.

1986-01-01

The goal of this unified theory of human reasoning is to specify what constitutes reasoning and to characterize the psychological distinction between inductive and deductive reasoning. The theory views reasoning as the controlled and mediated application of three processes (encoding, comparison and selective combination) to inferential rules. (JAZ)

A Longitudinal Study of the Effects of Undergraduate Training on Reasoning.

ERIC Educational Resources Information Center

Lehman, Darrin R.; Nisbett, Richard E.

1990-01-01

Effects of undergraduate training on inductive reasoning and logic were examined. Social science training produced significant effects on statistical and methodological reasoning. Natural science and humanities training produced significant effects on conditional logic reasoning. Results indicate that reasoning is taught and generalizable. (BC)

The Definition and Measurement of Reasoning.

ERIC Educational Resources Information Center

Northrop, Lois C.

The complex and multi-faceted nature of the cognitive process of reasoning is discussed. The factor-analytic history of the isolation and definition of the three most important currently recognized reasoning factors (general reasoning, induction, and logical or deductive reasoning) is traced through the psychometric literature, and the…

Simplifying Causal Complexity: How Interactions between Modes of Causal Induction and Information Availability Lead to Heuristic-Driven Reasoning

ERIC Educational Resources Information Center

Grotzer, Tina A.; Tutwiler, M. Shane

2014-01-01

This article considers a set of well-researched default assumptions that people make in reasoning about complex causality and argues that, in part, they result from the forms of causal induction that we engage in and the type of information available in complex environments. It considers how information often falls outside our attentional frame…

Is Parent Disciplinary Behavior Enduring or Situational? A Multilevel Modeling Investigation of Individual and Contextual Influences on Power Assertive and Inductive Reasoning Behaviors

ERIC Educational Resources Information Center

Critchley, Christine R.; Sanson, Ann V.

2006-01-01

This research examined individual difference and contextual effects on the disciplinary behavior of a representative sample of 296 parents. Both the use of power assertion and inductive reasoning were found to be higher when the child's behavior violated a moral compared to a conventional principle, and in response to deliberate versus accidental…

How do people learn from negative evidence? Non-monotonic generalizations and sampling assumptions in inductive reasoning.

PubMed

Voorspoels, Wouter; Navarro, Daniel J; Perfors, Amy; Ransom, Keith; Storms, Gert

2015-09-01

A robust finding in category-based induction tasks is for positive observations to raise the willingness to generalize to other categories while negative observations lower the willingness to generalize. This pattern is referred to as monotonic generalization. Across three experiments we find systematic non-monotonicity effects, in which negative observations raise the willingness to generalize. Experiments 1 and 2 show that this effect emerges in hierarchically structured domains when a negative observation from a different category is added to a positive observation. They also demonstrate that this is related to a specific kind of shift in the reasoner's hypothesis space. Experiment 3 shows that the effect depends on the assumptions that the reasoner makes about how inductive arguments are constructed. Non-monotonic reasoning occurs when people believe the facts were put together by a helpful communicator, but monotonicity is restored when they believe the observations were sampled randomly from the environment. Copyright © 2015 Elsevier Inc. All rights reserved.

Teaching Children Real-World Knowledge and Reasoning.

ERIC Educational Resources Information Center

Williams, Wendy M.

2002-01-01

Introduces this special issue topic by asserting that empirically powerful and theoretically guided educational research needs to be designed with the teacher in mind. Provides rationale for research focus on real-world knowledge and reasoning, and reasons for selecting research projects on inductive reasoning, mathematical reasoning, map skills,…

When Induction Meets Memory: Evidence for Gradual Transition from Similarity-Based to Category-Based Induction

ERIC Educational Resources Information Center

Fisher, Anna V.; Sloutsky, Vladimir M.

2005-01-01

The ability to perform induction appears early; however, underlying mechanisms remain unclear. Some argue that early induction is category based, whereas others suggest that early induction is similarity based. Category- and similarity-based induction should result in different memory traces and thus in different memory accuracy. Performing…

Relations between premise similarity and inductive strength.

PubMed

Heit, Evan; Feeney, Aidan

2005-04-01

According to the diversity principle, diverse evidence is strong evidence. There has been considerable evidence that people respect this principle in inductive reasoning. However, exceptions may be particularly informative. Medin, Coley, Storms, and Hayes (2003) introduced a relevance theory of inductive reasoning and used this theory to predict exceptions, including the nondiversity-by-property-reinforcement effect. A new experiment in which this phenomenon was investigated is reported here. Subjects made inductive strength judgments and similarity judgments for stimuli from Medin et al. (2003). The inductive strength judgments showed the same pattern as that in Medin et al. (2003); however, the similarity judgments suggested that the pattern should be interpreted as a diversity effect, rather than as a nondiversity effect. It is concluded that the evidence regarding the predicted nondiversity-by-property-reinforcement effect does not give distinctive support for relevance theory, although this theory does address other results.

Awareness of financial skills in dementia.

PubMed

Van Wielingen, L E; Tuokko, H A; Cramer, K; Mateer, C A; Hultsch, D F

2004-07-01

The present study examined the relations among levels of cognitive functioning, executive dysfunction, and awareness of financial management capabilities among a sample of 42 community-dwelling persons with dementia. Financial tasks on the Measure of Awareness of Financial Skills (MAFS) were dichotomized as simple or complex based on Piaget's operational levels of childhood cognitive development. Severity of global cognitive impairment and executive dysfunction were significantly related to awareness of financial abilities as measured by informant-participant discrepancy scores on the MAFS. For persons with mild and moderate/severe dementia, and persons with and without executive dysfunction, proportions of awareness within simple and complex financial task categories were tabulated. Significantly less awareness of financial abilities occurred on complex compared with simple tasks. Individuals with mild dementia were significantly less aware of abilities on complex items, whereas persons with moderate/severe dementia were less aware of abilities, regardless of task complexity. Similar patterns of awareness were observed for individuals with and without executive dysfunction. These findings support literature suggesting that deficits associated with dementia first occur for complex cognitive tasks involving inductive reasoning or decision-making in novel situations, and identify where loss of function in the financial domain may first be expected. Copyright Taylor & Francis Ltd

Can an old dog learn (and want to experience) new tricks? Cognitive training increases openness to experience in older adults

PubMed Central

Jackson, Joshua J.; Hill, Patrick L.; Payne, Brennan R.; Roberts, Brent W.; Stine-Morrow, Elizabeth A. L.

2012-01-01

The present study investigated whether an intervention aimed to increase cognitive ability in older adults also changes the personality trait of openness to experience. Older adults completed a 16-week program in inductive reasoning training supplemented by weekly crossword and Sudoku puzzles. Changes in openness to experience were modeled across four assessments over 30 weeks using latent growth curve models. Results indicate that participants in the intervention condition increased in the trait of openness compared to a waitlist control group. The study is one of the first to demonstrate that personality traits can change through non-psychopharmocological interventions. PMID:22251379

Similarity, Induction, Naming, and Categorization (SINC): Generalization or Inductive Reasoning? Reply to Heit and Hayes (2005)

ERIC Educational Resources Information Center

Sloutsky, Vladimir M.; Fisher, Anna V.

2006-01-01

This article is a response to E. Heit and B. K. Hayes's comment on the target article "Induction and Categorization in Young Children: A Similarity-Based Model" (V. M. Sloutsky & A. V. Fisher, 2004a). The response discusses points of agreement and disagreement with Heit and Hayes; phenomena predicted by similarity, induction, naming, and…

Pharmacologic induction of epidermal melanin and protection against sunburn in a humanized mouse model.

PubMed

Amaro-Ortiz, Alexandra; Vanover, Jillian C; Scott, Timothy L; D'Orazio, John A

2013-09-07

Fairness of skin, UV sensitivity and skin cancer risk all correlate with the physiologic function of the melanocortin 1 receptor, a Gs-coupled signaling protein found on the surface of melanocytes. Mc1r stimulates adenylyl cyclase and cAMP production which, in turn, up-regulates melanocytic production of melanin in the skin. In order to study the mechanisms by which Mc1r signaling protects the skin against UV injury, this study relies on a mouse model with "humanized skin" based on epidermal expression of stem cell factor (Scf). K14-Scf transgenic mice retain melanocytes in the epidermis and therefore have the ability to deposit melanin in the epidermis. In this animal model, wild type Mc1r status results in robust deposition of black eumelanin pigment and a UV-protected phenotype. In contrast, K14-Scf animals with defective Mc1r signaling ability exhibit a red/blonde pigmentation, very little eumelanin in the skin and a UV-sensitive phenotype. Reasoning that eumelanin deposition might be enhanced by topical agents that mimic Mc1r signaling, we found that direct application of forskolin extract to the skin of Mc1r-defective fair-skinned mice resulted in robust eumelanin induction and UV protection (1). Here we describe the method for preparing and applying a forskolin-containing natural root extract to K14-Scf fair-skinned mice and report a method for measuring UV sensitivity by determining minimal erythematous dose (MED). Using this animal model, it is possible to study how epidermal cAMP induction and melanization of the skin affect physiologic responses to UV exposure.

Effects of Inquiry-Based Agriscience Instruction on Student Scientific Reasoning

ERIC Educational Resources Information Center

Thoron, Andrew C.; Myers, Brian E.

2012-01-01

The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student scientific reasoning. Scientific reasoning is defined as the use of the scientific method, inductive, and deductive reasoning to develop and test hypothesis. Developing scientific reasoning skills can provide learners with a connection to the…

The interplay of deductive and inductive reasoning in psychoanalytic theorizing.

PubMed

Hanly, Charles

2014-10-01

Deductive and inductive reasoning both played an essential part in Freud's construction of psychoanalysis. In this paper, the author explores the happy marriage of empiricism and rationalism in Freud's use of deductive reasoning in the construction of psychoanalytic theory. To do this, the author considers three major amendments Freud made to his theory: (i) infant and childhood sexuality, (ii) the structural theory, and (iii) the theory of signal anxiety. Ultimately, the author argues for, and presents Freud as a proponent of, the epistemological position that he calls critical realism. © 2014 The Psychoanalytic Quarterly, Inc.

Knowledge, Expectations, and Inductive Reasoning within Conceptual Hierarchies

ERIC Educational Resources Information Center

Coley, John D.; Hayes, Brett; Lawson, Christopher; Moloney, Michelle

2004-01-01

Previous research (e.g. "Cognition" 64 (1997) 73) suggests that the privileged level for inductive inference in a folk biological conceptual hierarchy does not correspond to the ''basic'' level (i.e. the level at which concepts are both informative and distinct). To further explore inductive inference within conceptual hierarchies, we examine…

Induction Specificity and Catabolite Repression of the Early Enzymes in Camphor Degradation by Pseudomonas putida

PubMed Central

Hartline, Richard A.; Gunsalus, I. C.

1971-01-01

The ability of bornane and substituted bornanes to induce the early enzymes for d(+)-camphor degradation and control of these enzymes by catabolite repression were studied in a strain of a Pseudomonas putida. Bornane and 20 substituted bornane compounds showed induction. Of these 21 compounds, bornane and 8 of the substituted bornanes provided induction without supporting growth. Oxygen, but not nitrogen, enhanced the inductive potency of the unsubstituted bornane ring. All bornanedione isomers caused induction, and those with substituents on each of the three consecutive carbon atoms, including the methyl group at the bridgehead carbon, showed induction without supporting growth. Although it was not possible to obtain experimental data for a case of absolute gratuitous induction by compounds not supporting growth, indirect evidence in support of gratuitous induction is presented. It is proposed that the ability of P. putida to tolerate the unusually high degree of possible gratuitous induction observed for camphor catabolism may be related to the infrequent occurrence of bicyclic ring structures in nature. Survival of an organism with a broad specificity for gratuitous induction is discussed. Glucose and succinate, but not glutamate, produced catabolite repression of the early camphor-degrading enzymes. Pathway enzymes differ in their degree of sensitivity to succinate-provoked catabolite repression. The ability of a compound to produce catabolite repression is not, however, directly related to the duration of the lag period (diauxic lag) between growth on camphor and growth on the repressing compound. PMID:5573731

Specific impairments of rule induction in different frontal lobe subgroups.

PubMed

Reverberi, Carlo; Lavaroni, Antonio; Gigli, Gian Luigi; Skrap, Miran; Shallice, Tim

2005-01-01

The neural correlates of inductive reasoning are still poorly understood. In order to explore them, we administered a revised version of the Brixton test, a rule attainment task, to a group of 40 patients with a focal frontal brain lesion of mixed aetiology and to 43 control subjects. To interpret an impairment on the test as suggesting an inductive reasoning deficit a number of alternative hypotheses need first to be considered, namely whether the Brixton impairment could be explained by: (i) a working memory deficit; (ii) a monitoring deficit; (iii) a difficulty in applying an already induced rule; (iv) greater impulsivity. The patients with left lateral (LL) frontal lesions were significantly impaired on the Brixton test; more importantly they were the only group in which none of the alternative hypotheses we explored proved able to explain the flawed performance. In sharp contrast, right lateral lesion patients did not make significantly more errors on the Brixton test than controls, but they produced three times more capture errors (a sign of impaired monitoring processes). The results were interpreted as suggesting functional dissociations between inductive reasoning, monitoring and working memory and a localisation of key processes for induction in left lateral frontal cortex and in right lateral cortex for monitoring and checking.

Cognitive Predictors of Everyday Problem Solving across the Lifespan.

PubMed

Chen, Xi; Hertzog, Christopher; Park, Denise C

2017-01-01

An important aspect of successful aging is maintaining the ability to solve everyday problems encountered in daily life. The limited evidence today suggests that everyday problem solving ability increases from young adulthood to middle age, but decreases in older age. The present study examined age differences in the relative contributions of fluid and crystallized abilities to solving problems on the Everyday Problems Test (EPT). We hypothesized that due to diminishing fluid resources available with advanced age, crystallized knowledge would become increasingly important in predicting everyday problem solving with greater age. Two hundred and twenty-one healthy adults from the Dallas Lifespan Brain Study, aged 24-93 years, completed a cognitive battery that included measures of fluid ability (i.e., processing speed, working memory, inductive reasoning) and crystallized ability (i.e., multiple measures of vocabulary). These measures were used to predict performance on EPT. Everyday problem solving showed an increase in performance from young to early middle age, with performance beginning to decrease at about age of 50 years. As hypothesized, fluid ability was the primary predictor of performance on everyday problem solving for young adults, but with increasing age, crystallized ability became the dominant predictor. This study provides evidence that everyday problem solving ability differs with age, and, more importantly, that the processes underlying it differ with age as well. The findings indicate that older adults increasingly rely on knowledge to support everyday problem solving, whereas young adults rely almost exclusively on fluid intelligence. © 2017 S. Karger AG, Basel.

Inductive reasoning and implicit memory: evidence from intact and impaired memory systems.

PubMed

Girelli, Luisa; Semenza, Carlo; Delazer, Margarete

2004-01-01

In this study, we modified a classic problem solving task, number series completion, in order to explore the contribution of implicit memory to inductive reasoning. Participants were required to complete number series sharing the same underlying algorithm (e.g., +2), differing in both constituent elements (e.g., 2468 versus 57911) and correct answers (e.g., 10 versus 13). In Experiment 1, reliable priming effects emerged, whether primes and targets were separated by four or ten fillers. Experiment 2 provided direct evidence that the observed facilitation arises at central stages of problem solving, namely the identification of the algorithm and its subsequent extrapolation. The observation of analogous priming effects in a severely amnesic patient strongly supports the hypothesis that the facilitation in number series completion was largely determined by implicit memory processes. These findings demonstrate that the influence of implicit processes extends to higher level cognitive domain such as induction reasoning.

Skills-demands compatibility as a determinant of flow experience in an inductive reasoning task.

PubMed

Schiefele, Ulrich; Raabe, Andreas

2011-10-01

The skills-demands fit hypothesis of flow theory was examined. Based on the earlier finding that high demands in a game situation do not reduce the experience of flow, a cognitive task paradigm was used. The effect of skills-demands compatibility on the experience of flow but not of other, similar psychological states (i.e., concentration, negative and positive activation) was also investigated. Participants were 89 undergraduate students who worked on a number of inductive reasoning tasks in four successive trials with or without skills-demands compatibility. The results clearly supported the skills-demands fit hypothesis; concentration and activation were affected only by the tasks' difficulty. Inductive reasoning tasks are a useful tool for the experimental analysis of flow, and skills-demands compatibility is a significant and powerful condition of flow, but not of other, similar psychological states.

Children Prefer Diverse Samples for Inductive Reasoning in the Social Domain.

PubMed

Noyes, Alexander; Christie, Stella

2016-07-01

Not all samples of evidence are equally conclusive: Diverse evidence is more representative than narrow evidence. Prior research showed that children did not use sample diversity in evidence selection tasks, indiscriminately choosing diverse or narrow sets (tiger-mouse; tiger-lion) to learn about animals. This failure is not due to a general deficit of inductive reasoning, but reflects children's belief about the category and property at test. Five- to 7 year-olds' inductive reasoning (n = 65) was tested in two categories (animal, people) and properties (toy preference, biological property). As stated earlier, children ignored diverse evidence when learning about animals' biological properties. When learning about people's toy preferences, however, children selected the diverse samples, providing the most compelling evidence to date of spontaneous selection of diverse evidence. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Reversible Reasoning and the Working Backwards Problem Solving Strategy

ERIC Educational Resources Information Center

Ramful, Ajay

2015-01-01

Making sense of mathematical concepts and solving mathematical problems may demand different forms of reasoning. These could be either domain-based, such as algebraic, geometric or statistical reasoning, while others are more general such as inductive/deductive reasoning. This article aims at giving visibility to a particular form of reasoning…

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.

Children's and adults' judgments of the certainty of deductive inferences, inductive inferences, and guesses.

PubMed

Pillow, Bradford H; Pearson, Raeanne M; Hecht, Mary; Bremer, Amanda

2010-01-01

Children and adults rated their own certainty following inductive inferences, deductive inferences, and guesses. Beginning in kindergarten, participants rated deductions as more certain than weak inductions or guesses. Deductions were rated as more certain than strong inductions beginning in Grade 3, and fourth-grade children and adults differentiated strong inductions, weak inductions, and informed guesses from pure guesses. By Grade 3, participants also gave different types of explanations for their deductions and inductions. These results are discussed in relation to children's concepts of cognitive processes, logical reasoning, and epistemological development.

The psychology of intelligence analysis: drivers of prediction accuracy in world politics.

PubMed

Mellers, Barbara; Stone, Eric; Atanasov, Pavel; Rohrbaugh, Nick; Metz, S Emlen; Ungar, Lyle; Bishop, Michael M; Horowitz, Michael; Merkle, Ed; Tetlock, Philip

2015-03-01

This article extends psychological methods and concepts into a domain that is as profoundly consequential as it is poorly understood: intelligence analysis. We report findings from a geopolitical forecasting tournament that assessed the accuracy of more than 150,000 forecasts of 743 participants on 199 events occurring over 2 years. Participants were above average in intelligence and political knowledge relative to the general population. Individual differences in performance emerged, and forecasting skills were surprisingly consistent over time. Key predictors were (a) dispositional variables of cognitive ability, political knowledge, and open-mindedness; (b) situational variables of training in probabilistic reasoning and participation in collaborative teams that shared information and discussed rationales (Mellers, Ungar, et al., 2014); and (c) behavioral variables of deliberation time and frequency of belief updating. We developed a profile of the best forecasters; they were better at inductive reasoning, pattern detection, cognitive flexibility, and open-mindedness. They had greater understanding of geopolitics, training in probabilistic reasoning, and opportunities to succeed in cognitively enriched team environments. Last but not least, they viewed forecasting as a skill that required deliberate practice, sustained effort, and constant monitoring of current affairs. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Children's Inductive Thinking during Intrinsic and Euclidean Geometrical Activities in a Computer Programming Environment.

ERIC Educational Resources Information Center

Kynigos, Chronis

1993-01-01

Used 2 12-year-old children to investigate deductive and inductive reasoning in plane geometry. A LOGO microworld was programmed to measure distances and turns relative to points on the plane. Learning environments like this may enhance formation of inductive geometrical understandings. (Contains 44 references.) (LDR)

Abduction-Induction (Generalization) Processes of Elementary Majors on Figural Patterns in Algebra

ERIC Educational Resources Information Center

Rivera, F. D.; Becker, Joanne Rossi

2007-01-01

The article deals with issues concerning the abductive-inductive reasoning of 42 preservice elementary majors on patterns that consist of figural and numerical cues. We discuss: ways in which the participants develop generalizations about classes of abstract objects; abductive processes they exhibit which support their induction leading to a…

Inductive reasoning about causally transmitted properties.

PubMed

Shafto, Patrick; Kemp, Charles; Bonawitz, Elizabeth Baraff; Coley, John D; Tenenbaum, Joshua B

2008-11-01

Different intuitive theories constrain and guide inferences in different contexts. Formalizing simple intuitive theories as probabilistic processes operating over structured representations, we present a new computational model of category-based induction about causally transmitted properties. A first experiment demonstrates undergraduates' context-sensitive use of taxonomic and food web knowledge to guide reasoning about causal transmission and shows good qualitative agreement between model predictions and human inferences. A second experiment demonstrates strong quantitative and qualitative fits to inferences about a more complex artificial food web. A third experiment investigates human reasoning about complex novel food webs where species have known taxonomic relations. Results demonstrate a double-dissociation between the predictions of our causal model and a related taxonomic model [Kemp, C., & Tenenbaum, J. B. (2003). Learning domain structures. In Proceedings of the 25th annual conference of the cognitive science society]: the causal model predicts human inferences about diseases but not genes, while the taxonomic model predicts human inferences about genes but not diseases. We contrast our framework with previous models of category-based induction and previous formal instantiations of intuitive theories, and outline challenges in developing a complete model of context-sensitive reasoning.

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…

Will cognitive enhancement create post-persons? The use(lessness) of induction in determining the likelihood of moral status enhancement.

PubMed

Mihailov, Emilian; Dragomir, Alexandru

2018-06-01

The prospect of cognitive enhancement well beyond current human capacities raises worries that the fundamental equality in moral status of human beings could be undermined. Cognitive enhancement might create beings with moral status higher than persons. Yet, there is an expressibility problem of spelling out what the higher threshold in cognitive capacity would be like. Nicholas Agar has put forward the bold claim that we can show by means of inductive reasoning that indefinite cognitive enhancement will probably mark a difference in moral status. The hope is that induction can determine the plausibility of post-personhood existence in the absence of an account of what the higher status would be like. In this article, we argue that Agar's argument fails and, more generally, that inductive reasoning has little bearing on assessing the likelihood of post-personhood in the absence of an account of higher status. We conclude that induction cannot bypass the expressibility problem about post-persons. © 2018 John Wiley & Sons Ltd.

Unrepaired clustered DNA lesions induce chromosome breakage in human cells

PubMed Central

Asaithamby, Aroumougame; Hu, Burong; Chen, David J.

2011-01-01

Clustered DNA damage induced by ionizing radiation is refractory to repair and may trigger carcinogenic events for reasons that are not well understood. Here, we used an in situ method to directly monitor induction and repair of clustered DNA lesions in individual cells. We showed, consistent with biophysical modeling, that the kinetics of loss of clustered DNA lesions was substantially compromised in human fibroblasts. The unique spatial distribution of different types of DNA lesions within the clustered damages, but not the physical location of these damages within the subnuclear domains, determined the cellular ability to repair the damage. We then examined checkpoint arrest mechanisms and yield of gross chromosomal aberrations. Induction of nonrepairable clustered damage affected only G2 accumulation but not the early G2/M checkpoint. Further, cells that were released from the G2/M checkpoint with unrepaired clustered damage manifested a spectrum of chromosome aberrations in mitosis. Difficulties associated with clustered DNA damage repair and checkpoint release before the completion of clustered DNA damage repair appear to promote genome instability that may lead to carcinogenesis. PMID:21527720

Inhibition of proinflammatory activities of major periodontal pathogens by aqueous extracts from elder flower (Sambucus nigra).

PubMed

Harokopakis, Evlambia; Albzreh, Mohamad H; Haase, Elaine M; Scannapieco, Frank A; Hajishengallis, George

2006-02-01

Prolonged induction of excessive levels of inflammatory mediators contributes to the pathogenesis of chronic disease states, such as periodontitis. It is thus important to develop safe and effective anti-inflammatory strategies for therapeutic reasons. In this study, we determined the ability of aqueous extracts from elder flower (Sambucus nigra) to inhibit the proinflammatory activity of major virulence factors from the periodontal pathogens Porphyromonas gingivalis and Actinobacillus actinomycetemcomitans. Monocytes/macrophages or neutrophils were incubated with whole cells of P. gingivalis, A. actinomycetemcomitans, or purified components thereof (lipopolysaccharide and fimbriae) in the absence or presence of elder flower extract and were assayed for cytokine production, integrin activation, or induction of the oxidative burst. The elder flower extract was found to potently inhibit all proinflammatory activities tested. Investigation of the underlying mechanisms revealed that the anti-inflammatory extract inhibited activation of the nuclear transcription factor kappaB and of phosphatidylinositol 3-kinase. The elder flower extract displays useful anti-inflammatory properties that could be exploited therapeutically for the control of inflammation in human periodontitis.

Fuzzy inductive reasoning: a consolidated approach to data-driven construction of complex dynamical systems

NASA Astrophysics Data System (ADS)

Nebot, Àngela; Mugica, Francisco

2012-10-01

Fuzzy inductive reasoning (FIR) is a modelling and simulation methodology derived from the General Systems Problem Solver. It compares favourably with other soft computing methodologies, such as neural networks, genetic or neuro-fuzzy systems, and with hard computing methodologies, such as AR, ARIMA, or NARMAX, when it is used to predict future behaviour of different kinds of systems. This paper contains an overview of the FIR methodology, its historical background, and its evolution.

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.

Confirming the cognition of rising scores: Fox and Mitchum (2013) predicts violations of measurement invariance in series completion between age-matched cohorts.

PubMed

Fox, Mark C; Mitchum, Ainsley L

2014-01-01

The trend of rising scores on intelligence tests raises important questions about the comparability of variation within and between time periods. Descriptions of the processes that mediate selection of item responses provide meaningful psychological criteria upon which to base such comparisons. In a recent paper, Fox and Mitchum presented and tested a cognitive theory of rising scores on analogical and inductive reasoning tests that is specific enough to make novel predictions about cohort differences in patterns of item responses for tests such as the Raven's Matrices. In this paper we extend the same proposal in two important ways by (1) testing it against a dataset that enables the effects of cohort to be isolated from those of age, and (2) applying it to two other inductive reasoning tests that exhibit large Flynn effects: Letter Series and Word Series. Following specification and testing of a confirmatory item response model, predicted violations of measurement invariance are observed between two age-matched cohorts that are separated by only 20 years, as members of the later cohort are found to map objects at higher levels of abstraction than members of the earlier cohort who possess the same overall level of ability. Results have implications for the Flynn effect and cognitive aging while underscoring the value of establishing psychological criteria for equating members of distinct groups who achieve the same scores.

Discrimination of Self and Non-Self Ribonucleic Acids

PubMed Central

Gebhardt, Anna; Laudenbach, Beatrice T.

2017-01-01

Most virus infections are controlled through the innate and adaptive immune system. A surprisingly limited number of so-called pattern recognition receptors (PRRs) have the ability to sense a large variety of virus infections. The reason for the broad activity of PRRs lies in the ability to recognize viral nucleic acids. These nucleic acids lack signatures that are present in cytoplasmic cellular nucleic acids and thereby marking them as pathogen-derived. Accumulating evidence suggests that these signatures, which are predominantly sensed by a class of PRRs called retinoic acid-inducible gene I (RIG-I)-like receptors and other proteins, are not unique to viruses but rather resemble immature forms of cellular ribonucleic acids generated by cellular polymerases. RIG-I-like receptors, and other cellular antiviral proteins, may therefore have mainly evolved to sense nonprocessed nucleic acids typically generated by primitive organisms and pathogens. This capability has not only implications on induction of antiviral immunity but also on the function of cellular proteins to handle self-derived RNA with stimulatory potential. PMID:28475460

Recruiting unmotivated smokers into a smoking induction trial.

PubMed

Harris, Kari Jo; Bradley-Ewing, Andrea; Goggin, Kathy; Richter, Kimber P; Patten, Christi; Williams, Karen; Lee, Hyoung S; Staggs, Vincent S; Catley, Delwyn

2016-06-01

Little is known about effective methods to recruit unmotivated smokers into cessation induction trials, the reasons unmotivated smokers agree to participate, and the impact of those reasons on study outcomes. A mixed-method approach was used to examine recruitment data from a randomized controlled cessation induction trial that enrolled 255 adult smokers with low motivation to quit. Over 15 months, 33% of smokers who inquired about the study were enrolled. Common recruitment methods included word-of-mouth, print advertisements and clinic referrals. Frequently mentioned reasons for participating included to: gain financial incentives (44.7%), learn about research or help others quit (43%), learn about smoking and risks (40%) and help with future quits (i.e. Quit Assistance, 23.9%). Separate regression models predicting study outcomes at 26 weeks indicated that smokers who said they participated for Quit Assistance reported higher motivation to quit (B 1.26) and were more likely to have made a quit attempt (OR 2.03) compared to those not mentioning this reason, when baseline characteristics were controlled. Understanding reasons for unmotivated smokers' interest in treatment can help practitioners and researchers design effective strategies to engage this population. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

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…

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…

Identifying Kinds of Reasoning in Collective Argumentation

ERIC Educational Resources Information Center

Conner, AnnaMarie; Singletary, Laura M.; Smith, Ryan C.; Wagner, Patty Anne; Francisco, Richard T.

2014-01-01

We combine Peirce's rule, case, and result with Toulmin's data, claim, and warrant to differentiate between deductive, inductive, abductive, and analogical reasoning within collective argumentation. In this theoretical article, we illustrate these kinds of reasoning in episodes of collective argumentation using examples from one…

Why learning and development can lead to poorer recognition memory.

PubMed

Hayes, Brett K; Heit, Evan

2004-08-01

Current models of inductive reasoning in children and adults assume a central role for categorical knowledge. A recent paper by Sloutsky and Fisher challenges this assumption, showing that children are more likely than adults to rely on perceptual similarity as a basis for induction, and introduces a more direct method for examining the representations activated during induction. This method has the potential to constrain models of induction in novel ways, although there are still important challenges.

Inductive Reasoning about Causally Transmitted Properties

ERIC Educational Resources Information Center

Shafto, Patrick; Kemp, Charles; Bonawitz, Elizabeth Baraff; Coley, John D.; Tenenbaum, Joshua B.

2008-01-01

Different intuitive theories constrain and guide inferences in different contexts. Formalizing simple intuitive theories as probabilistic processes operating over structured representations, we present a new computational model of category-based induction about causally transmitted properties. A first experiment demonstrates undergraduates'…

Structure induction in diagnostic causal reasoning.

PubMed

Meder, Björn; Mayrhofer, Ralf; Waldmann, Michael R

2014-07-01

Our research examines the normative and descriptive adequacy of alternative computational models of diagnostic reasoning from single effects to single causes. Many theories of diagnostic reasoning are based on the normative assumption that inferences from an effect to its cause should reflect solely the empirically observed conditional probability of cause given effect. We argue against this assumption, as it neglects alternative causal structures that may have generated the sample data. Our structure induction model of diagnostic reasoning takes into account the uncertainty regarding the underlying causal structure. A key prediction of the model is that diagnostic judgments should not only reflect the empirical probability of cause given effect but should also depend on the reasoner's beliefs about the existence and strength of the link between cause and effect. We confirmed this prediction in 2 studies and showed that our theory better accounts for human judgments than alternative theories of diagnostic reasoning. Overall, our findings support the view that in diagnostic reasoning people go "beyond the information given" and use the available data to make inferences on the (unobserved) causal rather than on the (observed) data level. (c) 2014 APA, all rights reserved.

Causal Relations and Feature Similarity in Children's Inductive Reasoning

ERIC Educational Resources Information Center

Hayes, Brett K.; Thompson, Susan P.

2007-01-01

Four experiments examined the development of property induction on the basis of causal relations. In the first 2 studies, 5-year-olds, 8-year-olds, and adults were presented with triads in which a target instance was equally similar to 2 inductive bases but shared a causal antecedent feature with 1 of them. All 3 age groups used causal relations…

Evidence of a Transition from Perceptual to Category Induction in 3- to 9-Year-Old Children

ERIC Educational Resources Information Center

Badger, Julia R.; Shapiro, Laura R.

2012-01-01

We examined whether inductive reasoning development is better characterized by accounts assuming an early category bias versus an early perceptual bias. We trained 264 children aged 3 to 9 years to categorize novel insects using a rule that directly pitted category membership against appearance. This was followed by an induction task with…

Cognitive Predictors of Everyday Problem Solving across the Lifespan

PubMed Central

Chen, Xi; Hertzog, Christopher; Park, Denise C.

2017-01-01

Background An important aspect of successful aging is maintaining the ability to solve everyday problems encountered in daily life. The limited evidence today suggests that everyday problem solving ability increases from young adulthood to middle age, but decreases in older age. Objectives The present study examined age differences in the relative contributions of fluid and crystallized abilities to solving problems on the Everyday Problems Test (EPT; [1]). We hypothesized that due to diminishing fluid resources available with advanced age, crystallized knowledge would become increasingly important in predicting everyday problem solving with greater age. Method Two hundred and twenty-one healthy adults from the Dallas Lifespan Brain Study, aged 24–93 years, completed a cognitive battery that included measures of fluid ability (i.e., processing speed, working memory, inductive reasoning) and crystallized ability (i.e., multiple measures of vocabulary). These measures were used to predict performance on the Everyday Problems Test. Results Everyday problem solving showed an increase in performance from young to early middle age, with performance beginning to decrease at about age of fifty. As hypothesized, fluid ability was the primary predictor of performance on everyday problem solving for young adults, but with increasing age, crystallized ability became the dominant predictor. Conclusion This study provides evidence that everyday problem solving ability differs with age, and, more importantly, that the processes underlying it differ with age as well. The findings indicate that older adults increasingly rely on knowledge to support everyday problem solving, whereas young adults rely almost exclusively on fluid intelligence. PMID:28273664

Preparation of bismuth stannate/silver@silver chloride film samples with enhanced photocatalytic performance and self-cleaning ability.

PubMed

Zhao, Xiaojuan; Lv, Xiang; Cui, Hongda; Wang, Tianhe

2017-12-01

We report a novel technique to fabricate bismuth stannate/silver@silver chloride (Bi 2 Sn 2 O 7 /Ag@AgCl) films on conventional glass substrates. The film exhibited a remarkable self-cleaning capability against organic dyes under visible light. Porous Bi 2 Sn 2 O 7 (BSO) film was first sintered on a glass substrate, followed by implantation of AgCl in it and photo-induction to produce Ag@AgCl. The degradation of organic dyes and photoelectrochemical studies indicate that, compared with BSO film, Bi 2 Sn 2 O 7 /Ag@AgCl film had a much improved photocatalytic ability, probably due to the enhanced electron transfer efficiency and synergistic effect of visible light absorption of the two semiconductors. The possible mechanism of this marked improvement was investigated and interpreted in terms of electrons and holes separation efficiency and charge circulation routes at the interfaces within the Bi 2 Sn 2 O 7 /Ag@AgCl composite film. The film provided in this study may well have practical applications due to its simplicity of preparation, excellent photocatalytic ability and reasonable stability. Copyright © 2017. Published by Elsevier Inc.

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…

Predicting Reasoning from Memory

ERIC Educational Resources Information Center

Heit, Evan; Hayes, Brett K.

2011-01-01

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…

What Physicians Reason about during Admission Case Review

ERIC Educational Resources Information Center

Juma, Salina; Goldszmidt, Mark

2017-01-01

Research suggests that physicians perform multiple reasoning tasks beyond diagnosis during patient review. However, these remain largely theoretical. The purpose of this study was to explore reasoning tasks in clinical practice during patient admission review. The authors used a constant comparative approach--an iterative and inductive process of…

Model-Based Reasoning

ERIC Educational Resources Information Center

Ifenthaler, Dirk; Seel, Norbert M.

2013-01-01

In this paper, there will be a particular focus on mental models and their application to inductive reasoning within the realm of instruction. A basic assumption of this study is the observation that the construction of mental models and related reasoning is a slowly developing capability of cognitive systems that emerges effectively with proper…

Elective induction of labor.

PubMed

Moore, Lisa E; Rayburn, William F

2006-09-01

Induction of labor rates have more than doubled nationwide in the past 15 years. The increase in medically induced inductions was slower than the overall increase, suggesting that inductions for marginal or elective reasons rose more rapidly. Elective inductions seem to account for at least half of all inductions and 10% of all deliveries. Whether the experience of an elective induction is satisfactory to the patient, obstetrician, and intrapartum crew warrants more widespread attention. Cesarean rates are high for nulliparas undergoing an induction with an unfavorable cervix. Prospective studies are limited or nonexistent to recommend induction of labor for elective or marginal indications. Until more prospective work is performed, it will be difficult to evaluate the true impact of the elective induction of labor on population-wide cesarean delivery rates. Strategies for increased obstetrician awareness are proposed through practice guidelines and through clinical research trials.

Knowledge, expectations, and inductive reasoning within conceptual hierarchies.

PubMed

Coley, John D; Hayes, Brett; Lawson, Christopher; Moloney, Michelle

2004-01-01

Previous research (e.g. Cognition 64 (1997) 73) suggests that the privileged level for inductive inference in a folk biological conceptual hierarchy does not correspond to the "basic" level (i.e. the level at which concepts are both informative and distinct). To further explore inductive inference within conceptual hierarchies, we examine relations between knowledge of concepts at different hierarchical levels, expectations about conceptual coherence, and inductive inference. In Experiments 1 and 2, 5- and 8-year-olds and adults listed features of living kind (Experiments 1 and 2) and artifact (Experiment 2) concepts at different hierarchical levels (e.g. plant, tree, oak, desert oak), and also rated the strength of generalizations to the same concepts. For living kinds, the level that showed a relative advantage on these two tasks differed; the greatest increase in features listed tended to occur at the life-form level (e.g. tree), whereas the greatest increase in inductive strength tended to occur at the folk-generic level (e.g. oak). Knowledge and induction also showed different developmental trajectories. For artifact concepts, the levels at which the greatest gains in knowledge and induction occurred were more varied, and corresponded more closely across tasks. In Experiment 3, adults reported beliefs about within-category similarity for concepts at different levels of animal, plant and artifact hierarchies, and rated inductive strength as before. For living kind concepts, expectations about category coherence predicted patterns of inductions; knowledge did not. For artifact concepts, both knowledge and expectations predicted patterns of induction. Results suggest that beliefs about conceptual coherence play an important role in guiding inductive inference, that this role may be largely independent of specific knowledge of concepts, and that such beliefs are especially important in reasoning about living kinds.

Thimk Tank.

ERIC Educational Resources Information Center

Siegelman, Richard

1978-01-01

This article outlines an eight-station learning center, based on commercial materials, which students may use in their free time to improve skills in deductive and inductive reasoning, criticism and analysis, creative thinking, problem solving, and moral reasoning. (Author/SJL)

The Recursive Paradigm: Suppose We Already Knew.

ERIC Educational Resources Information Center

Maurer, Stephen B.

1995-01-01

Explains the recursive model in discrete mathematics through five examples and problems. Discusses the relationship between the recursive model, mathematical induction, and inductive reasoning and the relevance of these concepts in the school curriculum. Provides ideas for approaching this material with students. (Author/DDD)

Assessment of the microscreen phage-induction assay for screening hazardous wastes (1989)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Houk, V.S.; DeMarini, D.M.

1989-01-01

The Microscreen phage-induction assay, which quantitatively measures the induction of prophage Lambda in Escherichia coli WP2s(Lambda), was used to test 14 crude (unfractionated) hazardous industrial-waste samples for genotoxic activity in the presence and absence of metabolic activation. Eleven of the 14 wastes induced prophage, and induction was observed at concentrations as low as 0.4 picograms per ml. Comparisons of the mutagenic activity of these waste samples in Salmonella and their ability to induce prophage Lambda indicate that the phage-induction assay was a more-sensitive indicator of genetic damage for this group of wastes. All but one of the wastes that weremore » mutagenic to Salmonella were detected by the phage-induction assay, and 5 wastes not mutagenic to Salmonella were genetically active in the phage assay. The enhanced ability of the phage-induction assay to detect genotoxic activity may be related to the constituents comprising these waste samples. Partial chemical characterizations of the wastes showed high concentrations of carcinogenic metals, solvents, and chlorinated compounds, most of which are detected poorly by the Salmonella assay.« less

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

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)

Judging the Probability of Hypotheses Versus the Impact of Evidence: Which Form of Inductive Inference Is More Accurate and Time-Consistent?

PubMed

Tentori, Katya; Chater, Nick; Crupi, Vincenzo

2016-04-01

Inductive reasoning requires exploiting links between evidence and hypotheses. This can be done focusing either on the posterior probability of the hypothesis when updated on the new evidence or on the impact of the new evidence on the credibility of the hypothesis. But are these two cognitive representations equally reliable? This study investigates this question by comparing probability and impact judgments on the same experimental materials. The results indicate that impact judgments are more consistent in time and more accurate than probability judgments. Impact judgments also predict the direction of errors in probability judgments. These findings suggest that human inductive reasoning relies more on estimating evidential impact than on posterior probability. Copyright © 2015 Cognitive Science Society, Inc.

Use of Statistical Heuristics in Everyday Inductive Reasoning.

ERIC Educational Resources Information Center

Nisbett, Richard E.; And Others

1983-01-01

In everyday reasoning, people use statistical heuristics (judgmental tools that are rough intuitive equivalents of statistical principles). Use of statistical heuristics is more likely when (1) sampling is clear, (2) the role of chance is clear, (3) statistical reasoning is normative for the event, or (4) the subject has had training in…

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 (functional connectivity, FC), and reasoning ability in a large longitudinal sample of subjects 6-22 years of age. We found that greater frontoparietal SC in childhood predicts future increases in both FC and reasoning ability, demonstrating the importance of white matter development during childhood for subsequent brain and cognitive functioning. Copyright © 2017 the authors 0270-6474/17/378549-10$15.00/0.

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 activation (functional connectivity, FC), and reasoning ability in a large longitudinal sample of subjects 6–22 years of age. We found that greater frontoparietal SC in childhood predicts future increases in both FC and reasoning ability, demonstrating the importance of white matter development during childhood for subsequent brain and cognitive functioning. PMID:28821657

Continuity and change in the development of category-based induction: The test case of diversity-based reasoning.

PubMed

Rhodes, Marjorie; Liebenson, Peter

2015-11-01

The present research examined the extent to which the cognitive mechanisms available to support inductive inference stay constant across development or undergo fundamental change. Four studies tested how children (ages 5-10) incorporate information about sample composition into their category-based generalizations. Children's use of sample composition varied across age and type of category. For familiar natural kinds, children ages 5-8 generalized similarly from diverse and non-diverse samples of evidence, whereas older children generalized more broadly from more diverse sets. In contrast, for novel categories, children of each age made broader generalizations from diverse than non-diverse samples. These studies provide the first clear evidence that young children are able to incorporate sample diversity into their inductive reasoning. These findings suggest developmental continuity in the cognitive mechanisms available for inductive inference, but developmental changes in the role that prior knowledge plays in shaping these processes. Copyright © 2015 Elsevier Inc. All rights reserved.

Memory, reasoning, and categorization: parallels and common mechanisms

PubMed Central

Hayes, Brett K.; Heit, Evan; Rotello, Caren M.

2014-01-01

Traditionally, memory, reasoning, and categorization have been treated as separate components of human cognition. We challenge this distinction, arguing that there is broad scope for crossover between the methods and theories developed for each task. The links between memory and reasoning are illustrated in a review of two lines of research. The first takes theoretical ideas (two-process accounts) and methodological tools (signal detection analysis, receiver operating characteristic curves) from memory research and applies them to important issues in reasoning research: relations between induction and deduction, and the belief bias effect. The second line of research introduces a task in which subjects make either memory or reasoning judgments for the same set of stimuli. Other than broader generalization for reasoning than memory, the results were similar for the two tasks, across a variety of experimental stimuli and manipulations. It was possible to simultaneously explain performance on both tasks within a single cognitive architecture, based on exemplar-based comparisons of similarity. The final sections explore evidence for empirical and processing links between inductive reasoning and categorization and between categorization and recognition. An important implication is that progress in all three of these fields will be expedited by further investigation of the many commonalities between these tasks. PMID:24987380

Memory, reasoning, and categorization: parallels and common mechanisms.

PubMed

Hayes, Brett K; Heit, Evan; Rotello, Caren M

2014-01-01

Traditionally, memory, reasoning, and categorization have been treated as separate components of human cognition. We challenge this distinction, arguing that there is broad scope for crossover between the methods and theories developed for each task. The links between memory and reasoning are illustrated in a review of two lines of research. The first takes theoretical ideas (two-process accounts) and methodological tools (signal detection analysis, receiver operating characteristic curves) from memory research and applies them to important issues in reasoning research: relations between induction and deduction, and the belief bias effect. The second line of research introduces a task in which subjects make either memory or reasoning judgments for the same set of stimuli. Other than broader generalization for reasoning than memory, the results were similar for the two tasks, across a variety of experimental stimuli and manipulations. It was possible to simultaneously explain performance on both tasks within a single cognitive architecture, based on exemplar-based comparisons of similarity. The final sections explore evidence for empirical and processing links between inductive reasoning and categorization and between categorization and recognition. An important implication is that progress in all three of these fields will be expedited by further investigation of the many commonalities between these tasks.

The Relationship between Mathematical Induction, Proposition Functions, and Implication Functions

ERIC Educational Resources Information Center

Andrew, Lane

2010-01-01

In this study, I explored the relationship between mathematical induction ability and proposition and implication functions through a mixed methods approach. Students from three universities (N = 78) and 6 classrooms completed a written assessment testing their conceptual and procedural capabilities with induction and functions. In addition, I…

Inhibition of interferon induction and action by the nairovirus Nairobi sheep disease virus/Ganjam virus.

PubMed

Holzer, Barbara; Bakshi, Siddharth; Bridgen, Anne; Baron, Michael D

2011-01-01

The Nairoviruses are an important group of tick-borne viruses that includes pathogens of man (Crimean Congo hemorrhagic fever virus) and livestock animals (Dugbe virus, Nairobi sheep disease virus (NSDV)). NSDV is found in large parts of East Africa and the Indian subcontinent (where it is known as Ganjam virus). We have investigated the ability of NSDV to antagonise the induction and actions of interferon. Both pathogenic and apathogenic isolates could actively inhibit the induction of type 1 interferon, and also blocked the signalling pathways of both type 1 and type 2 interferons. Using transient expression of viral proteins or sections of viral proteins, these activities all mapped to the ovarian tumour-like protease domain (OTU) found in the viral RNA polymerase. Virus infection, or expression of this OTU domain in transfected cells, led to a great reduction in the incorporation of ubiquitin or ISG15 protein into host cell proteins. Point mutations in the OTU that inhibited the protease activity also prevented it from antagonising interferon induction and action. Interestingly, a mutation at a peripheral site, which had little apparent effect on the ability of the OTU to inhibit ubiquitination and ISG15ylation, removed the ability of the OTU to block the induction of type 1 and the action of type 2 interferons, but had a lesser effect on the ability to block type 1 interferon action, suggesting that targets other than ubiquitin and ISG15 may be involved in the actions of the viral OTU.

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 scores on the PSVT and the ParNoMA was observed. Teachers who used consistent reasoning in providing definitions and examples for matter and chemistry tended to have higher spatial abilities than those teachers who used inconsistent reasoning on the same questions. This is the first study to explore the relationship between spatial reasoning and understanding of chemistry concepts at the middle school level. Though we are unable to infer cause and effect relationship from correlational data, these results illustrate a need to further investigate this relationship as well as identify the relationship between different spatial abilities (not just mental rotation) and other chemistry concepts.

Children's Acquisition of Conditional Logic Structure: Teachable?

ERIC Educational Resources Information Center

Lee, Seong-Soo

1985-01-01

To assess the teachability of conditional logic structure, the commonly used syllogistic conditional reasoning task was divided into three main components: (1) inductive rule learning; (2) induction of conditional language; and (3) deductive interpretation. When trained on all components, fifth and seventh graders became very competent in dealing…

Set-shifting abilities, mood and loss of control over eating in binge eating disorder: An experimental study.

PubMed

Dingemans, Alexandra E; Visser, Hiske; Paul, Linda; van Furth, Eric F

2015-12-15

Executive functions play an important role in problem-solving and self-control. Set-shifting is an aspect of executive functioning and represents cognitive flexibility. The inability to control eating in Binge Eating Disorder (BED) may imply deficits in set-shifting which could be exacerbated by negative mood and depressive symptoms. The aim of the study was to test whether there is a causal relationship between set-shifting ability, changes in mood and loss of control over eating in BED. Seventy-five participants diagnosed with BED were randomly assigned to a negative or neutral mood induction. Set-shifting abilities, depressive symptoms, current mood and loss of control over eating were assessed. Having depressive symptoms and poorer set-shifting abilities resulted in a more negative mood after a negative mood induction, whereas this was not observed in the neutral mood induction. Post-hoc analyses revealed that individuals with poorer set-shifting abilities and more changes in negative mood, experienced more feelings of loss of control over eating than individuals whose set-shifting abilities were better and whose mood did not change. The results suggest that both depressive symptoms and deficits in set-shifting abilities may decrease an individual's ability to handle negative affect and increase loss of control over eating in individuals with BED. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

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.

Interpreting clinical trial results by deductive reasoning: In search of improved trial design.

PubMed

Kurbel, Sven; Mihaljević, Slobodan

2017-10-01

Clinical trial results are often interpreted by inductive reasoning, in a trial design-limited manner, directed toward modifications of the current clinical practice. Deductive reasoning is an alternative in which results of relevant trials are combined in indisputable premises that lead to a conclusion easily testable in future trials. © 2017 WILEY Periodicals, Inc.

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

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.

Induction Based on Circumscription

NASA Astrophysics Data System (ADS)

Saito, Haruka; Inoue, Katsumi

We investigate induction from the viewpoint of nonmonotonic reasoning. Induction we consider in this paper is descriptive induction. Hypotheses from descriptive induction have the weak property that they only describe rules with respect to the observations and do not realize an inductive leap. In this paper, we define a new form of descriptive induction with circumscription and the idea of explanation and show two procedures for computing it. The new descriptive induction is called circumscriptive induction. By deciding the roles of predicates in circumscription, we can intentionally minimize models of a given inductive problem. By adopting the idea of explanation, we can distinguish between background knowledge and observations. Additionally, we consider the relationship between the way of choosing the roles of predicates in computing circumscription and the property of hypotheses obtained by circumscriptive induction. It is shown that hypotheses from circumscriptive induction reflect a difference between background knowledge and observations and do not realize an inductive leap. We also investigate revision of hypotheses which is as important as generation of hypotheses. In a process of hypothesis revision, a difference between previous induction and circumscriptive induction is clearly characterised.

A taxonomy of inductive problems.

PubMed

Kemp, Charles; Jern, Alan

2014-02-01

Inductive inferences about objects, features, categories, and relations have been studied for many years, but there are few attempts to chart the range of inductive problems that humans are able to solve. We present a taxonomy of inductive problems that helps to clarify the relationships between familiar inductive problems such as generalization, categorization, and identification, and that introduces new inductive problems for psychological investigation. Our taxonomy is founded on the idea that semantic knowledge is organized into systems of objects, features, categories, and relations, and we attempt to characterize all of the inductive problems that can arise when these systems are partially observed. Recent studies have begun to address some of the new problems in our taxonomy, and future work should aim to develop unified theories of inductive reasoning that explain how people solve all of the problems in the taxonomy.

Ultrasound cervical length measurement in prediction of labor induction outcome.

PubMed

Kehila, M; Abouda, H S; Sahbi, K; Cheour, H; Chanoufi, M Badis

2016-05-17

Induction of labor is one of the most common procedures in modern obstetrics, with an incidence of approximately 20% of all deliveries. Not all of these inductions result in vaginal delivery; some lead to cesarean sections, either for emergency reasons or for failed induction. That's why, It seems necessary to outline strategies for the improvement of the success rate of induced deliveries. Traditionally, the identification of women in whom labor induction is more likely to be successful is based on the Bishop score. However, several studies have shown it to be subjective, with high variation and a poor predictor of the outcome of labor induction. Transvaginal sonography for cervical measurement can be a more objective criterion in assessing the success of labor induction. Many studies have been done recently to compare cervical measurement and Bishop Score in labor induction.This paper reviewed the literature that evaluated sonographic cervical length measurement to predict induction of labor outcome.

Inferring category characteristics from sample characteristics: inductive reasoning and social projection.

PubMed

Krueger, J; Clement, R W

1996-03-01

Inductive reasoning involves generalization from sample observations to categories. This research examined the conditions under which generalizations go beyond the boundaries of the sampled categories. In Experiment 1, participants sampled colored chips from urns. When categorization was not salient, participants revised their estimates of the probability of a particular color even in urns they had not sampled. As categorization became more salient, generalization became limited to the sampled urn. In Experiment 2 the salience of categorization in social induction was varied. When social categorization was not salient, participants projected their own responses to test items to members of a laboratory group even when they themselves did not belong to this group. When salience increased, projection decreased among nonmembers but not among members. In Experiment 3 these results were replicated in a field setting.

Diversity effect in category-based inductive reasoning of young children: evidence from two methods.

PubMed

Zhong, Luojin; Lee, Myung Sook; Huang, Yulan; Mo, Lei

2014-02-01

Previous studies have shown that diverse pieces of evidence, rather than similar pieces of evidence, are considered to have greater strength in adults' inductive reasoning. However, this diversity effect is inconsistently recognized by children. Three experiments using the same materials but different tasks examined whether young children consider the diversity principle in their reasoning. Although Experiment 1 applied a data selection task showed five-year-old children in both China and Korea were not sensitive to the diversity of evidence, Experiments 2 and 3 employed an identification task and demonstrated that children as young as five years were sensitive to diverse evidence. These findings indicated that young children, less than nine years of age, may have diversity effect. Methodological and cultural differences were discussed.

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)…

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…

The Interplay of Externalizing Problems and Physical and Inductive Discipline during Childhood

ERIC Educational Resources Information Center

Choe, Daniel Ewon; Olson, Sheryl L.; Sameroff, Arnold J.

2013-01-01

Children who are physically disciplined are at elevated risk for externalizing problems. Conversely, maternal reasoning and reminding of rules, or inductive discipline, is associated with fewer child externalizing problems. Few studies have simultaneously examined bidirectional associations between these forms of discipline and child adjustment…

Induction of prophage lambda by chlorinated organics: Detection of some single-species/single-site carcinogens

DOE Office of Scientific and Technical Information (OSTI.GOV)

DeMarini, D.M.; Brooks, H.G.

1992-01-01

Twenty-eight chlorinated organic compounds were evaluated for their ability to induce DNA damage using the Microscreen prophage-induction assay in Escherichia coli. Comparison of the performance characteristics of the prophage-induction and Salmonella assays to rodent carcinogenicity assays showed that the prophage-induction assay had a somewhat higher specificity than did the Salmonella assay (70% vs. 50%); sensitivity, concordance, and positive and negative predictivity were similar for the two microbial assays. The Microscreen prophage-induction assay failed to detect eight carcinogens, perhaps due to toxicity or other unknown factors; five of these eight carcinogens were detected by the Salmonella assay. However, the prophage-induction assaymore » did detect six carcinogens that were not detected by the Salmonella assay, and five of these were single-species, single-site carcinogens, mostly mouse liver carcinogens. Some of these carcinogens, such as the chloroethanes, produce free radicals, which may be the basis for their carcinogenicity and ability to induce prophage. The prophage-induction (or other SOS) assay may be useful in identifying some genotoxic chlorinated carcinogens that induce DNA damage that do not revert the standard Salmonella tester strains.« less

Inductive Selectivity in Children's Cross-Classified Concepts

ERIC Educational Resources Information Center

Nguyen, Simone P.

2012-01-01

Cross-classified items pose an interesting challenge to children's induction as these items belong to many different categories, each of which may serve as a basis for a different type of inference. Inductive selectivity is the ability to appropriately make different types of inferences about a single cross-classifiable item based on its different…

Patient-Perceived Pressure from Clinicians for Labor Induction and Cesarean Delivery: A Population-Based Survey of U.S. Women

PubMed Central

Jou, Judy; Kozhimannil, Katy B; Johnson, Pamela Jo; Sakala, Carol

2015-01-01

Objective To determine whether patient-perceived pressure from clinicians for labor induction or cesarean delivery is significantly associated with having these procedures. Data Sources/Study Setting Listening to Mothers III, a nationally representative survey of women 18–45 years who delivered a singleton infant in a U.S. hospital July 2011–June 2012 (N = 2,400). Study Design Multivariate logistic regression analysis of factors associated with perceived pressure and estimation of odds of induction and cesarean given perceived pressure. Principal Findings Overall, 14.8 percent of respondents perceived pressure from a clinician for labor induction and 13.3 percent for cesarean delivery. Women who perceived pressure for labor induction had higher odds of induction overall (adjusted odds ratio [aOR]: 3.51; 95 percent confidence interval [CI]: 2.5–5.0) and without medical reason (aOR: 2.13; 95 percent CI: 1.3–3.4) compared with women who did not perceive pressure. Those perceiving pressure for cesarean delivery had higher odds of cesarean overall (aOR: 5.17; 95 percent CI: 3.2–8.4), without medical reason (aOR: 6.13; 95 percent CI: 3.4–11.1), and unplanned cesarean (aOR: 6.70; 95 percent CI: 4.0–11.3). Conclusions Patient-perceived pressure from clinicians significantly predicts labor induction and cesarean delivery. Efforts to reduce provider–patient miscommunication and minimize potentially unnecessary procedures may be warranted. PMID:25250981

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…

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…

Human-Centeredness Is Not a Universal Feature of Young Children's Reasoning: Culture and Experience Matter when Reasoning about Biological Entities

ERIC Educational Resources Information Center

Medin, Douglas; Waxman, Sandra; Woodring, Jennie; Washinawatok, Karen

2010-01-01

We consider young children's construals of biological phenomena and the forces that shape them, using Carey's (1985) category-based induction task that demonstrated anthropocentric reasoning in young urban children. Follow-up studies (including our own) have questioned the generality of her results, but they have employed quite different…

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.

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

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.

Inhibition of Interferon Induction and Action by the Nairovirus Nairobi Sheep Disease Virus/Ganjam Virus

PubMed Central

Holzer, Barbara; Bakshi, Siddharth; Bridgen, Anne; Baron, Michael D.

2011-01-01

The Nairoviruses are an important group of tick-borne viruses that includes pathogens of man (Crimean Congo hemorrhagic fever virus) and livestock animals (Dugbe virus, Nairobi sheep disease virus (NSDV)). NSDV is found in large parts of East Africa and the Indian subcontinent (where it is known as Ganjam virus). We have investigated the ability of NSDV to antagonise the induction and actions of interferon. Both pathogenic and apathogenic isolates could actively inhibit the induction of type 1 interferon, and also blocked the signalling pathways of both type 1 and type 2 interferons. Using transient expression of viral proteins or sections of viral proteins, these activities all mapped to the ovarian tumour-like protease domain (OTU) found in the viral RNA polymerase. Virus infection, or expression of this OTU domain in transfected cells, led to a great reduction in the incorporation of ubiquitin or ISG15 protein into host cell proteins. Point mutations in the OTU that inhibited the protease activity also prevented it from antagonising interferon induction and action. Interestingly, a mutation at a peripheral site, which had little apparent effect on the ability of the OTU to inhibit ubiquitination and ISG15ylation, removed the ability of the OTU to block the induction of type 1 and the action of type 2 interferons, but had a lesser effect on the ability to block type 1 interferon action, suggesting that targets other than ubiquitin and ISG15 may be involved in the actions of the viral OTU. PMID:22163042

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.

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.…

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…

Characteristics of Teacher Induction Programs and Turnover Rates of Beginning Teachers

ERIC Educational Resources Information Center

Kang, Seok; Berliner, David C.

2012-01-01

The federal School and Staffing Survey (SASS) and Teacher Follow-up Survey (TFS) were used to examine the impacts of induction activities on beginning teacher turnover. This study excluded those teachers who moved or left schools for unavoidable and involuntary reasons, a confounding factor in previous research. This analysis revealed that three…

The Construction of Deductive Warrant Derived from Inductive Warrant in Preservice-Teacher Mathematical Argumentations

ERIC Educational Resources Information Center

Tristanti, Lia Budi; Sutawidjaja, Akbar; As'ari, Abdur Rahman; Muskar, Makbul

2016-01-01

This study discusses the construction of deductive warrant derived from inductive warrant in mathematical argumentations expressed by pre-service teacher. In completing a mathematics task, a problem solver needs argumentation to determine, reveal, and support a reasonable solution. A mathematical argumentation can be analyzed by Toulmin scheme…

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.

Process Induction: Researching Skills Development across the Social Studies Curriculum. Middle Grades.

ERIC Educational Resources Information Center

Peters, Richard O.

This document discusses the use of process induction and the proactive action model to teach research skills across the social studies curriculum. Process induction is the ability of an individual to transfer schema related knowledge and skills to other situations and settings, to use knowledge and process skills in new and diverse instances to…

Diversity-based reasoning in children.

PubMed

Heit, E; Hahn, U

2001-12-01

One of the hallmarks of inductive reasoning by adults is the diversity effect, namely that people draw stronger inferences from a diverse set of evidence than from a more homogenous set of evidence. However, past developmental work has not found consistent diversity effects with children age 9 and younger. We report robust sensitivity to diversity in children as young as 5, using everyday stimuli such as pictures of objects with people. Experiment 1 showed the basic diversity effect in 5- to 9-year-olds. Experiment 2 showed that, like adults, children restrict their use of diversity information when making inferences about remote categories. Experiment 3 used other stimulus sets to overcome an alternate explanation in terms of sample size rather than diversity effects. Finally, Experiment 4 showed that children more readily draw on diversity when reasoning about objects and their relations with people than when reasoning about objects' internal, hidden properties, thus partially explaining the negative findings of previous work. Relations to cross-cultural work and models of induction are discussed. Copyright 2001 Academic Press.

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

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…

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…

Reasoning and autobiographical memory for personality.

PubMed

Fumero, Ascensión; Santamaría, Carlos; Johnson-Laird, P N

2010-01-01

Certain problems are ambiguous and allow deductive or inductive conclusions, for example, If you follow this diet then you lose weight. Ann did not lose weight. Why not? Conscientious individuals who are less open to experience should focus on possibilities consistent with the premises, and make a deduction: Ann did not follow this diet. But, those who are open to experience and not conscientious should go beyond these possibilities, and make an induction, for example, Ann gave up exercising. In an experiment, a group who recalled autobiographical episodes in which they were conscientious and not open to experience made more deductions than a group who recalled episodes in which they had the opposite characteristics. A control group made about equal proportions of deductions and inductions. These results were predicted by the theory that reasoners envisage possibilities, and can focus on those possibilities consistent with the premises or on possibilities outside the premises.

Regulating Anger under Stress via Cognitive Reappraisal and Sadness.

PubMed

Zhan, Jun; Wu, Xiaofei; Fan, Jin; Guo, Jianyou; Zhou, Jianshe; Ren, Jun; Liu, Chang; Luo, Jing

2017-01-01

Previous studies have reported the failure of cognitive emotion regulation (CER), especially in regulating unpleasant emotions under stress. The underlying reason for this failure was the application of CER depends heavily on the executive function of the prefrontal cortex (PFC), but this function can be impaired by stress-related neuroendocrine hormones. This observation highlights the necessity of developing self-regulatory strategies that require less top-down cognitive control. Based on traditional Chinese philosophy and medicine, which examine how different types of emotions promote or counteract one another, we have developed a novel emotion regulation strategy whereby one emotion is used to alter another. For example, our previous experiment showed that sadness induction (after watching a sad film) could reduce aggressive behavior associated with anger [i.e., "sadness counteracts anger" (SCA)] (Zhan et al., 2015). Relative to the CER strategy requiring someone to think about certain cognitive reappraisals to reinterpret the meaning of an unpleasant situation, watching a film or listening to music and experiencing the emotion contained therein seemingly requires less cognitive effort and control; therefore, this SCA strategy may be an alternative strategy that compensates for the limitations of cognitive regulation strategies, especially in stressful situations. The present study was designed to directly compare the effects of the CER and SCA strategy in regulating anger and anger-related aggression in stressful and non-stressful conditions. Participants' subjective feeling of anger, anger-related aggressive behavior, skin conductance, and salivary cortisol and alpha-amylase levels were measured. Our findings revealed that acute stress impaired one's ability to use CR to control angry responses provoked by others, whereas stress did not influence the efficiency of the SCA strategy. Compared with sadness or neutral emotion induction, CER induction was found to reduce the level of subjective anger more, but this difference only existed in non-stressful conditions. By contrast, irrespective of stress, the levels of aggressive behavior and related skin conductance after sadness induction were both significantly lower than those after CER induction or neutral emotion induction, thus suggesting the immunity of the regulatory effect of SCA strategy to the stress factor.

Regulating Anger under Stress via Cognitive Reappraisal and Sadness

PubMed Central

Zhan, Jun; Wu, Xiaofei; Fan, Jin; Guo, Jianyou; Zhou, Jianshe; Ren, Jun; Liu, Chang; Luo, Jing

2017-01-01

Previous studies have reported the failure of cognitive emotion regulation (CER), especially in regulating unpleasant emotions under stress. The underlying reason for this failure was the application of CER depends heavily on the executive function of the prefrontal cortex (PFC), but this function can be impaired by stress-related neuroendocrine hormones. This observation highlights the necessity of developing self-regulatory strategies that require less top-down cognitive control. Based on traditional Chinese philosophy and medicine, which examine how different types of emotions promote or counteract one another, we have developed a novel emotion regulation strategy whereby one emotion is used to alter another. For example, our previous experiment showed that sadness induction (after watching a sad film) could reduce aggressive behavior associated with anger [i.e., “sadness counteracts anger” (SCA)] (Zhan et al., 2015). Relative to the CER strategy requiring someone to think about certain cognitive reappraisals to reinterpret the meaning of an unpleasant situation, watching a film or listening to music and experiencing the emotion contained therein seemingly requires less cognitive effort and control; therefore, this SCA strategy may be an alternative strategy that compensates for the limitations of cognitive regulation strategies, especially in stressful situations. The present study was designed to directly compare the effects of the CER and SCA strategy in regulating anger and anger-related aggression in stressful and non-stressful conditions. Participants’ subjective feeling of anger, anger-related aggressive behavior, skin conductance, and salivary cortisol and alpha-amylase levels were measured. Our findings revealed that acute stress impaired one’s ability to use CR to control angry responses provoked by others, whereas stress did not influence the efficiency of the SCA strategy. Compared with sadness or neutral emotion induction, CER induction was found to reduce the level of subjective anger more, but this difference only existed in non-stressful conditions. By contrast, irrespective of stress, the levels of aggressive behavior and related skin conductance after sadness induction were both significantly lower than those after CER induction or neutral emotion induction, thus suggesting the immunity of the regulatory effect of SCA strategy to the stress factor. PMID:28855881

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.

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…

Morningness-eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings.

PubMed

Arrona-Palacios, Arturo; Díaz-Morales, Juan F

2017-11-01

The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared. The sample consisted of 400 students at a secondary public school in Reynosa, Tamaulipas, in north-eastern Mexico (195 boys and 205 girls; mean ± SD: 13.85 ± 0.70 years old) attending a double-shift school system: 200 from the morning shift (99 boys and 101 girls) and 200 from the afternoon shift (96 boys and 104 girls). The students completed the MESC as a measure of morningness-eveningness, a sleep habits survey, a test of academic performance, and the inductive reasoning subtest (R) of the Primary Mental Abilities battery. Adolescents in the two school shifts did not differ in academic performance and intelligence. In the afternoon shift, adolescents slept longer, reported less sleep deficit and social jet lag, and were more oriented to eveningness than adolescents in the morning shift. Sex (girls), sleep length, inductive reasoning, and morningness were associated with academic performance in the morning shift but only sex and intelligence in the afternoon shift. The role of morningness-eveningness in academic performance in the afternoon shift is examined. © 2017 The British Psychological Society.

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.

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.

Doubt and fear of self in bulimia nervosa.

PubMed

Wilson, Samantha; Aardema, Frederick; O'Connor, Kieron

2017-12-01

Several overlapping cognitive processes have been identified in eating disorders (EDs) and obsessive compulsive disorder (OCD). Drawing from the OCD literature, the present study examined whether bulimia nervosa (BN) is associated with a maladaptive inductive reasoning style characterized by the over-investment in possibility-based (as opposed to reality-based) information. Women with BN (n = 25) and healthy controls (HC; n = 24) completed the Inference Processes Task (IPT), an ecological inductive reasoning task previously validated in OCD samples. Participants also completed the Fear of Self Questionnaire (FSQ) that evaluates investment in a feared possible identity. Significant differences on the IPT indicate that the BN group was more influenced by possibility-based information throughout the task than the HC group (F[5.44, 255.78] = 6.94, p > .001). It was also found that the BN group scored significantly higher on the FSQ than the HC group (t[29.98] = 8.4, p > .001), replicating previous findings. Finally, scores on the IPT were significantly correlated with measures of symptom severity. These findings suggest that BN may be associated with maladaptive inductive reasoning processes characterized by over-investment in possibility-based feared outcomes and identities. © 2017 Wiley Periodicals, Inc.

Cognitive predictors of everyday functioning in older adults: results from the ACTIVE Cognitive Intervention Trial.

PubMed

Gross, Alden L; Rebok, George W; Unverzagt, Frederick W; Willis, Sherry L; Brandt, Jason

2011-09-01

The present study sought to predict changes in everyday functioning using cognitive tests. Data from the Advanced Cognitive Training for Independent and Vital Elderly trial were used to examine the extent to which competence in different cognitive domains--memory, inductive reasoning, processing speed, and global mental status--predicts prospectively measured everyday functioning among older adults. Coefficients of determination for baseline levels and trajectories of everyday functioning were estimated using parallel process latent growth models. Each cognitive domain independently predicts a significant proportion of the variance in baseline and trajectory change of everyday functioning, with inductive reasoning explaining the most variance (R2 = .175) in baseline functioning and memory explaining the most variance (R2 = .057) in changes in everyday functioning. Inductive reasoning is an important determinant of current everyday functioning in community-dwelling older adults, suggesting that successful performance in daily tasks is critically dependent on executive cognitive function. On the other hand, baseline memory function is more important in determining change over time in everyday functioning, suggesting that some participants with low baseline memory function may reflect a subgroup with incipient progressive neurologic disease.

Chinese American Parents’ Acculturation and Enculturation, Bicultural Management Difficulty, Depressive Symptoms, and Parenting

PubMed Central

Kim, Su Yeong; Shen, Yishan; Huang, Xuan; Wang, Yijie; Orozco-Lapray, Diana

2014-01-01

This study examined whether Chinese American parents’ acculturation and enculturation were related to parenting practices (punitive parenting, democratic child participation, and inductive reasoning) indirectly through the mediation of parents’ bicultural management difficulty and parental depressed mood. Data came from a two-wave study of Chinese American families in Northern California. Mothers and fathers were assessed when their children were in early adolescence and then again in middle adolescence (407 mothers and 381 fathers at Wave 1; 308 mothers and 281 fathers at Wave 2). For both waves, we examined cross-sectional models encompassing both direct and indirect links from parental cultural orientations to parenting practices. We also used individual fixed-effects techniques to account for selection bias in testing model relationships at Wave 2. At Wave 1, via bicultural management difficulty and depressive symptoms, American orientation was related to less punitive parenting and more inductive reasoning for both parents, and Chinese orientation was related to more punitive parenting and less inductive reasoning for fathers. The findings indicate that bicultural management difficulty and parental depressed mood are important mechanisms to be considered when studying the relation between Chinese American parents’ acculturation/enculturation and parenting. PMID:25678944

Reasoning, Problem Solving, and Intelligence.

DTIC Science & Technology

1980-04-01

designed to test the validity of their model of response choice in analogical reason- ing. In the first experiment, they set out to demonstrate that...second experiment were somewhat consistent with the prediction. The third experiment used a concept-formation design in which subjects were required to... designed to show interrelationships between various forms of inductive reasoning. Their model fits were highly comparable to those of Rumelhart and

Are there two processes in reasoning? The dimensionality of inductive and deductive inferences.

PubMed

Stephens, Rachel G; Dunn, John C; Hayes, Brett K

2018-03-01

Single-process accounts of reasoning propose that the same cognitive mechanisms underlie inductive and deductive inferences. In contrast, dual-process accounts propose that these inferences depend upon 2 qualitatively different mechanisms. To distinguish between these accounts, we derived a set of single-process and dual-process models based on an overarching signal detection framework. We then used signed difference analysis to test each model against data from an argument evaluation task, in which induction and deduction judgments are elicited for sets of valid and invalid arguments. Three data sets were analyzed: data from Singmann and Klauer (2011), a database of argument evaluation studies, and the results of an experiment designed to test model predictions. Of the large set of testable models, we found that almost all could be rejected, including all 2-dimensional models. The only testable model able to account for all 3 data sets was a model with 1 dimension of argument strength and independent decision criteria for induction and deduction judgments. We conclude that despite the popularity of dual-process accounts, current results from the argument evaluation task are best explained by a single-process account that incorporates separate decision thresholds for inductive and deductive inferences. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Factor Analysis of the WAIS and Twenty French-Kit Reference Tests.

ERIC Educational Resources Information Center

Ramsey, Philip H.

1979-01-01

The Wechsler Adult Intelligence Scale (WAIS) and 20 tests from the French Kit were administered to over 100 undergraduates. Analyses revealed ten factors: verbal comprehension, visualization, memory span, syllogistic reasoning, general reasoning, induction, mechanical knowledge, number facility, spatial orientation, and associative memory.…

Comparative Study of Oral and Vaginal Misoprostol for Induction of Labour, Maternal and Foetal Outcome

PubMed Central

Komala, Kambhampati; Reddy, Meherlatha; Quadri, Iqbal Jehan; B., Suneetha; V., Ramya

2013-01-01

Background: Misoprostol is a new promising agent for cervical ripening and induction of labour .The ideal dose, route and frequency of administration of misoprostol are still under investigation. Although, vaginal application of misoprostol has been validated as a reasonable mean of induction, there is a patient resistance to digital examination and there is a risk of ascending infection. For this reason, oral administration of misoprostol for cervical ripening and labour induction has been tried. Aims and Objectives: To compare 50μg of oral misoprostol versus 25μg of intravaginal misoprostol for induction of labour at term and maternal, foetal outcomes. Methods: Two hundred women who were at term, with indication for induction of labour and Bishop scores of ≤5 were randomly assigned to receive misoprostol 50μg or 25μg intravaginal, every 4-6 hours, for a maximum of 5 doses. In either group, pregnant females with inadequate uterine contractions despite being given maximum 5 doses of misoprostol, were augmented using oxytocin. The primary outcome measure was time-interval from induction to vaginal delivery and vaginal delivery rate within 24 hours. Results: The median induction to vaginal delivery time in oral group (12.92h) and vaginal group (14.04 h) was not significant. Oral misoprostol resulted in more number of vaginal deliveries as compared to vaginal misoprostol (94% as compared to 86%), which was not significant. There was a significantly higher incidence of uterine tachysystole in the vaginal group, as compared to oral group. There were no significant differences between the groups with respect to oxytocin augmentation, caesarean section rate, analgesic requirement and neonatal outcome. Conclusion: Oral misoprostol is as efficacious as vaginal misoprostol because of shorter induction delivery interval, lower caesarean section rates, and lower incidence of failed induction rates. Lower incidence of foetal distress and easy intake are observed if the drug is administered orally. PMID:24551660

Mechanisms of rule acquisition and rule following in inductive reasoning.

PubMed

Crescentini, Cristiano; Seyed-Allaei, Shima; De Pisapia, Nicola; Jovicich, Jorge; Amati, Daniele; Shallice, Tim

2011-05-25

Despite the recent interest in the neuroanatomy of inductive reasoning processes, the regional specificity within prefrontal cortex (PFC) for the different mechanisms involved in induction tasks remains to be determined. In this study, we used fMRI to investigate the contribution of PFC regions to rule acquisition (rule search and rule discovery) and rule following. Twenty-six healthy young adult participants were presented with a series of images of cards, each consisting of a set of circles numbered in sequence with one colored blue. Participants had to predict the position of the blue circle on the next card. The rules that had to be acquired pertained to the relationship among succeeding stimuli. Responses given by subjects were categorized in a series of phases either tapping rule acquisition (responses given up to and including rule discovery) or rule following (correct responses after rule acquisition). Mid-dorsolateral PFC (mid-DLPFC) was active during rule search and remained active until successful rule acquisition. By contrast, rule following was associated with activation in temporal, motor, and medial/anterior prefrontal cortex. Moreover, frontopolar cortex (FPC) was active throughout the rule acquisition and rule following phases before a rule became familiar. We attributed activation in mid-DLPFC to hypothesis generation and in FPC to integration of multiple separate inferences. The present study provides evidence that brain activation during inductive reasoning involves a complex network of frontal processes and that different subregions respond during rule acquisition and rule following phases.

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.

The Effects of Numerical and Figural Cues on the Induction Processes of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Rivera, Ferdinand; Becker, Joanne Rossi

2003-01-01

In this report, we address the following questions: What aspects of information do preservice elementary teachers rely on when performing inductive reasoning? What contexts enable them to perceive the inherent invariant relationships from a finite sample and, thus, formulate viable generalizations? To what extent are they able to justify inductive…

Ethics Education: Using Inductive Reasoning to Develop Individual, Group, Organizational, and Global Perspectives

ERIC Educational Resources Information Center

Taft, Susan H.; White, Judith

2007-01-01

Ethics education that prepares students to address ethical challenges at work is a multifaceted and long-term endeavor. In this article, the authors propose an inductive ethics pedagogy that begins the process of ethics education by grounding students in their own individual ethical principles. The approach centers on developing students' ethical…

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…

Toward a Unified Componential Theory of Human Reasoning. Technical Report No. 4.

ERIC Educational Resources Information Center

Sternberg, Robert J.

The unified theory described in this paper characterizes human reasoning as an information processing system with a hierarchical sequence of components and subtheories that account for performance on successively narrower tasks. Both deductive and inductive theories are subsumed in the unified componential theory, including transitive chain theory…

A Rational Analysis of the Selection Task as Optimal Data Selection.

ERIC Educational Resources Information Center

Oaksford, Mike; Chater, Nick

1994-01-01

Experimental data on human reasoning in hypothesis-testing tasks is reassessed in light of a Bayesian model of optimal data selection in inductive hypothesis testing. The rational analysis provided by the model suggests that reasoning in such tasks may be rational rather than subject to systematic bias. (SLD)

Inductive & Deductive Science Thinking: A Model for Lesson Development

ERIC Educational Resources Information Center

Bilica, Kim; Flores, Margaret

2009-01-01

Middle school students make great learning gains when they participate in lessons that invite them to practice their developing scientific reasoning skills; however, designing developmentally appropriate, clear, and structured lessons about scientific thinking and reasoning can be difficult. This challenge can be met through lessons that teach…

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…

[Follow-up study on the association between problematic cell phone use and cognitive function of college students in Chizhou City in 2014-2015].

PubMed

He, Qiong; Cheng, Hualing; Zhang, Shichen; Zhu, Peng

2017-09-01

To estimate the association between problematic cell phone use and reasoning ability in adolescent. In a stratified cluster sampling design, problematic cell phone use and reasoning ability were evaluated in 929 college students from three universities for twice in one year's follow-up investigation from June 2014 to May 2015. The cross-sectional analysis showed that the score of problematic cell phone use was significantly associated with the score of reasoning ability( the baseline β =-0. 101, 95% CI-0. 168--0. 034; the follow-up in one year's β =-0. 161, 95% CI-0. 255--0. 067). However, the score of problematic cell phone use on the baseline was not associated with the score of reasoning ability in one year late. Interestingly, after controlling of multiple confounding factors and the score of problematic cell phone use on the baseline, the scores of reasoning ability in one year late decreased 0. 40 points( 95%CI-0. 60--0. 20), by the score of problematic cell phone use in one year lateincreased ten percent compared to that on the baseline. Higher problematic cell phone use is significantly associated with poorer reasoning ability in college students.

Labour induction with gestational hypertension: A great obstetric challenge.

PubMed

Khaskheli, Meharun-Nissa; Baloch, Shahla; Sheeba, Aneela; Baloch, Sarmad; Khan, Fahad

2017-01-01

To observe the fetomaternal morbidity and mortality with induction of labour in pregnant women with gestational hypertension. The subjected study population included was 138 pregnant women with gestational hypertension. These pregnant women were between 34-40 weeks of gestational period in whom labour was induced, while the pregnant women who had labour induction for other reasons were excluded. These women were registered on the predesigned proforma. The data was collected and analyzed on SPSS version 21. Out of the 138 cases, mean age of the women was 25.93±5.037, prim gravid women were 78(56.5%), gestational period in majority of these women 71(51.4%) varied between 35-38 weeks. The common presenting symptoms were oedema 119(86.23%), headache 90(65.21%). Labour induction in majority of the cases 81(58.7%) was carried with prosten pessary. The Caesarean section was needed in 39(28.3%) women in emergency due to maternal and fetal reasons or due to failed induction. Maternal complications were uncontrolled hypertension 23(16.7%), intensive care unit admission 21(15.2%), fits 15(10.9%), post partum haemorrhage 13(9.4%). Fetal complications were birth asphyxia 49(35.5%), neonatal intensive care unit admission 17(12.3%), neonatal death 14(10.1%). The emergency Caesarean section rate was quite high with induction of labour in pregnant women with gestational diabetes. The maternal morbidity as well as fetal morbidity and mortality rate was also high.

Involvement of AmpG in mediating a dynamic relationship between serine beta-lactamase induction and biofilm-forming ability of Escherichia coli.

PubMed

Mallik, Dhriti; Pal, Shilpa; Ghosh, Anindya S

2018-04-01

AmpG permease is implicated both in beta-lactamase induction and peptidoglycan recycling in enterobacterial isolates. Here, physiological studies using molecular genetics show that deletion of AmpG permease dramatically increases beta-lactam susceptibility even in the presence of AmpC, TEM-1 and OXA beta-lactamases. Also, there is an appreciable decrease in the biofilm-forming ability of strains lacking this protein. Expression of this permease in excess probably compromises the integrity of the bacterial cells, leading to cell lysis. Based on these results, we propose that AmpG permease may be used as a potential antibiotic target and its suppression could efficiently inhibit both beta-lactamase induction and biofilm formation.

Evidence of gushing induction by Penicillium oxalicum proteins.

PubMed

Vogt, E I; Kupfer, V M; Vogel, R F; Niessen, L

2017-03-01

The aim of this study was to elucidate whether grape-associated fungi exert an influence on gushing by their production of surface-active compounds. In preliminary experiments, 58 grape-associated isolates of species within Penicillium and Aspergillus genera were tested for their ability to modify the surface activity of culture supernatants. As the genus Penicillium had a higher potential to change surface activity, further research focused on that genus. Subsequently, supernatants of 36 Penicillium isolates were assessed for their potential to induce gushing in a model system. Isolates of Penicillium oxalicum had the highest potential. Different external factors were investigated for their influence on the intensity of gushing. By using reversed-phase high performance liquid chromatography and subsequent MALDI-TOF MS, SDS-PAGE and nano-ESI-LC-MS/MS analysis, two proteins in the exoproteome of P. oxalicum were identified, which could be linked to the induction of gushing. Our results suggest that infection of grapes by P. oxalicum may contribute to gushing in sparkling wine. In contrast to gushing of beer, the reason for its development in sparkling wine is widely unexplored. Nonetheless, sparkling wine producers have also been affected by this economically damaging phenomenon. This study has first suggested about the occurrence of primary gushing in sparkling wine. © 2016 The Society for Applied Microbiology.

Cognitive success: instrumental justifications of normative systems of reasoning.

PubMed

Schurz, Gerhard

2014-01-01

In the first part of the paper (sec. 1-4), I argue that Elqayam and Evan's (2011) distinction between normative and instrumental conceptions of cognitive rationality corresponds to deontological vs. teleological accounts in meta-ethics. I suggest that Elqayam and Evans' distinction be replaced by the distinction between a-priori intuition-based vs. a-posteriori success-based accounts of cognitive rationality. The value of cognitive success lies in its instrumental rationality for almost-all practical purposes. In the second part (sec. 5-7), I point out that the Elqayam and Evans's distinction between normative and instrumental rationality is coupled with a second distinction: between logically general vs. locally adaptive accounts of rationality. I argue that these are two independent distinctions that should be treated as independent dimensions. I also demonstrate that logically general systems of reasoning can be instrumentally justified. However, such systems can only be cognitively successful if they are paired with successful inductive reasoning, which is the area where the program of adaptive (ecological) rationality emerged, because there are no generally optimal inductive reasoning methods. I argue that the practical necessity of reasoning under changing environments constitutes a dilemma for ecological rationality, which I attempt to solve within a dual account of rationality.

Setters and samoyeds: the emergence of subordinate level categories as a basis for inductive inference in preschool-age children.

PubMed

Waxman, S R; Lynch, E B; Casey, K L; Baer, L

1997-11-01

Basic level categories are a rich source of inductive inference for children and adults. These 3 experiments examine how preschool-age children partition their inductively rich basic level categories to form subordinate level categories and whether these have inductive potential. Children were taught a novel property about an individual member of a familiar basic level category (e.g., a collie). Then, children's extensions of that property to other objects from the same subordinate (e.g., other collies), basic (e.g., other dogs), and superordinate (e.g., other animals) level categories were examined. The results suggest (a) that contrastive information promotes the emergence of subordinate categories as a basis of inductive inference and (b) that newly established subordinate categories can retain their inductive potential in subsequent reasoning over a week's time.

A Framework to Assess Where and How Children Connect to Nature.

PubMed

Giusti, Matteo; Svane, Ulrika; Raymond, Christopher M; Beery, Thomas H

2017-01-01

The design of the green infrastructure in urban areas largely ignores how people's relation to nature, or human-nature connection (HNC), can be nurtured. One practical reason for this is the lack of a framework to guide the assessment of where people, and more importantly children, experience significant nature situations and establish nature routines. This paper develops such a framework. We employed a mixed-method approach to understand what qualities of nature situations connect children to nature (RQ1), what constitutes children's HNC (RQ2), and how significant nature situations and children's HNC relate to each other over time (RQ3). We first interviewed professionals in the field of connecting children to nature ( N = 26), performed inductive thematic analysis of these interviews, and then further examined the inductive findings by surveying specialists ( N = 275). We identified 16 qualities of significant nature situations (e.g., "awe," "engagement of senses," "involvement of mentors") and 10 abilities that constitute children's HNC (e.g., "feeling comfortable in natural spaces," "feeling attached to natural spaces," "taking care of nature"). We elaborated three principles to answer our research questions: (1) significant nature situations are various and with differing consequences for children's HNC; (2) children's HNC is a complex embodied ability; (3) children's HNC progresses over time through diverse nature routines. Together, these findings form the Assessment framework for Children's Human Nature Situations (ACHUNAS). ACHUNAS is a comprehensive framework that outlines what to quantify or qualify when assessing "child-nature connecting" environments. It guides the assessment of where and how children connect to nature, stimulating both the design of nature-connecting human habitats as well as pedagogical approaches to HNC.

A Framework to Assess Where and How Children Connect to Nature

PubMed Central

Giusti, Matteo; Svane, Ulrika; Raymond, Christopher M.; Beery, Thomas H.

2018-01-01

The design of the green infrastructure in urban areas largely ignores how people's relation to nature, or human-nature connection (HNC), can be nurtured. One practical reason for this is the lack of a framework to guide the assessment of where people, and more importantly children, experience significant nature situations and establish nature routines. This paper develops such a framework. We employed a mixed-method approach to understand what qualities of nature situations connect children to nature (RQ1), what constitutes children's HNC (RQ2), and how significant nature situations and children's HNC relate to each other over time (RQ3). We first interviewed professionals in the field of connecting children to nature (N = 26), performed inductive thematic analysis of these interviews, and then further examined the inductive findings by surveying specialists (N = 275). We identified 16 qualities of significant nature situations (e.g., “awe,” “engagement of senses,” “involvement of mentors”) and 10 abilities that constitute children's HNC (e.g., “feeling comfortable in natural spaces,” “feeling attached to natural spaces,” “taking care of nature”). We elaborated three principles to answer our research questions: (1) significant nature situations are various and with differing consequences for children's HNC; (2) children's HNC is a complex embodied ability; (3) children's HNC progresses over time through diverse nature routines. Together, these findings form the Assessment framework for Children's Human Nature Situations (ACHUNAS). ACHUNAS is a comprehensive framework that outlines what to quantify or qualify when assessing “child-nature connecting” environments. It guides the assessment of where and how children connect to nature, stimulating both the design of nature-connecting human habitats as well as pedagogical approaches to HNC. PMID:29354088

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.

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.

A neural model of rule generation in inductive reasoning.

PubMed

Rasmussen, Daniel; Eliasmith, Chris

2011-01-01

Inductive reasoning is a fundamental and complex aspect of human intelligence. In particular, how do subjects, given a set of particular examples, generate general descriptions of the rules governing that set? We present a biologically plausible method for accomplishing this task and implement it in a spiking neuron model. We demonstrate the success of this model by applying it to the problem domain of Raven's Progressive Matrices, a widely used tool in the field of intelligence testing. The model is able to generate the rules necessary to correctly solve Raven's items, as well as recreate many of the experimental effects observed in human subjects. Copyright © 2011 Cognitive Science Society, Inc.

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.

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…

Breaking through "The Dominion of Facts": Sarah Josepha Hale's Instructive Legacy.

ERIC Educational Resources Information Center

Henning, Martha L.

The 18th and 19th centuries saw a real tension between inductive and deductive methods of reason. Spokesperson for her era through her association with the popular "Godey's Ladies' Book," Sarah Josepha Hale addressed this tension in 1858, citing an article by Thomas Henry Buckle ascribing the method of deduction to women and that of induction to…

Effects of DC bias on magnetic performance of high grades grain-oriented silicon steels

NASA Astrophysics Data System (ADS)

Ma, Guang; Cheng, Ling; Lu, Licheng; Yang, Fuyao; Chen, Xin; Zhu, Chengzhi

2017-03-01

When high voltage direct current (HVDC) transmission adopting mono-polar ground return operation mode or unbalanced bipolar operation mode, the invasion of DC current into neutral point of alternating current (AC) transformer will cause core saturation, temperature increasing, and vibration acceleration. Based on the MPG-200D soft magnetic measurement system, the influence of DC bias on magnetic performance of 0.23 mm and 0.27 mm series (P1.7=0.70-1.05 W/kg, B8>1.89 T) grain-oriented (GO) silicon steels under condition of AC / DC hybrid excitation were systematically realized in this paper. For the high magnetic induction GO steels (core losses are the same), greater thickness can lead to stronger ability of resisting DC bias, and the reasons for it were analyzed. Finally, the magnetostriction and A-weighted magnetostriction velocity level of GO steel under DC biased magnetization were researched.

Identification of a Domain within the Human T-Cell Leukemia Virus Type 2 Envelope Required for Syncytium Induction and Replication

PubMed Central

Poon, Betty; Chen, Irvin S. Y.

1998-01-01

In vitro infection by human T-cell leukemia virus type 1 and 2 (HTLV-1 and HTLV-2) can result in syncytium formation, facilitating viral entry. Using cell lines that were susceptible to HTLV-2-mediated syncytium formation but were nonfusogenic with HTLV-1, we constructed chimeric envelopes between HTLV-1 and -2 and assayed for the ability to induce syncytia in BJAB cells and HeLa cells. We have identified a fusion domain composed of the first 64 amino acids at the amino terminus of the HTLV-2 transmembrane protein, p21, the retention of which was required for syncytium induction. Construction of replication-competent HTLV genomic clones allowed us to correlate the ability of HTLV-2 to induce syncytia with the ability to replicate in BJAB cells. Differences in the ability to induce syncytia were not due to differences in the levels of total or cell membrane-associated envelope or in the formation of multimers. Therefore, we have localized a fusion domain within the amino terminus of the transmembrane protein of HTLV-2 envelope that is necessary for syncytium induction and viral replication. PMID:9499049

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.

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.

What Comes before Report Writing? Attending to Clinical Reasoning and Thinking Errors in School Psychology

ERIC Educational Resources Information Center

Wilcox, Gabrielle; Schroeder, Meadow

2015-01-01

Psychoeducational assessment involves collecting, organizing, and interpreting a large amount of data from various sources. Drawing upon psychological and medical literature, we review two main approaches to clinical reasoning (deductive and inductive) and how they synergistically guide diagnostic decision-making. In addition, we discuss how the…

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…

Online games training aging brains: limited transfer to cognitive control functions.

PubMed

van Muijden, Jesse; Band, Guido P H; Hommel, Bernhard

2012-01-01

The prevalence of age-related cognitive decline will increase due to graying of the global population. The goal of the present study was to test whether playing online cognitive training games can improve cognitive control (CC) in healthy older adults. Fifty-four older adults (age 60-77) played five different cognitive training games online for 30 min a day over a period of seven weeks (game group). Another group of 20 older adults (age 61-73) instead answered quiz questions about documentaries online (documentary group). Transfer was assessed by means of a cognitive test battery administered before and after the intervention. The test battery included measures of working memory updating, set shifting, response inhibition, attention, and inductive reasoning. Compared with the documentary group, the game group showed larger improvement of inhibition (Stop-Signal task) and inductive reasoning (Raven-SPM), whereas the documentary group showed more improvement in selective attention (UFoV-3). These effects qualify as transfer effects, because response inhibition, inductive reasoning and selective attention were not targeted by the interventions. However, because seven other indicators of CC did not show benefits of game training and some of those that did suffered from potential baseline differences, the study as a whole provides only modest support for the potential of videogame training to improve CC in healthy older adults.

Can you catch Ebola from a stork bite? Inductive reasoning influences generalization of perceived zoonosis risk

PubMed Central

Davis, Tyler

2017-01-01

Emerging zoonoses are a prominent global health threat. Human beliefs are central to drivers of emerging zoonoses, yet little is known about how people make inferences about risk in such scenarios. We present an inductive account of zoonosis risk perception, suggesting that beliefs about the range of animals able to transmit diseases to each other influence how people generalize risks to other animals and health behaviors. Consistent with our account, in Study 1, we find that participants who endorse higher likelihoods of cross-species disease transmission have stronger intentions to report animal bites. In Study 2, using real-world descriptions of Ebola virus from the WHO and CDC, we find that communications conveying a broader range of animals as susceptible to the virus increase intentions to report animal bites and decrease perceived safety of wild game meat. These results suggest that inductive reasoning principles may be harnessed to modulate zoonosis risk perception and combat emerging infectious diseases. PMID:29117192

Explaining prompts children to privilege inductively rich properties.

PubMed

Walker, Caren M; Lombrozo, Tania; Legare, Cristine H; Gopnik, Alison

2014-11-01

Four experiments with preschool-aged children test the hypothesis that engaging in explanation promotes inductive reasoning on the basis of shared causal properties as opposed to salient (but superficial) perceptual properties. In Experiments 1a and 1b, 3- to 5-year-old children prompted to explain during a causal learning task were more likely to override a tendency to generalize according to perceptual similarity and instead extend an internal feature to an object that shared a causal property. Experiment 2 replicated this effect of explanation in a case of label extension (i.e., categorization). Experiment 3 demonstrated that explanation improves memory for clusters of causally relevant (non-perceptual) features, but impairs memory for superficial (perceptual) features, providing evidence that effects of explanation are selective in scope and apply to memory as well as inference. In sum, our data support the proposal that engaging in explanation influences children's reasoning by privileging inductively rich, causal properties. Copyright © 2014 Elsevier B.V. All rights reserved.

Can you catch Ebola from a stork bite? Inductive reasoning influences generalization of perceived zoonosis risk.

PubMed

Davis, Tyler; Goldwater, Micah B; Ireland, Molly E; Gaylord, Nicholas; Van Allen, Jason

2017-01-01

Emerging zoonoses are a prominent global health threat. Human beliefs are central to drivers of emerging zoonoses, yet little is known about how people make inferences about risk in such scenarios. We present an inductive account of zoonosis risk perception, suggesting that beliefs about the range of animals able to transmit diseases to each other influence how people generalize risks to other animals and health behaviors. Consistent with our account, in Study 1, we find that participants who endorse higher likelihoods of cross-species disease transmission have stronger intentions to report animal bites. In Study 2, using real-world descriptions of Ebola virus from the WHO and CDC, we find that communications conveying a broader range of animals as susceptible to the virus increase intentions to report animal bites and decrease perceived safety of wild game meat. These results suggest that inductive reasoning principles may be harnessed to modulate zoonosis risk perception and combat emerging infectious diseases.

Medical therapeutics: from induction to scientific evolution.

PubMed

Nunes, José Pedro Lopes

2013-01-01

The field of medical therapeutics may be characterized as having suffered major scientific evolution in the last decades. The publication of landmark studies has been important enough to produce shifts in patient care. However, the scientific evolution in this field does not necessarily imply a progressively greater degree of certitude. In fact, it is not uncommon for new knowledge, when reflected in clinical practice, to weaken previous knowledge. In medical therapeutics, strict inductive reasoning implies the existence of empirical intervention data, typically clinical trial data. In many instances, however, such data does not exist-leaving room for a mixture of inductive and "pseudo-deductive" reasoning. It is often necessary to establish treatment on the basis of incomplete and inconclusive information, more so when the clinical situation is grave, but when no valid information exists, no treatment may be an option. In many instances, the rule "I wish not to impose on others" has superseded the concept "Do not impose on others what you yourself do not desire."

Direct tubulin polymerization perturbation contributes significantly to the induction of micronuclei in vivo.

PubMed

ter Haar, E; Day, B W; Rosenkranz, H S

1996-03-09

The computational analysis data presented indicate a significant mechanistic association between the ability of a chemical to cause tubulin polymerization perturbation (TPP), via direct interaction with the protein, and the in vivo induction of micronuclei (MN). Since it is known that TPP is not a genotoxic event, the analyses suggest that the induction of MN by a non-genotoxic mechanism is a significant alternate pathway.

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

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.

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.

Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

ERIC Educational Resources Information Center

Cracolice, Mark S.; Busby, Brittany D.

2015-01-01

This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability…

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…

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

The Roles of Parental Inductions, Moral Emotions, and Moral Cognitions in Prosocial Tendencies among Mexican American and European American Early Adolescents

ERIC Educational Resources Information Center

Carlo, Gustavo; Knight, George P.; McGinley, Meredith; Hayes, Rachel

2011-01-01

This study examined the relationships between parental inductions, sympathy, prosocial moral reasoning, and prosocial behaviors. A total of 207 early adolescents who self-identified as Mexican American (girls, n = 105; mean age = 10.91 years) and 108 who identified as European American (girls, n = 54; mean age = 11.07 years) completed measures of…

Calculating the Weather: Deductive Reasoning and Disciplinary "Telos" in Cleveland Abbe's Rhetorical Transformation of Meteorology

ERIC Educational Resources Information Center

Majdik, Zoltan P.; Platt, Carrie Anne; Meister, Mark

2011-01-01

This paper explores the rhetorical basis of a major paradigm change in meteorology, from a focus on inductive observation to deductive, mathematical reasoning. Analysis of Cleveland Abbe's "The Physical Basis of Long-Range Weather Forecasts" demonstrates how in his advocacy for a new paradigm, Abbe navigates the tension between piety to tradition…

Integrating Research on Misconceptions, Reasoning Patterns and Three Types of Learning Cycles.

ERIC Educational Resources Information Center

Lawson, Anton E.

This paper describes how the learning cycle leads students to become more skilled reasoners. The three phases of the learning cycle are described and examples and goals of each are provided. Information is also offered on the three types of learning cycles: the descriptive; the empirical-inductive; and the hypothetical-deductive. Each is described…

Data First: Building Scientific Reasoning in AP Chemistry via the Concept Development Study Approach

ERIC Educational Resources Information Center

Nichol, Carolyn A.; Szymczyk, Amber J.; Hutchinson, John S.

2014-01-01

This article introduces the "Data First" approach and shows how the observation and analysis of scientific data can be used as a scaffold to build conceptual understanding in chemistry through inductive reasoning. The "Data First" approach emulates the scientific process by changing the order by which we introduce data. Rather…

Genetics Home Reference: Huntington disease

MedlinePlus

... in personality and a decline in thinking and reasoning abilities. Individuals with the adult-onset form of ... and drooling. School performance declines as thinking and reasoning abilities become impaired. Seizures occur in 30 percent ...

Factors Associated with Cognition in Adults: The Seattle Longitudinal Study

PubMed Central

Yu, Fang; Ryan, Lindsay H.; Schaie, K. Warner; Willis, Sherry L.; Kolanowski, Ann

2010-01-01

A better understanding of factors that affect cognition could lead to improved health and greater independence for older adults. We examined the association of four modifiable factors (leisure-time physical activity, leisure-time cognitive activity, self-directed work, and hypertension) with changes in two aspects of fluid intelligence (verbal memory and inductive reasoning). Data for 626 adults collected over 14 years (three time points) were analyzed by multi-level modeling. A component of self-directed work, higher work control, was associated with better verbal memory (p < .05) and inductive reasoning (p < .01). There were no significant interactions among these factors. The findings suggest that a strong sense of control at work may be protective for fluid intelligence in adults. PMID:19606423

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.

Cognitive success: instrumental justifications of normative systems of reasoning

PubMed Central

Schurz, Gerhard

2014-01-01

In the first part of the paper (sec. 1–4), I argue that Elqayam and Evan's (2011) distinction between normative and instrumental conceptions of cognitive rationality corresponds to deontological vs. teleological accounts in meta-ethics. I suggest that Elqayam and Evans' distinction be replaced by the distinction between a-priori intuition-based vs. a-posteriori success-based accounts of cognitive rationality. The value of cognitive success lies in its instrumental rationality for almost-all practical purposes. In the second part (sec. 5–7), I point out that the Elqayam and Evans's distinction between normative and instrumental rationality is coupled with a second distinction: between logically general vs. locally adaptive accounts of rationality. I argue that these are two independent distinctions that should be treated as independent dimensions. I also demonstrate that logically general systems of reasoning can be instrumentally justified. However, such systems can only be cognitively successful if they are paired with successful inductive reasoning, which is the area where the program of adaptive (ecological) rationality emerged, because there are no generally optimal inductive reasoning methods. I argue that the practical necessity of reasoning under changing environments constitutes a dilemma for ecological rationality, which I attempt to solve within a dual account of rationality. PMID:25071624

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.

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 learning. PMID:21833248

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.

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…

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.

Reasoning about truth-telling in end-of-life care of patients with acute stroke.

PubMed

Rejnö, Åsa; Silfverberg, Gunilla; Ternestedt, Britt-Marie

2017-02-01

Ethical problems are a universal phenomenon but rarely researched concerning patients dying from acute stroke. These patients often have a reduced consciousness from stroke onset and thereby lack ability to convey their needs and could be described as 'incompetent' decision makers regarding their own care. The aim of the study was to deepen the understanding of stroke team members' reasoning about truth-telling in end-of-life care due to acute stroke. Qualitative study based on individual interviews utilizing combined deductive and inductive content analysis. Participants and research context: A total of 15 stroke team members working in stroke units of two associated county hospitals in western Sweden participated. Ethical considerations: The study was approved by the Regional Ethics Review Board, Gothenburg, Sweden. The main findings were the team members' dynamic movement between the categories 'Truth above all' and 'Hide truth to protect'. Honesty was highly valued and considered as a reason for always telling the truth, with the argument of truth as common morality. However, the carers also argued for hiding the truth for different reasons such as not adding extra burden in the sorrow, awaiting a timely moment and not being a messenger of bad news. Withholding truth could both be seen as a way of protecting themselves from difficult conversations and to protect others. The results indicate that there are various barriers for truthfulness. Interpreted from a virtue of ethics perspective, withholding of truth might also be seen as an expression of sound judgement to put the patient's best interest first. The carers may need support in the form of supervision to be given space to reflect on their experience and thereby promote ethically justified care. Here, the multi-professional team can be of great value and contribute through inter-professional sharing of knowledge.

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.

14- to 16-Month-Olds Attend to Distinct Labels in an Inductive Reasoning Task.

PubMed

Switzer, Jessica L; Graham, Susan A

2017-01-01

We examined how naming objects with unique labels influenced infants' reasoning about the non-obvious properties of novel objects. Seventy 14- to 16-month-olds participated in an imitation-based inductive inference task during which they were presented with target objects possessing a non-obvious sound property, followed by test objects that varied in shape similarity in comparison to the target. Infants were assigned to one of two groups: a No Label group in which objects were introduced with a general attentional phrase (i.e., "Look at this one") and a Distinct Label group in which target and test objects were labeled with two distinct count nouns (i.e., fep vs. wug ). Infants in the Distinct Label group performed significantly fewer target actions on the high-similarity objects than infants in the No Label group but did not differ in performance of actions on the low-similarity object. Within the Distinct Label group, performance on the inductive inference task was related to age, but not to working memory, inhibitory control, or vocabulary. Within the No Label condition, performance on the inductive inference task was related to a measure of inhibitory control. Our findings suggest that between 14- and 16-months, infants begin to use labels to carve out distinct categories, even when objects are highly perceptually similar.

The discovery of the causes of leprosy: A computational analysis

DOE Office of Scientific and Technical Information (OSTI.GOV)

Corruble, V.; Ganascia, J.G.

1996-12-31

The role played by the inductive inference has been studied extensively in the field of Scientific Discovery. The work presented here tackles the problem of induction in medical research. The discovery of the causes of leprosy is analyzed and simulated using computational means. An inductive algorithm is proposed, which is successful in simulating some essential steps in the progress of the understanding of the disease. It also allows us to simulate the false reasoning of previous centuries through the introduction of some medical a priori inherited form archaic medicine. Corroborating previous research, this problem illustrates the importance of the socialmore » and cultural environment on the way the inductive inference is performed in medicine.« less

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.

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…

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…

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…

Qualitative Understanding of Magnetism at Three Levels of Expertise

NASA Astrophysics Data System (ADS)

Stefani, Francesco; Marshall, Jill

2010-03-01

This work set out to investigate the state of qualitative understanding of magnetism at various stages of expertise, and what approaches to problem-solving are used across the spectrum of expertise. We studied three groups: 10 novices, 10 experts-in-training, and 11 experts. Data collection involved structured interviews during which participants solved a series of non-standard problems designed to test for conceptual understanding of magnetism. The interviews were analyzed using a grounded theory approach. None of the novices and only a few of the experts in training showed a strong understanding of inductance, magnetic energy, and magnetic pressure; and for the most part they tended not to approach problems visually. Novices frequently described gist memories of demonstrations, text book problems, and rules (heuristics). However, these fragmentary mental models were not complete enough to allow them to reason productively. Experts-in-training were able to solve problems that the novices were not able to solve, many times simply because they had greater recall of the material, and therefore more confidence in their facts. Much of their thinking was concrete, based on mentally manipulating objects. The experts solved most of the problems in ways that were both effective and efficient. Part of the efficiency derived from their ability to visualize and thus reason in terms of field lines.

Qualitative Understanding of Magnetism at Three Levels of Expertise

NASA Astrophysics Data System (ADS)

Stefani, Francesco; Marshall, Jill

2009-04-01

This work set out to investigate the state of qualitative understanding of magnetism at various stages of expertise, and what approaches to problem-solving are used across the spectrum of expertise. We studied three groups: 10 novices, 10 experts-in-training, and 11 experts. Data collection involved structured interviews during which participants solved a series of non-standard problems designed to test for conceptual understanding of magnetism. The interviews were analyzed using a grounded theory approach. None of the novices and only a few of the experts in training showed a strong understanding of inductance, magnetic energy, and magnetic pressure; and for the most part they tended not to approach problems visually. Novices frequently described gist memories of demonstrations, text book problems, and rules (heuristics). However, these fragmentary mental models were not complete enough to allow them to reason productively. Experts-in-training were able to solve problems that the novices were not able to solve, many times simply because they had greater recall of the material, and therefore more confidence in their facts. Much of their thinking was concrete, based on mentally manipulating objects. The experts solved most of the problems in ways that were both effective and efficient. Part of the efficiency derived from their ability to visualize and thus reason in terms of field lines.

Induction Heating Model of Cermet Fuel Element Environmental Test (CFEET)

NASA Technical Reports Server (NTRS)

Gomez, Carlos F.; Bradley, D. E.; Cavender, D. P.; Mireles, O. R.; Hickman, R. R.; Trent, D.; Stewart, E.

2013-01-01

Deep space missions with large payloads require high specific impulse and relatively high thrust to achieve mission goals in reasonable time frames. Nuclear Thermal Rockets (NTR) are capable of producing a high specific impulse by employing heat produced by a fission reactor to heat and therefore accelerate hydrogen through a rocket nozzle providing thrust. Fuel element temperatures are very high (up to 3000 K) and hydrogen is highly reactive with most materials at high temperatures. Data covering the effects of high-temperature hydrogen exposure on fuel elements are limited. The primary concern is the mechanical failure of fuel elements due to large thermal gradients; therefore, high-melting-point ceramics-metallic matrix composites (cermets) are one of the fuels under consideration as part of the Nuclear Cryogenic Propulsion Stage (NCPS) Advance Exploration System (AES) technology project at the Marshall Space Flight Center. The purpose of testing and analytical modeling is to determine their ability to survive and maintain thermal performance in a prototypical NTR reactor environment of exposure to hydrogen at very high temperatures and obtain data to assess the properties of the non-nuclear support materials. The fission process and the resulting heating performance are well known and do not require that active fissile material to be integrated in this testing. A small-scale test bed; Compact Fuel Element Environmental Tester (CFEET), designed to heat fuel element samples via induction heating and expose samples to hydrogen is being developed at MSFC to assist in optimal material and manufacturing process selection without utilizing fissile material. This paper details the analytical approach to help design and optimize the test bed using COMSOL Multiphysics for predicting thermal gradients induced by electromagnetic heating (Induction heating) and Thermal Desktop for radiation calculations.

Individual Characteristics vs. Experience: An Experimental Study on Cooperation in Prisoner's Dilemma

PubMed Central

Barreda-Tarrazona, Iván; Jaramillo-Gutiérrez, Ainhoa; Pavan, Marina; Sabater-Grande, Gerardo

2017-01-01

Cooperative behavior is often assumed to depend on individuals' characteristics, such as altruism and reasoning ability. Evidence is mixed about what the precise impact of these characteristics is, as the subjects of study are generally randomly paired, generating a heterogeneous mix of the two characteristics. In this study we ex-ante create four different groups of subjects by factoring their higher or lower than the median scores in both altruism and reasoning ability. Then we use these groups in order to analyze the joint effect of the two characteristics on the individual choice of cooperating and on successful paired cooperation. Subjects belonging to each group play first 10 one-shot prisoner's dilemma (PD) games with ten random partners and then three consecutive 10-round repeated PD games with three random partners. In all games, we elicit players' beliefs regarding cooperation using an incentive compatible method. Individuals with high altruism are more optimistic about the cooperative behavior of the other player in the one-shot game. They also show higher individual cooperation and paired cooperation rates in the first repetitions of this game. Contrary to the one-shot PD games where high reasoning ability reduces the probability of playing cooperatively, the sign of the relationship is inverted in the first repeated PD game, showing that high reasoning ability individuals better adjust their behavior to the characteristics of the game they are playing. In this sense, the joint effect of reasoning ability and altruism is not linear, with reasoning ability counteracting the cooperative effect of altruism in the one-shot game and reinforcing it in the first repeated game. However, experience playing the repeated PD games takes over the two individual characteristics in explaining individual and paired cooperation. Thus, in a (PD) setting, altruism and reasoning ability significantly affect behavior in single encounters, while in repeated interactions individual and paired cooperation reach similarly high levels independently of these individual characteristics. PMID:28473787

The ACTIVE conceptual framework as a structural equation model.

PubMed

Gross, Alden L; Payne, Brennan R; Casanova, Ramon; Davoudzadeh, Pega; Dzierzewski, Joseph M; Farias, Sarah; Giovannetti, Tania; Ip, Edward H; Marsiske, Michael; Rebok, George W; Schaie, K Warner; Thomas, Kelsey; Willis, Sherry; Jones, Richard N

2018-01-01

Background/Study Context: Conceptual frameworks are analytic models at a high level of abstraction. Their operationalization can inform randomized trial design and sample size considerations. The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) conceptual framework was empirically tested using structural equation modeling (N=2,802). ACTIVE was guided by a conceptual framework for cognitive training in which proximal cognitive abilities (memory, inductive reasoning, speed of processing) mediate treatment-related improvement in primary outcomes (everyday problem-solving, difficulty with activities of daily living, everyday speed, driving difficulty), which in turn lead to improved secondary outcomes (health-related quality of life, health service utilization, mobility). Measurement models for each proximal, primary, and secondary outcome were developed and tested using baseline data. Each construct was then combined in one model to evaluate fit (RMSEA, CFI, normalized residuals of each indicator). To expand the conceptual model and potentially inform future trials, evidence of modification of structural model parameters was evaluated by age, years of education, sex, race, and self-rated health status. Preconceived measurement models for memory, reasoning, speed of processing, everyday problem-solving, instrumental activities of daily living (IADL) difficulty, everyday speed, driving difficulty, and health-related quality of life each fit well to the data (all RMSEA < .05; all CFI > .95). Fit of the full model was excellent (RMSEA = .038; CFI = .924). In contrast with previous findings from ACTIVE regarding who benefits from training, interaction testing revealed associations between proximal abilities and primary outcomes are stronger on average by nonwhite race, worse health, older age, and less education (p < .005). Empirical data confirm the hypothesized ACTIVE conceptual model. Findings suggest that the types of people who show intervention effects on cognitive performance potentially may be different from those with the greatest chance of transfer to real-world activities.

Online games training aging brains: limited transfer to cognitive control functions

PubMed Central

van Muijden, Jesse; Band, Guido P. H.; Hommel, Bernhard

2011-01-01

The prevalence of age-related cognitive decline will increase due to graying of the global population. The goal of the present study was to test whether playing online cognitive training games can improve cognitive control (CC) in healthy older adults. Fifty-four older adults (age 60–77) played five different cognitive training games online for 30 min a day over a period of seven weeks (game group). Another group of 20 older adults (age 61–73) instead answered quiz questions about documentaries online (documentary group). Transfer was assessed by means of a cognitive test battery administered before and after the intervention. The test battery included measures of working memory updating, set shifting, response inhibition, attention, and inductive reasoning. Compared with the documentary group, the game group showed larger improvement of inhibition (Stop-Signal task) and inductive reasoning (Raven-SPM), whereas the documentary group showed more improvement in selective attention (UFoV-3). These effects qualify as transfer effects, because response inhibition, inductive reasoning and selective attention were not targeted by the interventions. However, because seven other indicators of CC did not show benefits of game training and some of those that did suffered from potential baseline differences, the study as a whole provides only modest support for the potential of videogame training to improve CC in healthy older adults. PMID:22912609

If It's an Animal It Has Axons: Experience and Culture in Preschool Children's Reasoning about Animates

ERIC Educational Resources Information Center

Tarlowski, Andrzej

2006-01-01

To claim that young children's biological thought is anthropocentric or that their induction depends on similarity rather than categories is to overlook the role of experience in reasoning. We tested four groups of 4-year-olds differing in two aspects of exposure to biological information: (a) their direct experience with nature (urban versus…

The Nature of Argumentation in School Mathematics and Physics Texts: The Case of Periodicity

ERIC Educational Resources Information Center

Triantafillou, Chrissavgi; Spiliotopoulou, Vasiliki; Potari, Despina

2016-01-01

The present study explores reasoning and argumentation in Greek mathematics and physics texts in specific topics related to the notion of periodicity. In our study, argumentation is taken as the sequence of the modes of reasoning (MsoR) that an author develops in a text when organizing and presenting new knowledge. Inductive content analysis was…

Measuring change in critical thinking skills of dental students educated in a PBL curriculum.

PubMed

Pardamean, Bens

2012-04-01

This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.

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.

Teaching to Learn and Learning to Teach

NASA Astrophysics Data System (ADS)

Bao, Lei

2010-02-01

In STEM education, widely accepted teaching goals include not only the development of solid content knowledge but also the development of general scientific reasoning abilities that will enable students to successfully handle open-ended real-world tasks in future careers and design their own experiments to solve scientific, engineering, and social problems. Traditionally, it is often expected that consistent and rigorous content learning will help develop students' general reasoning abilities; however, our research has shown that the content-rich style of STEM education made little impact on the development of students' scientific reasoning abilities. Therefore, how to train teachers who can help students develop both solid content knowledge and adequate scientific reasoning skills has become an important question for educators and researchers. Research has also suggested that inquiry based science instruction can promote scientific reasoning abilities and that the scientific reasoning skills of instructors can also significantly affect their ability to use inquiry methods effectively in science courses. In this talk, I will compare the features of the teacher preparation programs in China and USA and discuss the possible strength and weakness of the education systems and programs in the two countries. Understanding the different education settings and the outcome can help researchers in both countries to learn from each other's success and to avoid known problems. Examples of current research that may foster such knowledge development among researchers from both countries will be discussed. )

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…

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.

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.

Abductive networks applied to electronic combat

NASA Astrophysics Data System (ADS)

Montgomery, Gerard J.; Hess, Paul; Hwang, Jong S.

1990-08-01

A practical approach to dealing with combinatorial decision problems and uncertainties associated with electronic combat through the use of networks of high-level functional elements called abductive networks is presented. It describes the application of the Abductory Induction Mechanism (AIMTM) a supervised inductive learning tool for synthesizing polynomial abductive networks to the electronic combat problem domain. From databases of historical expert-generated or simulated combat engagements AIM can often induce compact and robust network models for making effective real-time electronic combat decisions despite significant uncertainties or a combinatorial explosion of possible situations. The feasibility of applying abductive networks to realize advanced combat decision aiding capabilities was demonstrated by applying AIM to a set of electronic combat simulations. The networks synthesized by AIM generated accurate assessments of the intent lethality and overall risk associated with a variety of simulated threats and produced reasonable estimates of the expected effectiveness of a group of electronic countermeasures for a large number of simulated combat scenarios. This paper presents the application of abductive networks to electronic combat summarizes the results of experiments performed using AIM discusses the benefits and limitations of applying abductive networks to electronic combat and indicates why abductive networks can often result in capabilities not attainable using alternative approaches. 1. ELECTRONIC COMBAT. UNCERTAINTY. AND MACHINE LEARNING Electronic combat has become an essential part of the ability to make war and has become increasingly complex since

The Role of Mitochondria in Cancer Induction, Progression and Changes in Metabolism.

PubMed

Rogalinska, Malgorzata

2016-01-01

Mitochondria play important roles as energetic centers. Mutations in mitochondrial DNA (mtDNA) were found in several diseases, including cancers. Studies on cytoplasmic hybrids (cybrids) confirm that directed mutation introduced into mtDNA could be a reason for cancer induction. Mitochondria could also be a factor linking cancer transformation and progression. The importance of mitochondria in cancer also confirms their involvement in the resistance to treatment. Resistance to treatment of cancer cells can frequently be a reason for glycolysis acceleration. It could be explained by cancer cells' high proliferation index and high energy request. The involvement of mitochondria in metabolic disturbances of several metabolic diseases, including cancers, was reported. These data confirm that cancer induction, as well as cancer progression, could have metabolic roots. The aberrant products observed in prostate cells involved in the Krebs cycle could promote cancer progression. These multiple relationships between alterations on a genetic level translated into disturbances in cellular metabolism and their potential relation with epigenetic control of gene expression make cancerogenesis more complicated and prognoses' success in studies on cancer etiology more distant in time.

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 conventional learning.

Joseph Henry’s role in the discovery of electromagnetic induction

NASA Astrophysics Data System (ADS)

Smith, Glenn S.

2017-01-01

The discovery of electromagnetic induction in the early part of the 19th century is one of the greatest scientific achievements of all time, and it has had tremendous technological consequences. The credit for this discovery rightfully goes to the great English experimental physicist Michael Faraday. However, the American physicist Joseph Henry made some observations comparable to Faraday’s at nearly the same time, and for that reason, Faraday and Henry are often considered to be co-discoverers of some aspects of electromagnetic induction. We examine Henry’s early research on electromagnetism, starting from his efforts to improve the electromagnet, which led directly to his investigations of induction. We describe his earliest experiments on both mutual and self-induction, and pay particular attention to the relationship of Henry’s research to that of Faraday. The approach is one in which the experiments are described and then analysed using modern theory and terminology.

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…

Magnetoacoustic tomographic imaging of electrical impedance with magnetic induction

PubMed Central

Xia, Rongmin; Li, Xu; He, Bin

2008-01-01

Magnetoacoustic tomography with magnetic induction (MAT-MI) is a recently introduced method for imaging tissue electrical impedance properties by integrating magnetic induction and ultrasound measurements. In the present study, we have developed a focused cylindrical scanning mode MAT-MI system and the corresponding reconstruction algorithms. Using this system, we demonstrated 3-dimensional MAT-MI imaging in a physical phantom, with cylindrical scanning combined with ultrasound focusing, and the ability of MAT-MI in imaging electrical conductivity properties of biological tissue. PMID:19169372

Magnetoacoustic tomographic imaging of electrical impedance with magnetic induction

NASA Astrophysics Data System (ADS)

Xia, Rongmin; Li, Xu; He, Bin

2007-08-01

Magnetoacoustic tomography with magnetic induction (MAT-MI) is a recently introduced method for imaging tissue electrical impedance properties by integrating magnetic induction and ultrasound measurements. In the present study, the authors have developed a focused cylindrical scanning mode MAT-MI system and the corresponding reconstruction algorithms. Using this system, they demonstrated a three-dimensional MAT-MI imaging approach in a physical phantom, with cylindrical scanning combined with ultrasound focusing, and the ability of MAT-MI in imaging electrical conductivity properties of biological tissue.

Magnetoacoustic tomographic imaging of electrical impedance with magnetic induction.

PubMed

Xia, Rongmin; Li, Xu; He, Bin

2007-08-22

Magnetoacoustic tomography with magnetic induction (MAT-MI) is a recently introduced method for imaging tissue electrical impedance properties by integrating magnetic induction and ultrasound measurements. In the present study, we have developed a focused cylindrical scanning mode MAT-MI system and the corresponding reconstruction algorithms. Using this system, we demonstrated 3-dimensional MAT-MI imaging in a physical phantom, with cylindrical scanning combined with ultrasound focusing, and the ability of MAT-MI in imaging electrical conductivity properties of biological tissue.

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.

The direct reaction field hamiltonian: Analysis of the dispersion term and application to the water dimer

NASA Astrophysics Data System (ADS)

Thole, B. T.; Van Duijnen, P. Th.

1982-10-01

The induction and dispersion terms obtained from quantum-mechanical calculations with a direct reaction field hamiltonian are compared to second order perturbation theory expressions. The dispersion term is shown to give an upper bound which is a generalization of Alexander's upper bound. The model is illustrated by a calculation on the interactions in the water dimer. The long range Coulomb, induction and dispersion interactions are reasonably reproduced.

Toward a Theory of Assurance Case Confidence

DTIC Science & Technology

2012-09-01

assurance case claim. The framework is based on the notion of eliminative induction—the princi- ple (first put forward by Francis Bacon ) that confidence in...eliminative induction. As first proposed by Francis Bacon [Schum 2001] and extended by L. Jonathan Cohen [Cohen 1970, 1977, 1989], eliminative induction is...eliminative in- duction—the principle (first put forward by Francis Bacon ) that confidence in the truth of a hypothesis (or claim) increases as reasons for

From symptoms to causes: diversity effects in diagnostic reasoning.

PubMed

Kim, Nancy S; Keil, Frank C

2003-01-01

A single causal agent can often give rise to a cascade of consequences that can be envisioned as a branching pathway in which symptoms are the terminal nodes. In three studies, we investigated whether reasoning about root causes on the basis of such symptoms would conform to a diversity effect analogous to that found in inductive reasoning about properties of hierarchically organized categories. A strong diversity effect was found both for reasoning about medical diseases that drew on existing background knowledge and for reasoning that did not. Specifically, the presence of a root cause was more likely to be induced when the symptoms present were further apart in the branching structure.

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…

Conception et mises a l'essai d'un environnement d'apprentissage integrant l'experimentation assistee par ordinateur et la simulation assistee par ordinateur

NASA Astrophysics Data System (ADS)

Riopel, Martin

To make science laboratory sessions more instructive, we have developed a learning environment that will allow students enrolled in a mechanics course at college or university level to engage in a scientific modelization process by combining computer-simulated experimentation and microcomputer-based laboratories. The main goal is to assist and facilitate both inductive and deductive reasoning. Within this computer application, each action can also be automatically recorded and identified while the student is using the software. The most original part of the environment is to let the student compare the simulated animation with the real video by superposing the images. We used the software with students and observed that they effectively engaged in a modelization process that included both inductive and deductive reasoning. We also observed that the students were able to use the software to produce adequate answers to questions concerning both previously taught and new theoretical concepts in physics. The students completed the experiment about twice as fast as usual and considered that using the software resulted in a better understanding of the phenomenon. We conclude that this use of the computer in science education can broaden the range of possibilities for learning and for teaching and can provide new avenues for researchers who can use it to record and study students' path of reasoning. We also believe that it would be interesting to investigate more some of the benefits associated with this environment, particularly the acceleration effect, the improvement of students' reasoning and the equilibrium between induction and deduction that we observed within this research.

Outcome of misoprostol and oxytocin in induction of labour

PubMed Central

Acharya, Trishna; Devkota, Ramesh; Bhattarai, Bimbishar; Acharya, Radha

2017-01-01

Background: Induction of labour is the process of initiating the labour by artificial means from 24 weeks of gestation. The main aim of this study is to find out the maternal and foetal outcomes after induction of labour with misoprostol and oxytocin beyond 37 weeks of gestation. Methods: This was a hospital-based observational study carried out at Paropakar Maternity and Women’s Hospital, Nepal. Misoprostol of 25 µg was inserted in posterior fornix of vagina or oxytocin infusion was started from 2.5 units on whom induction was decided. Maternal and foetal/neonatal outcomes were observed. Collected data were analysed using SPSS and MS Excel. Results: General induction rate was found to be 7.2%. In this study, post-term pregnancy was found to be the most common reason for induction of labour. Analysis of onset of labour led to the finding that mean onset of labour was much rapid in oxytocin (6.6 h) than misoprostol (13.6 h). However, there is similarity in induction–delivery interval in both groups. Overall, the rate of normal delivery and caesarean section was found to be 64.9% and 33.2%, respectively. Similarly, normal delivery within 12 h was seen in 18.4% of the patients given with misoprostol and 43.5% in oxytocin group. Foetal distress was found as the most common reason for caesarean section. The overall occurrence of maternal complication was found to be similar in misoprostol and oxytocin groups, nausea/vomiting being the most common (36.7%) complication followed by fever (24.1%). Besides this, the most common neonatal complication found in overall cases was meconium stained liquor (49.2%). Conclusion: It was found that misoprostol was used most frequently for induction of labour compared to oxytocin. The onset of labour was found to be rapid in oxytocin than misoprostol. However, the occurrence of side effects was found to be similar in both misoprostol and oxytocin groups. PMID:28540049

Inductive Selectivity in Children’s Cross-classified Concepts

PubMed Central

Nguyen, Simone P.

2012-01-01

Cross-classified items pose an interesting challenge to children’s induction since these items belong to many different categories, each of which may serve as a basis for a different type of inference. Inductive selectivity is the ability to appropriately make different types of inferences about a single cross-classifiable item based on its different category memberships. This research includes five experiments that examine the development of inductive selectivity in 3-, 4-, and 5-year-olds (N = 272). Overall, the results show that by age 4 years, children have inductive selectivity with taxonomic and script categories. That is, children use taxonomic categories to make biochemical inferences about an item whereas children use script categories to make situational inferences about an item. PMID:22803510

The Neurocognition of Conduct Disorder Behaviors: Specificity to Physical Aggression and Theft After Controlling for ADHD Symptoms

PubMed Central

Barker, Edward D.; Tremblay, Richard E.; van Lier, Pol A.C.; Vitaro, Frank; Nagin, Daniel S.; Assaad, Jean-Marc; Séguin, Jean R.

2012-01-01

There is growing evidence that among the different conduct disorder (CD) behaviors, physical aggression, but not theft, links to low neurocognitive abilities. Specifically, physical aggression has consistently been found to be negatively related to neurocognitive abilities, whereas theft has been shown to be either positively or not related to neurocognition. The specificity of these links needs further examination because attention deficit hyperactivity disorder (ADHD) links to both physical aggression and neurocognitive variation. The development of self-reported physical aggression and theft, from age 11 to 17 years, was studied in a prospective at-risk male cohort via a dual process latent growth curve model. Seven neurocognitive tests at age 20 were regressed on the growth parameters of physical aggression and theft. The links between neurocognition and the growth parameters of physical aggression and theft were adjusted for ADHD symptoms at ages 11 and 15 (parent, child and teacher reports). Results indicated that verbal abilities were negatively related to physical aggression while they were positively associated with theft. However, inductive reasoning was negatively associated with increases in theft across adolescence. Symptoms of ADHD accounted for part of the neurocognitive test links with physical aggression but did not account for the associations with theft. These differences emphasize the importance of examining specific CD behaviors to better understand their neurodevelopmental mechanisms. They also suggest that youth who engage in different levels of physical aggression or theft behaviors may require different preventive and corrective interventions. PMID:21046606

The neurocognition of conduct disorder behaviors: specificity to physical aggression and theft after controlling for ADHD symptoms.

PubMed

Barker, Edward D; Tremblay, Richard E; van Lier, Pol A C; Vitaro, Frank; Nagin, Daniel S; Assaad, Jean-Marc; Séguin, Jean R

2011-01-01

There is growing evidence that among the different conduct disorder (CD) behaviors, physical aggression, but not theft, links to low neurocognitive abilities. Specifically, physical aggression has consistently been found to be negatively related to neurocognitive abilities, whereas theft has been shown to be either positively or not related to neurocognition. The specificity of these links needs further examination because attention deficit hyperactivity disorder (ADHD) links to both physical aggression and neurocognitive variation. The development of self-reported physical aggression and theft, from age 11 to 17 years, was studied in a prospective at-risk male cohort via a dual process latent growth curve model. Seven neurocognitive tests at age 20 were regressed on the growth parameters of physical aggression and theft. The links between neurocognition and the growth parameters of physical aggression and theft were adjusted for ADHD symptoms at ages 11 and 15 (parent, child and teacher reports). Results indicated that verbal abilities were negatively related to physical aggression while they were positively associated with theft. However, inductive reasoning was negatively associated with increases in theft across adolescence. Symptoms of ADHD accounted for part of the neurocognitive test links with physical aggression but did not account for the associations with theft. These differences emphasize the importance of examining specific CD behaviors to better understand their neurodevelopmental mechanisms. They also suggest that youth who engage in different levels of physical aggression or theft behaviors may require different preventive and corrective interventions. © 2010 Wiley-Liss, Inc.

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.

Using clinical vignettes to assess doctors' and medical students' ability to identify sociocultural factors affecting health and health care.

PubMed

Hudelson, Patricia; Perron, N Junod; Perneger, Thomas

2011-01-01

Methods are needed for assessing clinicians' cultural knowledge frameworks. We used a mail survey containing four short clinical vignettes to explore respondents' ability to identify sociocultural factors affecting health and health care. Participants included 299 physicians working at the University Hospitals of Geneva, 156 private physicians, and all 134 local medical students in their clinical years. Twenty-one sociocultural "domains" were identified through inductive coding of responses. For each vignette, we obtained the sum of codes as a measure of the respondent's awareness of sociocultural factors that might affect care in this particular situation. As internal consistency was reasonably high (0.68), we computed a single total score as the sum of responses given to all four vignettes. Reponses correlated with factors that might be expected to impact clinicians' awareness of sociocultural factors affecting care. Medical students, females, respondents who had received cultural competence training, those with greater interest in caring for immigrant patients, and those with high self-assessed skills at exploring psychosocial and migration-related issues scored higher on the vignettes. Brief clinical vignettes appear to be a relevant and feasible method for exploring physicians' knowledge of social and cultural factors affecting health and health care.

Ultraviolet Radiation Induction of Mutation in Penicillium Claviforme.

ERIC Educational Resources Information Center

New, June; Jolley, Ray

1986-01-01

Cites reasons why Penicillium claviforme is an exceptionally good species for ultraviolet induced mutation experiments. Provides a set of laboratory instructions for teachers and students. Includes a discussion section. (ML)

Aristotle's Example: The Rhetorical Induction.

ERIC Educational Resources Information Center

Benoit, William Lyon

1980-01-01

Examines the concept of example in Aristotle's inventional theory. Rejects recent claims that the example reasons from part to part, without a mediating generalization, and then explicates Aristotle's view of the example. (JMF)

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…

Emotional Development across Adulthood: Differential Age-Related Emotional Reactivity and Emotion Regulation in a Negative Mood Induction Procedure

ERIC Educational Resources Information Center

Kliegel, Matthias; Jager, Theodor; Phillips, Louise H.

2007-01-01

The present study examines the hypothesis that older adults might differentially react to a negative versus neutral mood induction procedure than younger adults. The rationale for this expectation was derived from Socioemotional Selectivity Theory (SST), which postulates differential salience of emotional information and ability to regulate…

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.

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

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.

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

14- to 16-Month-Olds Attend to Distinct Labels in an Inductive Reasoning Task

PubMed Central

Switzer, Jessica L.; Graham, Susan A.

2017-01-01

We examined how naming objects with unique labels influenced infants’ reasoning about the non-obvious properties of novel objects. Seventy 14- to 16-month-olds participated in an imitation-based inductive inference task during which they were presented with target objects possessing a non-obvious sound property, followed by test objects that varied in shape similarity in comparison to the target. Infants were assigned to one of two groups: a No Label group in which objects were introduced with a general attentional phrase (i.e., “Look at this one”) and a Distinct Label group in which target and test objects were labeled with two distinct count nouns (i.e., fep vs. wug). Infants in the Distinct Label group performed significantly fewer target actions on the high-similarity objects than infants in the No Label group but did not differ in performance of actions on the low-similarity object. Within the Distinct Label group, performance on the inductive inference task was related to age, but not to working memory, inhibitory control, or vocabulary. Within the No Label condition, performance on the inductive inference task was related to a measure of inhibitory control. Our findings suggest that between 14- and 16-months, infants begin to use labels to carve out distinct categories, even when objects are highly perceptually similar. PMID:28484410

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

Geophysical exploration with audio frequency magnetic fields

NASA Astrophysics Data System (ADS)

Labson, V. F.

1985-12-01

Experience with the Audio Frequency Magnetic (AFMAG) method has demonstrated that an electromagnetic exploration system using the Earth's natural audiofrequency magnetic fields as an energy source, is capable of mapping subsurface electrical structure in the upper kilometer of the Earth's crust. The limitations are resolved by adapting the tensor analysis and remote reference noise bias removal techniques from the geomagnetic induction and magnetotelluric methods to the computation of the tippers. After a through spectral study of the natural magnetic fields, lightweight magnetic field sensors, capable of measuring the magnetic field throughout the year were designed. A digital acquisition and processing sytem, with the ability to provide audiofrequency tipper results in the field, was then built to complete the apparatus. The new instrumetnation was used in a study of the Mariposa, California site previously mapped with AFMAG. The usefulness of natural magnetic field data in mapping an electrical conductive body was again demonstrated. Several field examples are used to demonstrate that the proposed procedure yields reasonable results.

Perceptions of morality and competence in (non)interdependent games.

PubMed

Krueger, Joachim I; DiDonato, Theresa E

2010-05-01

Individuals' actions and their stated beliefs affect how others perceive them. In a prisoner's dilemma, a defector who expects others to cooperate is perceived as less moral than a defector who expects others to defect; a cooperator who expects others to defect is perceived as less competent than a cooperator who expects others to cooperate (Experiment 1). This pattern suggests that in a context of interdependence, a stated expectation that the behavior of others will resemble one's own may protect one's social reputation. When outcomes are not interdependent, expectations do not moderate the effects of behavior on reputation (Experiment 2). In such a context, inductive reasoning is sufficient to explain social projection. Both types of results are replicated in a modified N-person social dilemma (Experiment 3), further validating the inductive-reasoning hypothesis. Copyright 2010 Elsevier B.V. All rights reserved.

Rich in vitamin C or just a convenient snack? Multiple-category reasoning with cross-classified foods.

PubMed

Hayes, Brett K; Kurniawan, Hendy; Newell, Ben R

2011-01-01

Two studies examined multiple category reasoning in property induction with cross-classified foods. Pilot tests identified foods that were more typical of a taxonomic category (e.g., "fruit"; termed 'taxonomic primary') or a script based category (e.g., "snack foods"; termed 'script primary'). They also confirmed that taxonomic categories were perceived as more coherent than script categories. In Experiment 1 participants completed an induction task in which information from multiple categories could be searched and combined to generate a property prediction about a target food. Multiple categories were more often consulted and used in prediction for script primary than for taxonomic primary foods. Experiment 2 replicated this finding across a range of property types but found that multiple category reasoning was reduced in the presence of a concurrent cognitive load. Property type affected which categories were consulted first and how information from multiple categories was weighted. The results show that multiple categories are more likely to be used for property predictions about cross-classified objects when an object is primarily associated with a category that has low coherence.

Uncoupling thermotolerance from the induction of heat shock proteins.

PubMed Central

Smith, B J; Yaffe, M P

1991-01-01

Exposure of cells to elevated temperatures causes a rapid increase in the synthesis of heat shock proteins (hsps) and induces thermotolerance, the increased ability of cells to survive exposure to lethal temperatures; however, the connection between hsp induction and the acquisition of thermotolerance is unclear. hsp induction in the yeast Saccharomyces cerevisiae is mediated by the activation of heat-shock transcription factor, and recently we have described a mutation, hsf1-m3, in heat-shock transcription factor that prevents the factor's activation. We now demonstrate that this mutation results in a general block in heat-shock induction but does not affect the acquisition of thermotolerance. Our results indicate that high-level induction of the major hsps is not required for cells to acquire thermotolerance. Images PMID:1763024

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,…

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…

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.

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.

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.

Design and simulation of control algorithms for stored energy and plasma current in non-inductive scenarios on NSTX-U

NASA Astrophysics Data System (ADS)

Boyer, Mark; Andre, Robert; Gates, David; Gerhardt, Stefan; Menard, Jonathan; Poli, Francesca

2015-11-01

One of the major goals of NSTX-U is to demonstrate non-inductive operation. To facilitate this and other program goals, the center stack has been upgraded and a second neutral beam line has been added with three sources aimed more tangentially to provide higher current drive efficiency and the ability to shape the current drive profile. While non-inductive start-up and ramp-up scenarios are being developed, initial non-inductive studies will likely rely on clamping the Ohmic coil current after the plasma current has been established inductively. In this work the ability to maintain control of stored energy and plasma current once the Ohmic coil has been clamped is explored. The six neutral beam sources and the mid-plane outer gap of the plasma are considered as actuators. System identification is done using TRANSP simulations in which the actuators are modulated around a reference shot. The resulting reduced model is used to design an optimal control law with anti-windup and a recently developed framework for closed loop simulations in TRANSP is used to test the control. Limitations due to actuator saturation are assessed and robustness to beam modulation, changes in the plasma density and confinement, and changes in density and temperature profile shapes are studied. Supported by US DOE contract DE-AC02-09CH11466.

Hypnotic induction in dentistry--coping with the fear of losing control (autonomy): a brief communication.

PubMed

Kleinhauz, M; Eli, I

1991-07-01

A common cause of stress among dental patients is the patient's fear of losing control in face of the "helplessness provoking" dental situation. Although hypno-relaxation and hypnosis serve as efficient tools to aid in the administration of dental treatment to such patients, some of them may view hypnosis as a further relinquishing of control to the hypnotist and thus resist hypnotic induction, despite their willingness to try to use hypnosis for therapeutic reasons. To avoid this resistance, a "self-control" induction method is suggested that enables the patient to remain in control throughout the process. This technique minimizes the threat of losing one's autonomy and thus enables treatment of these patients.

The interplay of externalizing problems and physical and inductive discipline during childhood.

PubMed

Choe, Daniel Ewon; Olson, Sheryl L; Sameroff, Arnold J

2013-11-01

Children who are physically disciplined are at elevated risk for externalizing problems. Conversely, maternal reasoning and reminding of rules, or inductive discipline, is associated with fewer child externalizing problems. Few studies have simultaneously examined bidirectional associations between these forms of discipline and child adjustment using cross-informant, multimethod data. We hypothesized that less inductive and more physical discipline would predict more externalizing problems, children would have evocative effects on parenting, and high levels of either form of discipline would predict low levels of the other. In a study of 241 children-spanning ages 3, 5.5, and 10-structural equation modeling indicated that 3-year-olds with higher teacher ratings of externalizing problems received higher mother ratings of physical discipline at age 5.5. Mothers endorsing more inductive discipline at child age 3 reported less physical discipline and had children with fewer externalizing problems at age 5.5. Negative bidirectional associations emerged between physical and inductive discipline from ages 5.5 to 10. Findings suggested children's externalizing problems elicited physical discipline, and maternal inductive discipline might help prevent externalizing problems and physical discipline.

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…

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…

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…

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…

Ethics Assessment in a General Education Programme

ERIC Educational Resources Information Center

Quesenberry, Le Gene; Phillips, Jamie; Woodburne, Paul; Yang, Chin

2012-01-01

The purpose of this study was to assess whether flagged "values intensive" courses within a public university's general education curriculum impacted on students' abilities to reason ethically. The major research question to be explored was, "what effect does taking a values intensive course have on students' ethical reasoning ability, when…

WISC-IV GAI and CPI in Psychoeducational Assessment

ERIC Educational Resources Information Center

Bremner, Dawn; McTaggart, Breanne; Saklofske, Donald H.; Janzen, Troy

2011-01-01

The General Ability Index (GAI) and Cognitive Proficiency Index (CPI) are two index scores that can be calculated for the Wechsler Intelligence Scale for Children-Fourth Canadian Edition (WISC-IV[superscript CDN]). The GAI comprises the verbal comprehension and perceptual reasoning subtests and reflects reasoning abilities. The CPI includes the…

Effect of neutral gas heating in argon radio frequency inductively coupled plasma

NASA Astrophysics Data System (ADS)

Chin, O. H.; Jayapalan, K. K.; Wong, C. S.

2014-08-01

Heating of neutral gas in inductively coupled plasma (ICP) is known to result in neutral gas depletion. In this work, this effect is considered in the simulation of the magnetic field distribution of a 13.56 MHz planar coil ICP. Measured electron temperatures and densities at argon pressures of 0.03, 0.07 and 0.2 mbar were used in the simulation whilst neutral gas temperatures were heuristically fitted. The simulated results showed reasonable agreement with the measured magnetic field profile.

Study of the effect of loop inductance on the RF transmission line to cavity coupling coefficient

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lal, Shankar, E-mail: shankar@rrcat.gov.in; Pant, K. K.

2016-08-15

Coupling of RF power is an important aspect in the design and development of RF accelerating structures. RF power coupling employing coupler loops has the advantage of tunability of β, the transmission line to cavity coupling coefficient. Analytical expressions available in literature for determination of size of the coupler loop using Faraday’s law of induction show reasonably good agreement with experimentally measured values of β below critical coupling (β ≤ 1) but show large deviation with experimentally measured values and predictions by simulations for higher values of β. In actual accelerator application, many RF cavities need to be over-coupled withmore » β > 1 for reasons of beam loading compensation, reduction of cavity filling time, etc. This paper discusses a modified analytical formulation by including the effect of loop inductance in the determination of loop size for any desired coupling coefficient. The analytical formulation shows good agreement with 3D simulations and with experimentally measured values. It has been successfully qualified by the design and development of power coupler loops for two 476 MHz pre-buncher RF cavities, which have successfully been conditioned at rated power levels using these coupler loops.« less

Study of the effect of loop inductance on the RF transmission line to cavity coupling coefficient

NASA Astrophysics Data System (ADS)

Lal, Shankar; Pant, K. K.

2016-08-01

Coupling of RF power is an important aspect in the design and development of RF accelerating structures. RF power coupling employing coupler loops has the advantage of tunability of β, the transmission line to cavity coupling coefficient. Analytical expressions available in literature for determination of size of the coupler loop using Faraday's law of induction show reasonably good agreement with experimentally measured values of β below critical coupling (β ≤ 1) but show large deviation with experimentally measured values and predictions by simulations for higher values of β. In actual accelerator application, many RF cavities need to be over-coupled with β > 1 for reasons of beam loading compensation, reduction of cavity filling time, etc. This paper discusses a modified analytical formulation by including the effect of loop inductance in the determination of loop size for any desired coupling coefficient. The analytical formulation shows good agreement with 3D simulations and with experimentally measured values. It has been successfully qualified by the design and development of power coupler loops for two 476 MHz pre-buncher RF cavities, which have successfully been conditioned at rated power levels using these coupler loops.

Uncertain decision tree inductive inference

NASA Astrophysics Data System (ADS)

Zarban, L.; Jafari, S.; Fakhrahmad, S. M.

2011-10-01

Induction is the process of reasoning in which general rules are formulated based on limited observations of recurring phenomenal patterns. Decision tree learning is one of the most widely used and practical inductive methods, which represents the results in a tree scheme. Various decision tree algorithms have already been proposed such as CLS, ID3, Assistant C4.5, REPTree and Random Tree. These algorithms suffer from some major shortcomings. In this article, after discussing the main limitations of the existing methods, we introduce a new decision tree induction algorithm, which overcomes all the problems existing in its counterparts. The new method uses bit strings and maintains important information on them. This use of bit strings and logical operation on them causes high speed during the induction process. Therefore, it has several important features: it deals with inconsistencies in data, avoids overfitting and handles uncertainty. We also illustrate more advantages and the new features of the proposed method. The experimental results show the effectiveness of the method in comparison with other methods existing in the literature.

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.

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.

Identification and characterization of Escherichia coli RS218-derived islands in the pathogenesis of E. coli meningitis.

PubMed

Xie, Yi; Kolisnychenko, Vitaliy; Paul-Satyaseela, Maneesh; Elliott, Simon; Parthasarathy, Geetha; Yao, Yufeng; Plunkett, Guy; Blattner, Frederick R; Kim, Kwang Sik

2006-08-01

Escherichia coli K1 is the most common gram-negative bacterium causing neonatal meningitis, but the mechanisms by which E. coli K1 causes meningitis are not clear. We identified 22 E. coli RS218-derived genomic islands (RDIs), using a comparative genome analysis of meningitis-causing E. coli K1 strain RS218 (O18:K1:H7) and laboratory K-12 strain MG1655. Series of RDI deletion mutants were constructed and examined for phenotypes relevant to E. coli K1 meningitis. We identified 9 RDI deletion mutants (RDI 1, 4, 7, 12, 13, 16, 20, 21, and 22) that exhibited defects in meningitis development. RDI 16 and 21 mutants had profound defects in the induction of a high level of bacteremia in neonatal rats, and RDI 4 mutants exhibited a moderate defect in the induction of bacteremia. RDI 1 and 22 mutants showed defects in the ability to invade human brain microvascular endothelial cells (HBMECs), and RDI 12 mutants were defective in the ability to bind to HBMECs. RDI 13 and 20 mutants were defective in the ability to both bind to and invade HBMECs. RDI 7 mutants were defective in the induction of bacteremia and in the ability to both bind to and invade HBMECs. These results provide a framework for the future discovery and analysis of bacteremia and meningitis caused by E. coli K1 strain RS218.

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.

Difference to Inference: teaching logical and statistical reasoning through on-line interactivity.

PubMed

Malloy, T E

2001-05-01

Difference to Inference is an on-line JAVA program that simulates theory testing and falsification through research design and data collection in a game format. The program, based on cognitive and epistemological principles, is designed to support learning of the thinking skills underlying deductive and inductive logic and statistical reasoning. Difference to Inference has database connectivity so that game scores can be counted as part of course grades.

Modeling and development of a twisting wing using inductively heated shape memory alloy actuators

NASA Astrophysics Data System (ADS)

Saunders, Robert N.; Hartl, Darren J.; Boyd, James G.; Lagoudas, Dimitris C.

2015-04-01

Wing twisting has been shown to improve aircraft flight performance. The potential benefits of a twisting wing are often outweighed by the mass of the system required to twist the wing. Shape memory alloy (SMA) actuators repeatedly demonstrate abilities and properties that are ideal for aerospace actuation systems. Recent advances have shown an SMA torsional actuator that can be manufactured and trained with the ability to generate large twisting deformations under substantial loading. The primary disadvantage of implementing large SMA actuators has been their slow actuation time compared to conventional actuators. However, inductive heating of an SMA actuator allows it to generate a full actuation cycle in just seconds rather than minutes while still . The aim of this work is to demonstrate an experimental wing being twisted to approximately 10 degrees by using an inductively heated SMA torsional actuator. This study also considers a 3-D electromagnetic thermo-mechanical model of the SMA-wing system and compare these results to experiments to demonstrate modeling capabilities.

A cross-sectional study examining factors related to critical thinking in nursing.

PubMed

Lang, Gary Morris; Beach, Nick Lee; Patrician, Patricia A; Martin, Cheryl

2013-01-01

The purpose of this study was to examine critical thinking skills among registered nurses who work in a military hospital. Sixty-five nurses were administered the Health Sciences Reasoning Test to obtain scores in inductive reasoning, deductive reasoning, interpretation, analysis, and evaluation skills. Results showed no significant association between critical thinking skills and years of experience; however, differences were identified among racial/ethnic groups. It is hoped that findings from this study create a platform for dialogue among staff development nurses who are best situated to develop strategies that address these issues.

Strategies for Teaching Elementary and Junior High Students.

ERIC Educational Resources Information Center

Consuegra, Gerard F.

1980-01-01

Discusses the applications of Piaget's theory of cognitive development to elementary and junior high school science teaching. Topics include planning concrete experiences, inductive and hypothetical deductive reasoning, measurement concepts, combinatorial logic, scientific experimentation and reflexive thinking. (SA)

On Johnson's Paradox: Hypothesis Verification

ERIC Educational Resources Information Center

Noble, Clyde E.

1975-01-01

When H. M. Johnson argued that all inductive reasoning is based on the fallacy of affirming the consequent and cannot therefore establish the 'truth' of scientific hypotheses, he posed a paradox for strict empiricists. Author examined Johnson's argument. (Editor/RK)

Inductive reasoning and judgment interference: experiments on Simpson's paradox.

PubMed

Fiedler, Klaus; Walther, Eva; Freytag, Peter; Nickel, Stefanie

2003-01-01

In a series of experiments on inductive reasoning, participants assessed the relationship between gender, success, and a covariate in a situation akin to Simpson's paradox: Although women were less successful then men according to overall statistics, they actually fared better then men at either of two universities. Understanding trivariate relationships of this kind requires cognitive routines similar to analysis of covariance. Across the first five experiments, however, participants generalized the disadvantage of women at the aggregate level to judgments referring to the different levels of the covariate, even when motivation was high and appropriate mental models were activated. The remaining three experiments demonstrated that Simpson's paradox could be mastered when the salience of the covariate was increased and when the salience of gender was decreased by the inclusion of temporal cues that disambiguate the causal status of the covariate. Copyright 2003 Society for Personality and Social Psychology, Inc.

Two kinds of reasoning.

PubMed

Rips, L J

2001-03-01

According to one view of reasoning, people can evaluate arguments in at least two qualitatively different ways: in terms of their deductive correctness and in terms of their inductive strength. According to a second view, assessments of both correctness and strength are a function of an argument's position on a single psychological continuum (e.g., subjective conditional probability). A deductively correct argument is one with the maximum value on this continuum; a strong argument is one with a high value. The present experiment tested these theories by asking participants to evaluate the same set of arguments for correctness and strength. The results produced an interaction between type of argument and instructions: In some conditions, participants judged one argument deductively correct more often than a second, but judged the second argument inductively strong more often than the first. This finding supports the view that people have distinct ways to evaluate arguments.

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…

A Study of Students' Readiness to Learn Calculus

ERIC Educational Resources Information Center

Carlson, Marilyn P.; Madison, Bernard; West, Richard D.

2015-01-01

The Calculus Concept Readiness (CCR) instrument assesses foundational understandings and reasoning abilities that have been documented to be essential for learning calculus. The CCR Taxonomy describes the understandings and reasoning abilities assessed by CCR. The CCR is a 25-item multiple-choice instrument that can be used as a placement test for…

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…

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…

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…

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,…

How Spatial Reasoning and Numerical Reasoning Are Related in Geometric Measurement

ERIC Educational Resources Information Center

Battista, Michael T.; Winer, Michael L.; Frazee, Leah M.

2017-01-01

The positive correlation between spatial ability and mathematical ability has been well-documented, but not well-understood. Examining student work in spatial situations that require numerical operations provides us with insight into this elusive connection. Drawing on student work with angle, length, volume, and area, we examine the ways in which…

High density growth of T7 expression strains with auto-induction option

DOEpatents

Studier, F. William

2013-03-19

A method for promoting and suppressing auto-induction of transcription of a cloned gene 1 of bacteriophage T7 in cultures of bacterial cells grown batchwise is disclosed. The transcription is under the control of a promoter whose activity can be induced by an exogenous inducer whose ability to induce said promoter is dependent on the metabolic state of said bacterial cells.

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).

Transfer after process-based object-location memory training in healthy older adults.

PubMed

Zimmermann, Kathrin; von Bastian, Claudia C; Röcke, Christina; Martin, Mike; Eschen, Anne

2016-11-01

A substantial part of age-related episodic memory decline has been attributed to the decreasing ability of older adults to encode and retrieve associations among simultaneously processed information units from long-term memory. In addition, this ability seems to share unique variance with reasoning. In this study, we therefore examined whether process-based training of the ability to learn and remember associations has the potential to induce transfer effects to untrained episodic memory and reasoning tasks in healthy older adults (60-75 years). For this purpose, the experimental group (n = 36) completed 30 sessions of process-based object-location memory training, while the active control group (n = 31) practiced visual perception on the same material. Near (spatial episodic memory), intermediate (verbal episodic memory), and far transfer effects (reasoning) were each assessed with multiple tasks at four measurements (before, midway through, immediately after, and 4 months after training). Linear mixed-effects models revealed transfer effects on spatial episodic memory and reasoning that were still observed 4 months after training. These results provide first empirical evidence that process-based training can enhance healthy older adults' associative memory performance and positively affect untrained episodic memory and reasoning abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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

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

High-voltage, low-inductance gas switch

DOEpatents

Gruner, Frederick R.; Stygar, William A.

2016-03-22

A low-inductance, air-insulated gas switch uses a de-enhanced annular trigger ring disposed between two opposing high voltage electrodes. The switch is DC chargeable to 200 kilovolts or more, triggerable, has low jitter (5 ns or less), has pre-fire and no-fire rates of no more than one in 10,000 shots, and has a lifetime of greater than 100,000 shots. Importantly, the switch also has a low inductance (less than 60 nH) and the ability to conduct currents with less than 100 ns rise times. The switch can be used with linear transformer drives or other pulsed-power systems.

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 Periodicals, Inc.

Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

PubMed

Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

2017-09-01

To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical students by using both open and closed-ended response questions.

The Role of Reading Strategies in Integrated L2 Writing Tasks

ERIC Educational Resources Information Center

Plakans, Lia

2009-01-01

Integrated second-language writing tasks elicit writing performances that involve other abilities such as reading or listening. Thus, understanding the role of these other abilities is necessary for interpreting performance on such tasks. This study used an inductive analysis of think-aloud protocol data and interviews to uncover the reading…

Administering Spatial and Cognitive Instruments In-class and On-line: Are These Equivalent?

NASA Astrophysics Data System (ADS)

Williamson, Kenneth C.; Williamson, Vickie M.; Hinze, Scott R.

2017-02-01

Standardized, well-established paper-and-pencil tests, which measure spatial abilities or which measure reasoning abilities, have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for prediction of success and to inform instruction. A comparative administration of spatial visualization and cognitive reasoning tests, between in-class (proctored paper and pencil) and on-line (unproctored Internet) ( N = 457), was used to investigate and to determine whether the differing instrument formats yielded equal measures of spatial ability and reasoning ability in large first-semester general chemistry sections. Although some gender differences were found, findings suggest that some differences across administration formats, but that on-line administration had similar properties of predicting chemistry performance as the in-class version. Therefore, on-line administration is a viable option for instructors to consider especially when dealing with large classes.

Ex-Huming an Old Issue.

ERIC Educational Resources Information Center

Brown, Robert T.; Jackson, Lee A.

1992-01-01

Reviews research on inductive reasoning errors, including seeing patterns or relationships where none exist, neglecting statistical regression, overgeneralizing unrepresentative data, and drawing conclusions based on incomplete decision matrices. Considers "false consensus effect," through which associations with like-minded people lead one to…

Grazing systems research: Focusing on the managers-introduction

USDA-ARS?s Scientific Manuscript database

Translating experimental results into management guidelines or as bases for specific decisions presents a substantial challenge for scientists, advisors and land managers. While inductive reasoning can be a valuable tool in developing general guidelines, particular wholly science-based relationships...

Culture, category salience, and inductive reasoning.

PubMed

Choi, I; Nisbett, R E; Smith, E E

1997-12-01

The role of category salience in category-based induction was demonstrated in two ways: (i) temporarily increasing category salience facilitated category-based induction, and (ii) this effect was moderated by cultural differences that we predicted would be related to chronic category salience. Subjects for whom categories were presumed to be more accessible (Americans) were not as much influenced by manipulations to increase category salience as subjects who were presumed to have lower chronic accessibility of categories (Koreans). However, as anticipated, this pattern was reversed for inferences about behavioral properties of social categories. Due to the 'interdependent' nature of their culture, Koreans presumably have relatively higher chronic accessibility for social categories than do relatively 'independent' Americans, and hence were not influenced as much by increasing category salience.

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…

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…

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…

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…

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…

Assessment of the Microscreen phage-induction assay for screening hazardous wastes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Houk, V.S.; DeMarini, D.M.

1987-09-01

The Microscreen phage-induction assay, which quantitatively measures the induction of prophage lambda in Escherichia coli WP2s(lambda), was used to test 14 crude (unfractionated) hazardous industrial waste samples for genotoxic activity in the presence and absence of metabolic activation. Eleven of the 14 wastes induced prophage, and induction was observed at concentrations as low as 0.4 picograms per ml. Comparisons between the mutagenicity of these waste samples in Salmonella and their ability to induce prophage lambda indicate that the Microscreen phage-induction assay detected genotoxic activity in all but one of the wastes that were mutagenic in Salmonella. Moreover, the Microscreen assaymore » detected as genotoxic 5 additional wastes that were not detected in the Salmonella assay. The applicability of the Microscreen phage-induction assay for screening hazardous wastes for genotoxic activity is discussed along with some of the problems associated with screening highly toxic wastes containing toxic volatile compounds.« less

Use of the microscreen phage-induction assay to assess the genotoxicity of 14 hazardous industrial wastes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Houk, V.S.; DeMarini, D.M.

1988-01-01

The Microscreen phage-induction assay, which quantitatively measures the induction of prophage lambda in Escherichia coli WP2s(lambda), was used to test 14 crude (unfractionated) hazardous industrial waste samples for genotoxic activity in the presence and absence of metabolic activation. Eleven of the 14 wastes induced prophage, and induction was observed at concentrations as low as 0.4 pg per ml. Comparisons between the ability of these waste samples to induce prophage and their mutagenicity in the Salmonella reverse mutation assay indicate that the phage-induction assay detected genotoxic activity in all but one of the wastes that were mutagenic in Salmonella. Moreover, themore » Microscreen assay detected as genotoxic five additional wastes that were not detected in the Salmonella assay. The applicability of the Microscreen phage-induction assay for screening hazardous wastes for genotoxic activity is discussed, as are some of the problems associated with screening highly toxic wastes containing toxic volatile compounds.« less

Use of the Microscreen phage-induction assay to assess the genotoxicity of 14 hazardous industrial wastes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Houk, V.S.; DeMarini, D.M.

1988-01-01

The Microscreen phage-induction assay, which quantitatively measures the induction of prophage lambda in Escherichia coli WP2s lambda, was used to test 14 crude (unfractionated) hazardous industrial-waste samples for genotoxic activity in the presence and absence of metabolic activation. Eleven of the 14 wastes induced prophage, and induction was observed at concentrations as low as 0.4 picograms per ml. Comparisons between the mutagenicity of these waste samples in Salmonella and their ability to induce prophage lambda indicate that the Microscreen phage-induction assay detected genotoxic activity in all but one of the wastes that were mutagenic in Salmonella. Moreover, the Microscreen assaymore » detected as genotoxic 5 additional wastes that were not detected in the Salmonella assay. The applicability of the Microscreen phage-induction assay for screening hazardous wastes for genotoxic activity is discussed along with some of the problems associated with screening highly toxic wastes containing toxic volatile compounds.« less

Contradictory Reasoning Network: An EEG and fMRI Study

PubMed Central

Thai, Ngoc Jade; Seri, Stefano; Rotshtein, Pia; Tecchio, Franca

2014-01-01

Contradiction is a cornerstone of human rationality, essential for everyday life and communication. We investigated electroencephalographic (EEG) and functional magnetic resonance imaging (fMRI) in separate recording sessions during contradictory judgments, using a logical structure based on categorical propositions of the Aristotelian Square of Opposition (ASoO). The use of ASoO propositions, while controlling for potential linguistic or semantic confounds, enabled us to observe the spatial temporal unfolding of this contradictory reasoning. The processing started with the inversion of the logical operators corresponding to right middle frontal gyrus (rMFG-BA11) activation, followed by identification of contradictory statement associated with in the right inferior frontal gyrus (rIFG-BA47) activation. Right medial frontal gyrus (rMeFG, BA10) and anterior cingulate cortex (ACC, BA32) contributed to the later stages of process. We observed a correlation between the delayed latency of rBA11 response and the reaction time delay during inductive vs. deductive reasoning. This supports the notion that rBA11 is crucial for manipulating the logical operators. Slower processing time and stronger brain responses for inductive logic suggested that examples are easier to process than general principles and are more likely to simplify communication. PMID:24667491

Contradictory reasoning network: an EEG and FMRI study.

PubMed

Porcaro, Camillo; Medaglia, Maria Teresa; Thai, Ngoc Jade; Seri, Stefano; Rotshtein, Pia; Tecchio, Franca

2014-01-01

Contradiction is a cornerstone of human rationality, essential for everyday life and communication. We investigated electroencephalographic (EEG) and functional magnetic resonance imaging (fMRI) in separate recording sessions during contradictory judgments, using a logical structure based on categorical propositions of the Aristotelian Square of Opposition (ASoO). The use of ASoO propositions, while controlling for potential linguistic or semantic confounds, enabled us to observe the spatial temporal unfolding of this contradictory reasoning. The processing started with the inversion of the logical operators corresponding to right middle frontal gyrus (rMFG-BA11) activation, followed by identification of contradictory statement associated with in the right inferior frontal gyrus (rIFG-BA47) activation. Right medial frontal gyrus (rMeFG, BA10) and anterior cingulate cortex (ACC, BA32) contributed to the later stages of process. We observed a correlation between the delayed latency of rBA11 response and the reaction time delay during inductive vs. deductive reasoning. This supports the notion that rBA11 is crucial for manipulating the logical operators. Slower processing time and stronger brain responses for inductive logic suggested that examples are easier to process than general principles and are more likely to simplify communication.

Relational complexity modulates activity in the prefrontal cortex during numerical inductive reasoning: an fMRI study.

PubMed

Feng, Xiao; Peng, Li; Chang-Quan, Long; Yi, Lei; Hong, Li

2014-09-01

Most previous studies investigating relational reasoning have used visuo-spatial materials. This fMRI study aimed to determine how relational complexity affects brain activity during inductive reasoning, using numerical materials. Three numerical relational levels of the number series completion task were adopted for use: 0-relational (e.g., "23 23 23"), 1-relational ("32 30 28") and 2-relational ("12 13 15") problems. The fMRI results revealed that the bilateral dorsolateral prefrontal cortex (DLPFC) showed enhanced activity associated with relational complexity. Bilateral inferior parietal lobule (IPL) activity was greater during the 1- and 2-relational level problems than during the 0-relational level problems. In addition, the left fronto-polar cortex (FPC) showed selective activity during the 2-relational level problems. The bilateral DLPFC may be involved in the process of hypothesis generation, whereas the bilateral IPL may be sensitive to calculation demands. Moreover, the sensitivity of the left FPC to the multiple relational problems may be related to the integration of numerical relations. The present study extends our knowledge of the prefrontal activity pattern underlying numerical relational processing. Copyright © 2014 Elsevier B.V. All rights reserved.

Estrogen enhances mismatch repair by induction of MLH1 expression via estrogen receptor-β

PubMed Central

Lu, Jun-Yu; Jin, Peng; Gao, Wei; Wang, De-Zhi; Sheng, Jian-Qiu

2017-01-01

Epidemiological data demonstrated that hormone replace treatment has protective effect against colorectal cancer (CRC). Our previous studies showed that this effect may be associated with DNA mismatch repair. This study aims to investigate the mechanism of estrogen induction of MLH1, and whether colorectal tumor proliferation can be inhibited through induction of MLH1 by estrogen signal pathway. Human CRC cell lines were used to examine the regulation of MLH1 expression by over-expression and depletion of estrogen receptor-α (ERα) and estrogen receptor-β (ERβ), under the treatment with 17β-estradiol or β-Estradiol 6-(O-carboxy-methyl)oxime:BSA, followed by a real-time Q-PCR and Western blotting analysis. Luciferase reporter and chromatin immunoprecipitation assays were used to identify the estrogen response elements in the proximal promoter of MLH1 gene. Then, the influence of estrogen-induced MLH1 on CRC tumor growth were determined in vitro and in vivo. We found that mismatch repair ability and microsatellite stability of cells were enhanced by estrogen via induction of MLH1 expression, which was mediated by ERβ, through a transcriptional activation process. Furthermore, we identified that ERβ exerted an inhibitory effect on CRC tumor proliferation in vitro and in vivo, combined with 5-FU, through up-regulation of MLH1 expression. Finally, we concluded that estrogen enhances mismatch repair ability and tumor inhibition effect in vitro and in vivo, via induction of MLH1 expression mediated by ERβ. PMID:28404976

Estrogen enhances mismatch repair by induction of MLH1 expression via estrogen receptor-β.

PubMed

Lu, Jun-Yu; Jin, Peng; Gao, Wei; Wang, De-Zhi; Sheng, Jian-Qiu

2017-06-13

Epidemiological data demonstrated that hormone replace treatment has protective effect against colorectal cancer (CRC). Our previous studies showed that this effect may be associated with DNA mismatch repair. This study aims to investigate the mechanism of estrogen induction of MLH1, and whether colorectal tumor proliferation can be inhibited through induction of MLH1 by estrogen signal pathway. Human CRC cell lines were used to examine the regulation of MLH1 expression by over-expression and depletion of estrogen receptor-α (ERα) and estrogen receptor-β (ERβ), under the treatment with 17β-estradiol or β-Estradiol 6-(O-carboxy-methyl)oxime:BSA, followed by a real-time Q-PCR and Western blotting analysis. Luciferase reporter and chromatin immunoprecipitation assays were used to identify the estrogen response elements in the proximal promoter of MLH1 gene. Then, the influence of estrogen-induced MLH1 on CRC tumor growth were determined in vitro and in vivo. We found that mismatch repair ability and microsatellite stability of cells were enhanced by estrogen via induction of MLH1 expression, which was mediated by ERβ, through a transcriptional activation process. Furthermore, we identified that ERβ exerted an inhibitory effect on CRC tumor proliferation in vitro and in vivo, combined with 5-FU, through up-regulation of MLH1 expression. Finally, we concluded that estrogen enhances mismatch repair ability and tumor inhibition effect in vitro and in vivo, via induction of MLH1 expression mediated by ERβ.

Mission Assessment of the Faraday Accelerator with Radio-frequency Assisted Discharge (FARAD)

NASA Technical Reports Server (NTRS)

Dankanich, John W.; Polzin, Kurt A.

2008-01-01

Pulsed inductive thrusters have typically been considered for future, high-power, missions requiring nuclear electric propulsion. These high-power systems, while promising equivalent or improved performance over state-of-the-art propulsion systems, presently have no planned missions for which they are well suited. The ability to efficiently operate an inductive thruster at lower energy and power levels may provide inductive thrusters near term applicability and mission pull. The Faraday Accelerator with Radio-frequency Assisted Discharge concept demonstrated potential for a high-efficiency, low-energy pulsed inductive thruster. The added benefits of energy recapture and/or pulse compression are shown to enhance the performance of the pulsed inductive propulsion system, yielding a system that con compete with and potentially outperform current state-of-the-art electric propulsion technologies. These enhancements lead to mission-level benefits associated with the use of a pulsed inductive thruster. Analyses of low-power near to mid-term missions and higher power far-term missions are undertaken to compare the performance of pulsed inductive thrusters with that delivered by state-of-the-art and development-level electric propulsion systems.

Preparing for what might happen: An episodic specificity induction impacts the generation of alternative future events.

PubMed

Jing, Helen G; Madore, Kevin P; Schacter, Daniel L

2017-12-01

A critical adaptive feature of future thinking involves the ability to generate alternative versions of possible future events. However, little is known about the nature of the processes that support this ability. Here we examined whether an episodic specificity induction - brief training in recollecting details of a recent experience that selectively impacts tasks that draw on episodic retrieval - (1) boosts alternative event generation and (2) changes one's initial perceptions of negative future events. In Experiment 1, an episodic specificity induction significantly increased the number of alternative positive outcomes that participants generated to a series of standardized negative events, compared with a control induction not focused on episodic specificity. We also observed larger decreases in the perceived plausibility and negativity of the original events in the specificity condition, where participants generated more alternative outcomes, relative to the control condition. In Experiment 2, we replicated and extended these findings using a series of personalized negative events. Our findings support the idea that episodic memory processes are involved in generating alternative outcomes to anticipated future events, and that boosting the number of alternative outcomes is related to subsequent changes in the perceived plausibility and valence of the original events, which may have implications for psychological well-being. Published by Elsevier B.V.

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…

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)

Orders and dimensions for sl(2) or sl(3) module categories and boundary conformal field theories on a torus

DOE Office of Scientific and Technical Information (OSTI.GOV)

Coquereaux, R.; Schieber, G.; Centro Brasileiro de Pesquisas Fisicas

2007-04-15

After giving a short description, in terms of action of categories, of some of the structures associated with sl(2) and sl(3) boundary conformal field theories on a torus, we provide tables of dimensions describing the semisimple and cosemisimple blocks of the corresponding weak bialgebras (quantum groupoids), tables of quantum dimensions and orders, and tables describing induction-restriction. For reasons of size, the sl(3) tables of induction are only given for theories with self-fusion (existence of a monoidal structure)

The Interplay of Externalizing Problems and Physical and Inductive Discipline during Childhood

PubMed Central

Choe, Daniel Ewon; Olson, Sheryl L.; Sameroff, Arnold J.

2013-01-01

Children who are physically disciplined are at elevated risk for externalizing problems. Conversely, maternal reasoning and reminding of rules, or inductive discipline, is associated with fewer child externalizing problems. Few studies have simultaneously examined bidirectional associations between these forms of discipline and child adjustment using cross-informant, multi-method data. We hypothesized that less inductive and more physical discipline would predict more externalizing problems, children would have evocative effects on parenting, and high levels of either form of discipline would predict low levels of the other. In a study of 241 children–spanning ages 3, 5.5, and 10–structural equation modeling indicated that 3-year-olds with higher teacher ratings of externalizing problems received higher mother ratings of physical discipline at age 5.5. Mothers endorsing more inductive discipline at child age 3 reported less physical discipline and had children with fewer externalizing problems at age 5.5. Negative bidirectional associations emerged between physical and inductive discipline from ages 5.5 to 10. Findings suggested children’s externalizing problems elicited physical discipline, and maternal inductive discipline might help prevent externalizing problems and physical discipline. PMID:23458660

Clinical potential of phycocyanobilin for induction of T regulatory cells in the management of inflammatory disorders.

PubMed

McCarty, Mark F

2011-12-01

Exposure of human mononuclear cells to phycocyanin in vitro is reported to promote generation of Treg cells. Induction of heme oxygenase-1 (HO-1) in lymphocytes has a similar effect, and it is not likely to be accidental that a key product of HO-1 activity, biliverdin, is homologous to the structure of phycocyanin's chromophore phycocyanobilin (PhyCB). Moreover, Treg induction is observed in mice injected with bilirubin, biliverdin's chief metabolite. These considerations suggest that bilirubin, generated within lymphocytes by HO-1 activation, may play a physiological role in the promotion of Treg immunomodulation. This effect of bilirubin is likely to be independent of NADPH oxidase inhibition, since the NAPDH oxidase activity of macrophages is necessary for Treg induction, possibly because it contributes to HO-1 induction in lymphocytes. In light of numerous reports that oral phycocyanin is beneficial in various rodent models of autoimmune disorders, it is reasonable to suspect that PhyCB-enriched spirulina extracts may have clinical potential for boosting Treg activity in human autoimmune or allergic syndromes, mimicking the physiological role of HO-1 induction in this regard. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

Instructional Models for Children with Special Needs.

ERIC Educational Resources Information Center

Frew, Thomas W.; Klein, Nancy K.

1982-01-01

Various instructional models for use in classrooms with both mildly handicapped and nonhandicapped students are described: (1) developmental model; (2) inquiry and inductive reasoning models; (3) behavioral model; (4) perceptual motor theory; (5) diagnostic-prescriptive models; and (6) individual education plan. (CJ)

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.

Integrative relational machine-learning for understanding drug side-effect profiles

PubMed Central

2013-01-01

Background Drug side effects represent a common reason for stopping drug development during clinical trials. Improving our ability to understand drug side effects is necessary to reduce attrition rates during drug development as well as the risk of discovering novel side effects in available drugs. Today, most investigations deal with isolated side effects and overlook possible redundancy and their frequent co-occurrence. Results In this work, drug annotations are collected from SIDER and DrugBank databases. Terms describing individual side effects reported in SIDER are clustered with a semantic similarity measure into term clusters (TCs). Maximal frequent itemsets are extracted from the resulting drug x TC binary table, leading to the identification of what we call side-effect profiles (SEPs). A SEP is defined as the longest combination of TCs which are shared by a significant number of drugs. Frequent SEPs are explored on the basis of integrated drug and target descriptors using two machine learning methods: decision-trees and inductive-logic programming. Although both methods yield explicit models, inductive-logic programming method performs relational learning and is able to exploit not only drug properties but also background knowledge. Learning efficiency is evaluated by cross-validation and direct testing with new molecules. Comparison of the two machine-learning methods shows that the inductive-logic-programming method displays a greater sensitivity than decision trees and successfully exploit background knowledge such as functional annotations and pathways of drug targets, thereby producing rich and expressive rules. All models and theories are available on a dedicated web site. Conclusions Side effect profiles covering significant number of drugs have been extracted from a drug ×side-effect association table. Integration of background knowledge concerning both chemical and biological spaces has been combined with a relational learning method for discovering rules which explicitly characterize drug-SEP associations. These rules are successfully used for predicting SEPs associated with new drugs. PMID:23802887

Integrative relational machine-learning for understanding drug side-effect profiles.

PubMed

Bresso, Emmanuel; Grisoni, Renaud; Marchetti, Gino; Karaboga, Arnaud Sinan; Souchet, Michel; Devignes, Marie-Dominique; Smaïl-Tabbone, Malika

2013-06-26

Drug side effects represent a common reason for stopping drug development during clinical trials. Improving our ability to understand drug side effects is necessary to reduce attrition rates during drug development as well as the risk of discovering novel side effects in available drugs. Today, most investigations deal with isolated side effects and overlook possible redundancy and their frequent co-occurrence. In this work, drug annotations are collected from SIDER and DrugBank databases. Terms describing individual side effects reported in SIDER are clustered with a semantic similarity measure into term clusters (TCs). Maximal frequent itemsets are extracted from the resulting drug x TC binary table, leading to the identification of what we call side-effect profiles (SEPs). A SEP is defined as the longest combination of TCs which are shared by a significant number of drugs. Frequent SEPs are explored on the basis of integrated drug and target descriptors using two machine learning methods: decision-trees and inductive-logic programming. Although both methods yield explicit models, inductive-logic programming method performs relational learning and is able to exploit not only drug properties but also background knowledge. Learning efficiency is evaluated by cross-validation and direct testing with new molecules. Comparison of the two machine-learning methods shows that the inductive-logic-programming method displays a greater sensitivity than decision trees and successfully exploit background knowledge such as functional annotations and pathways of drug targets, thereby producing rich and expressive rules. All models and theories are available on a dedicated web site. Side effect profiles covering significant number of drugs have been extracted from a drug ×side-effect association table. Integration of background knowledge concerning both chemical and biological spaces has been combined with a relational learning method for discovering rules which explicitly characterize drug-SEP associations. These rules are successfully used for predicting SEPs associated with new drugs.

Experienced physicians benefit from analyzing initial diagnostic hypotheses

PubMed Central

Bass, Adam; Geddes, Colin; Wright, Bruce; Coderre, Sylvain; Rikers, Remy; McLaughlin, Kevin

2013-01-01

Background Most incorrect diagnoses involve at least one cognitive error, of which premature closure is the most prevalent. While metacognitive strategies can mitigate premature closure in inexperienced learners, these are rarely studied in experienced physicians. Our objective here was to evaluate the effect of analytic information processing on diagnostic performance of nephrologists and nephrology residents. Methods We asked nine nephrologists and six nephrology residents at the University of Calgary and Glasgow University to diagnose ten nephrology cases. We provided presenting features along with contextual information, after which we asked for an initial diagnosis. We then primed participants to use either hypothetico-deductive reasoning or scheme-inductive reasoning to analyze the remaining case data and generate a final diagnosis. Results After analyzing initial hypotheses, both nephrologists and residents improved the accuracy of final diagnoses (31.1% vs. 65.6%, p < 0.001, and 40.0% vs. 70.0%, p < 0.001, respectively). We found a significant interaction between experience and analytic processing strategy (p = 0.02): nephrology residents had significantly increased odds of diagnostic success when using scheme-inductive reasoning (odds ratio [95% confidence interval] 5.69 [1.59, 20.33], p = 0.07), whereas the performance of experienced nephrologists did not differ between strategies (odds ratio 0.57 [0.23, 1.39], p = 0.20). Discussion Experienced nephrologists and nephrology residents can improve their performance by analyzing initial diagnostic hypotheses. The explanation of the interaction between experience and the effect of different reasoning strategies is unclear, but may relate to preferences in reasoning strategy, or the changes in knowledge structure with experience. PMID:26451203

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.

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).

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.

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…

A Comparison of the Intellectual Abilities of Good and Poor Problem Solvers: An Exploratory Study.

ERIC Educational Resources Information Center

Meyer, Ruth Ann

This study examined a selected sample of fourth-grade students who had been previously identified as good or poor problem solvers. The pupils were compared on variables considered as "reference tests" for Verbal, Induction, Numerical, Word Fluency, Memory, Spatial Visualization, and Perceptual Speed abilities. The data were compiled to…

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.

The association between brain activity and motor imagery during motor illusion induction by vibratory stimulation.

PubMed

Kodama, Takayuki; Nakano, Hideki; Katayama, Osamu; Murata, Shin

2017-01-01

The association between motor imagery ability and brain neural activity that leads to the manifestation of a motor illusion remains unclear. In this study, we examined the association between the ability to generate motor imagery and brain neural activity leading to the induction of a motor illusion by vibratory stimulation. The sample consisted of 20 healthy individuals who did not have movement or sensory disorders. We measured the time between the starting and ending points of a motor illusion (the time to illusion induction, TII) and performed electroencephalography (EEG). We conducted a temporo-spatial analysis on brain activity leading to the induction of motor illusions using the EEG microstate segmentation method. Additionally, we assessed the ability to generate motor imagery using the Japanese version of the Movement Imagery Questionnaire-Revised (JMIQ-R) prior to performing the task and examined the associations among brain neural activity levels as identified by microstate segmentation method, TII, and the JMIQ-R scores. The results showed four typical microstates during TII and significantly higher neural activity in the ventrolateral prefrontal cortex, primary sensorimotor area, supplementary motor area (SMA), and inferior parietal lobule (IPL). Moreover, there were significant negative correlations between the neural activity of the primary motor cortex (MI), SMA, IPL, and TII, and a significant positive correlation between the neural activity of the SMA and the JMIQ-R scores. These findings suggest the possibility that a neural network primarily comprised of the neural activity of SMA and M1, which are involved in generating motor imagery, may be the neural basis for inducing motor illusions. This may aid in creating a new approach to neurorehabilitation that enables a more robust reorganization of the neural base for patients with brain dysfunction with a motor function disorder.

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 their colleagues when making decisions and reasoning throughout the simulation. Deep clinical reasoning and decision making is a function of reflection and self-correction that requires a critical self-awareness and is more about how nurses think than what they think. The degree of sophistication in reasoning of experts and novices is at times equivalent in that the reasoning of experts and novices can be somewhat limited and focused primarily on human physicality and less on conceptual knowledge. To become proficient in clinical reasoning, practice is necessary. The study supports the accumulating evidence that using clinical simulation and reflective interviewing that emphasize how clinical decisions are made enhances reasoning skills and confidence.

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…

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…

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,…

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…

The Application of Multiobjective Evolutionary Algorithms to an Educational Computational Model of Science Information Processing: A Computational Experiment in Science Education

ERIC Educational Resources Information Center

Lamb, Richard L.; Firestone, Jonah B.

2017-01-01

Conflicting explanations and unrelated information in science classrooms increase cognitive load and decrease efficiency in learning. This reduced efficiency ultimately limits one's ability to solve reasoning problems in the science. In reasoning, it is the ability of students to sift through and identify critical pieces of information that is of…

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…

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…

The Effect of Verbal and Visuo-Spatial Abilities on the Development of Knowledge of the Earth

ERIC Educational Resources Information Center

Kikas, Eve

2006-01-01

Difficulties in students' understanding of the spherical model of the Earth have been shown in previous studies. One of the reasons for these difficulties lies in beliefs and preliminary knowledge that hinder the interpretation of the scientific knowledge, the other reason may lie in the low level of verbal and visuo-spatial abilities. The study…

Home and Community Language Proficiency in Spanish-English Early Bilingual University Students.

PubMed

Schmidtke, Jens

2017-10-17

This study assessed home and community language proficiency in Spanish-English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey-Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.

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.

The induction of rho- mutants by UV or gamma-rays is independent of the nuclear recombinational repair pathway in Saccharomyces cerevisiae.

PubMed

Heude, M

1988-09-01

In order to discover whether the nuclear recombinational repair pathway also acts on lesions induced in mitochondrial DNA (mtDNA), the possible role of the RAD50, -51, -52, -55 and -56 genes on the induction of rho- mutants by radiations was studied. Such induction appeared to be independent of this pathway. Nevertheless, an efficient induction of respiration-deficient mutants was observed in gamma-irradiated rad52 diploids. We demonstrate that these mutants do not result from a lack of mtDNA repair, but from chromosome losses induced by gamma-rays. Such an impairment of the respiratory ability of diploids by chromosome losses was effectively observed in the aneuploid progeny of unirradiated RAD+ cdc6 diploids incubated at the restrictive temperature.

The ACTIVE conceptual framework as a structural equation model

PubMed Central

Gross, Alden L.; Payne, Brennan R.; Casanova, Ramon; Davoudzadeh, Pega; Dzierzewski, Joseph M.; Farias, Sarah; Giovannetti, Tania; Ip, Edward H.; Marsiske, Michael; Rebok, George W.; Schaie, K. Warner; Thomas, Kelsey; Willis, Sherry; Jones, Richard N.

2018-01-01

Background/Study Context Conceptual frameworks are analytic models at a high level of abstraction. Their operationalization can inform randomized trial design and sample size considerations. Methods The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) conceptual framework was empirically tested using structural equation modeling (N=2,802). ACTIVE was guided by a conceptual framework for cognitive training in which proximal cognitive abilities (memory, inductive reasoning, speed of processing) mediate treatment-related improvement in primary outcomes (everyday problem-solving, difficulty with activities of daily living, everyday speed, driving difficulty), which in turn lead to improved secondary outcomes (health-related quality of life, health service utilization, mobility). Measurement models for each proximal, primary, and secondary outcome were developed and tested using baseline data. Each construct was then combined in one model to evaluate fit (RMSEA, CFI, normalized residuals of each indicator). To expand the conceptual model and potentially inform future trials, evidence of modification of structural model parameters was evaluated by age, years of education, sex, race, and self-rated health status. Results Preconceived measurement models for memory, reasoning, speed of processing, everyday problem-solving, instrumental activities of daily living (IADL) difficulty, everyday speed, driving difficulty, and health-related quality of life each fit well to the data (all RMSEA < .05; all CFI > .95). Fit of the full model was excellent (RMSEA = .038; CFI = .924). In contrast with previous findings from ACTIVE regarding who benefits from training, interaction testing revealed associations between proximal abilities and primary outcomes are stronger on average by nonwhite race, worse health, older age, and less education (p < .005). Conclusions Empirical data confirm the hypothesized ACTIVE conceptual model. Findings suggest that the types of people who show intervention effects on cognitive performance potentially may be different from those with the greatest chance of transfer to real-world activities. PMID:29303475

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

Polymorphisms in the AOX2 gene are associated with the rooting ability of olive cuttings.

PubMed

Hedayati, Vahideh; Mousavi, Amir; Razavi, Khadijeh; Cultrera, Nicolò; Alagna, Fiammetta; Mariotti, Roberto; Hosseini-Mazinani, Mehdi; Baldoni, Luciana

2015-07-01

Different rooting ability candidate genes were tested on an olive cross progeny. Our results demonstrated that only the AOX2 gene was strongly induced. OeAOX2 was fully characterised and correlated to phenotypical traits. The formation of adventitious roots is a key step in the vegetative propagation of trees crop species, and this ability is under strict genetic control. While numerous studies have been carried out to identify genes controlling adventitious root formation, only a few loci have been characterised. In this work, candidate genes that were putatively involved in rooting ability were identified in olive (Olea europaea L.) by similarity with orthologs identified in other plant species. The mRNA levels of these genes were analysed by real-time PCR during root induction in high- (HR) and low-rooting (LR) individuals. Interestingly, alternative oxidase 2 (AOX2), which was previously reported to be a functional marker for rooting in olive cuttings, showed a strong induction in HR individuals. From the OeAOX2 full-length gene, alleles and effective polymorphisms were distinguished and analysed in the cross progeny, which were segregated based on rooting. The results revealed a possible correlation between two single nucleotide polymorphisms of OeAOX2 gene and rooting ability.

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…

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.

The use of bone marrow stromal cells (bone marrow-derived multipotent mesenchymal stromal cells) for alveolar bone tissue engineering: basic science to clinical translation.

PubMed

Kagami, Hideaki; Agata, Hideki; Inoue, Minoru; Asahina, Izumi; Tojo, Arinobu; Yamashita, Naohide; Imai, Kohzoh

2014-06-01

Bone tissue engineering is a promising field of regenerative medicine in which cultured cells, scaffolds, and osteogenic inductive signals are used to regenerate bone. Human bone marrow stromal cells (BMSCs) are the most commonly used cell source for bone tissue engineering. Although it is known that cell culture and induction protocols significantly affect the in vivo bone forming ability of BMSCs, the responsible factors of clinical outcome are poorly understood. The results from recent studies using human BMSCs have shown that factors such as passage number and length of osteogenic induction significantly affect ectopic bone formation, although such differences hardly affected the alkaline phosphatase activity or gene expression of osteogenic markers. Application of basic fibroblast growth factor helped to maintain the in vivo osteogenic ability of BMSCs. Importantly, responsiveness of those factors should be tested under clinical circumstances to improve the bone tissue engineering further. In this review, clinical application of bone tissue engineering was reviewed with putative underlying mechanisms.

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…

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…

The role of cognitive function in the relationship between age and health literacy: a cross-sectional analysis of older adults in Chicago, USA.

PubMed

Kobayashi, Lindsay C; Smith, Samuel G; O'Conor, Rachel; Curtis, Laura M; Park, Denise; von Wagner, Christian; Deary, Ian J; Wolf, Michael S

2015-04-23

To investigate how 3 measures of health literacy correlate with age and the explanatory roles of fluid and crystallised cognitive abilities in these relationships among older adults. Cross-sectional baseline analysis of the 'LitCog' cohort study. 1 academic internal medicine clinic and 5 federally qualified health centres in Chicago, USA. English-speaking adults (n=828) aged 55-74 years, recruited from August 2008 through October 2011. Health literacy was measured by the Test of Functional Health Literacy in Adults (TOFHLA) and the Newest Vital Sign (NVS), both of which assess reading comprehension and numeracy in health contexts, and by the Rapid Estimate of Adult Literacy in Medicine (REALM), which assesses medical vocabulary. Fluid cognitive ability was assessed through the cognitive domains of processing speed, inductive reasoning, and working, prospective and long-term memories, and crystallised cognitive ability through the verbal ability domain. TOFHLA and NVS scores were lower at ages 70-74 years compared with all other age groups (p<0.05 for both tests). The inverse association between age and TOFHLA score was attenuated from β=-0.39 (95% CI -0.55 to -0.22) to β=-0.06 (95% CI -0.20 to 0.08) for ages 70-74 vs 55-59 years when fluid cognitive ability was added to the model (85% attenuation). Similar results were seen with NVS scores (68% attenuation). REALM scores did not differ by age group (p=0.971). Crystallised cognitive ability was stable across age groups, and did not influence the relationships between age and TOFHLA or NVS performance. Health literacy skills show differential patterns of age-related change, which may be explained by cognitive ageing. Researchers should select health literacy tests appropriate for their purposes when assessing the health literacy of older adults. Clinicians should be aware of this issue to ensure that health self-management tasks for older patients have appropriate cognitive and literacy demands. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The role of cognitive function in the relationship between age and health literacy: a cross-sectional analysis of older adults in Chicago, USA

PubMed Central

Kobayashi, Lindsay C; Smith, Samuel G; O'Conor, Rachel; Curtis, Laura M; Park, Denise; von Wagner, Christian; Deary, Ian J; Wolf, Michael S

2015-01-01

Objectives To investigate how 3 measures of health literacy correlate with age and the explanatory roles of fluid and crystallised cognitive abilities in these relationships among older adults. Design Cross-sectional baseline analysis of the ‘LitCog’ cohort study. Setting 1 academic internal medicine clinic and 5 federally qualified health centres in Chicago, USA. Participants English-speaking adults (n=828) aged 55–74 years, recruited from August 2008 through October 2011. Outcome measures Health literacy was measured by the Test of Functional Health Literacy in Adults (TOFHLA) and the Newest Vital Sign (NVS), both of which assess reading comprehension and numeracy in health contexts, and by the Rapid Estimate of Adult Literacy in Medicine (REALM), which assesses medical vocabulary. Fluid cognitive ability was assessed through the cognitive domains of processing speed, inductive reasoning, and working, prospective and long-term memories, and crystallised cognitive ability through the verbal ability domain. Results TOFHLA and NVS scores were lower at ages 70–74 years compared with all other age groups (p<0.05 for both tests). The inverse association between age and TOFHLA score was attenuated from β=−0.39 (95% CI −0.55 to −0.22) to β=−0.06 (95% CI −0.20 to 0.08) for ages 70–74 vs 55–59 years when fluid cognitive ability was added to the model (85% attenuation). Similar results were seen with NVS scores (68% attenuation). REALM scores did not differ by age group (p=0.971). Crystallised cognitive ability was stable across age groups, and did not influence the relationships between age and TOFHLA or NVS performance. Conclusions Health literacy skills show differential patterns of age-related change, which may be explained by cognitive ageing. Researchers should select health literacy tests appropriate for their purposes when assessing the health literacy of older adults. Clinicians should be aware of this issue to ensure that health self-management tasks for older patients have appropriate cognitive and literacy demands. PMID:25908675

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

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.

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…

Current progress in the development of a prophylactic vaccine for HIV-1

PubMed Central

Gamble, Lena J; Matthews, Qiana L

2011-01-01

Since its discovery and characterization in the early 1980s as a virus that attacks the immune system, there has been some success for the treatment of human immunodeficiency virus-1 (HIV-1) infection. However, due to the overwhelming public health impact of this virus, a vaccine is needed urgently. Despite the tireless efforts of scientist and clinicians, there is still no safe and effective vaccine that provides sterilizing immunity. A vaccine that provides sterilizing immunity against HIV infection remains elusive in part due to the following reasons: 1) degree of diversity of the virus, 2) ability of the virus to evade the hosts’ immunity, and 3) lack of appropriate animal models in which to test vaccine candidates. There have been several attempts to stimulate the immune system to provide protection against HIV-infection. Here, we will discuss attempts that have been made to induce sterilizing immunity, including traditional vaccination attempts, induction of broadly neutralizing antibody production, DNA vaccines, and use of viral vectors. Some of these attempts show promise pending continued research efforts. PMID:21267356

Design Research on Ratio and Proportion Learning by Using Ratio Table and Graph with Oku Timur Context at the 7th Grade

ERIC Educational Resources Information Center

Muttaqin, Haniful; Putri, Ratu Ilma Indra; Somakim

2017-01-01

This research was motivated by several studies which show that students have difficulties in understanding the material ratio, wherein one contributing factor is the lack of ability in proportional reasoning. The purpose of this study is to produce a trajectory of learning to help students develop abilities in comparison reasoning. Solution…

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…

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 the treatment. These findings indicate that socioscientific issues-based instruction can provide benefits for students in agricultural education. Teacher educators should work with teachers to maximize the learning that can occur through the various aspects of socioscientific issues-based instruction. Curriculum focusing on socioscientific issues-based instruction should be developed for specific courses in agricultural education. Finally, further investigation should be conducted to better understand how the aspects of socioscientific issues-based instruction can be altered to further enhance student learning.

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.

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

Cooperative coparenting moderates the association between parenting practices and children's prosocial behavior.

PubMed

Scrimgeour, Meghan B; Blandon, Alysia Y; Stifter, Cynthia A; Buss, Kristin A

2013-06-01

This study examined how aspects of the parenting and coparenting relationships relate to children's prosocial behavior in early childhood. Fifty-eight 2-parent families from a larger ongoing longitudinal study participated in this study. Mothers completed questionnaires that measured their use of inductive reasoning, as well as their children's prosocial behavior. Furthermore, parents and their children participated in 3 triadic interaction tasks that were coded to assess cooperative coparenting behavior. Results revealed that cooperative coparenting was positively associated with children's prosocial behavior. A significant interaction also emerged between maternal inductive reasoning and cooperative coparenting behavior. These findings underscore the important role of a cooperative coparenting subsystem in influencing children's emerging prosocial behavior, as well as highlight the association between positive parenting practices and children's prosocial development within the context of cooperative coparenting behaviors. This study demonstrates the utility of understanding family-level processes that contribute to children's prosocial development during early childhood. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Cooperative Coparenting Moderates the Association between Parenting Practices and Children’s Prosocial Behavior

PubMed Central

Scrimgeour, Meghan B.; Blandon, Alysia Y.; Stifter, Cynthia A.; Buss, Kristin A.

2013-01-01

The current study examined how aspects of the parenting and coparenting relationships relate to children’s prosocial behavior in early childhood. Fifty-eight two-parent families from a larger ongoing longitudinal study participated in this study. Mothers completed questionnaires that measured their use of inductive reasoning, as well as their children’s prosocial behavior. Furthermore, parents and their children participated in three triadic interaction tasks that were coded to assess cooperative coparenting behavior. Results revealed that cooperative coparenting was positively associated with children’s prosocial behavior. A significant interaction also emerged between maternal inductive reasoning and cooperative coparenting behavior. These findings underscore the important role of a cooperative coparenting subsystem in influencing children’s emerging prosocial behavior, as well as highlight the association between positive parenting practices and children’s prosocial development within the context of cooperative coparenting behaviors. This study demonstrates the utility of understanding family-level processes that contribute to children’s prosocial development during early childhood. PMID:23750531

The cerebellum and decision making under uncertainty.

PubMed

Blackwood, Nigel; Ffytche, Dominic; Simmons, Andrew; Bentall, Richard; Murray, Robin; Howard, Robert

2004-06-01

This study aimed to identify the neural basis of probabilistic reasoning, a type of inductive inference that aids decision making under conditions of uncertainty. Eight normal subjects performed two separate two-alternative-choice tasks (the balls in a bottle and personality survey tasks) while undergoing functional magnetic resonance imaging (fMRI). The experimental conditions within each task were chosen so that they differed only in their requirement to make a decision under conditions of uncertainty (probabilistic reasoning and frequency determination required) or under conditions of certainty (frequency determination required). The same visual stimuli and motor responses were used in the experimental conditions. We provide evidence that the neo-cerebellum, in conjunction with the premotor cortex, inferior parietal lobule and medial occipital cortex, mediates the probabilistic inferences that guide decision making under uncertainty. We hypothesise that the neo-cerebellum constructs internal working models of uncertain events in the external world, and that such probabilistic models subserve the predictive capacity central to induction. Copyright 2004 Elsevier B.V.

Maternal cultural values and parenting practices: longitudinal associations with Chinese adolescents' aggression.

PubMed

Shuster, Michael M; Li, Yan; Shi, Junqi

2012-04-01

Interrelations among cultural values, parenting practices, and adolescent aggression were examined using longitudinal data collected from Chinese adolescents and their mothers. Adolescents' overt and relational aggression were assessed using peer nominations at Time 1 (7th grade) and Time 2 (9th grade). Mothers reported endorsement of cultural values (collectivism and social harmony) and parenting practices (psychological control and inductive reasoning) at Time 1. While controlling for Time 1 adolescent aggression, maternal collectivism and social harmony indirectly and longitudinally linked to adolescent aggression through maternal parenting practices. Specifically, maternal collectivism was positively related to inductive reasoning, which, in turn, negatively related to adolescent overt aggression at Time 2. Similarly, maternal social harmony negatively related to psychological control that positively predicted later adolescent relational aggression. Results of the present study shed light on mechanisms through which culture may indirectly influence adolescent aggression. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Inductive reasoning and doubt in obsessive compulsive disorder.

PubMed

O'Connor, Kieron; Wilson, Samantha; Taillon, Annie; Pélissier, Marie-Claude; Audet, Jean-Sebastien

2018-06-01

Previous studies show that individuals with obsessive compulsive disorder (OCD) accord more importance than healthy controls (HC) to alternative conclusions, resulting in increased doubt regarding an initial conclusion. The goal of the present study was to replicate and extend this finding. Eighteen participants diagnosed with OCD and 16 HC completed the Reasoning with Inductive Arguments Task (RIAT), which operationalizes doubt as change in confidence towards a conclusion after alternative conclusions are presented. To examine conditions that facilitate doubt, the impact of alternative conclusions that both supported and contradicted the initial conclusion was compared, as well as the effect of neutral and OCD-relevant item content. Both the OCD and HC groups decreased confidence after contradicting conclusions, but only the HC group increased confidence when presented with supporting conclusions. Furthermore, decrease in confidence in the OCD group correlated with OCD symptom severity. The RIAT could be adapted to better take into account of OCD subtypes. Doubt generation may contribute to obsessional doubting. Copyright © 2017 Elsevier Ltd. All rights reserved.

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…

The turbulent recirculating flow field in a coreless induction furnace. A comparison of theoretical predictions with measurements

NASA Technical Reports Server (NTRS)

El-Kaddah, N.; Szekely, J.

1982-01-01

A mathematical representation for the electromagnetic force field and the fluid flow field in a coreless induction furnace is presented. The fluid flow field was represented by writing the axisymmetric turbulent Navier-Stokes equation, containing the electromagnetic body force term. The electromagnetic body force field was calculated by using a technique of mutual inductances. The kappa-epsilon model was employed for evaluating the turbulent viscosity and the resultant differential equations were solved numerically. Theoretically predicted velocity fields are in reasonably good agreement with the experimental measurements reported by Hunt and Moore; furthermore, the agreement regarding the turbulent intensities are essentially quantitative. These results indicate that the kappa-epsilon model provides a good engineering representation of the turbulent recirculating flows occurring in induction furnaces. At this stage it is not clear whether the discrepancies between measurements and the predictions, which were not very great in any case, are attributable either to the model or to the measurement techniques employed.

State anxiety modulates the return of fear.

PubMed

Kuhn, Manuel; Mertens, Gaetan; Lonsdorf, Tina B

2016-12-01

Current treatments for anxiety disorders are effective but limited by the high frequency of clinical relapse. Processes underlying relapse are thought to be experimentally modeled in fear conditioning experiments with return fear (ROF) inductions. Thereby reinstatement-induced ROF might be considered a model to study mechanisms underlying adversity-induced relapse. Previous studies have reported differential ROF (i.e. specific for the danger stimulus) but also generalized ROF (i.e. for safe and danger stimuli), but reasons for these divergent findings are not clear yet. Hence, the response pattern (i.e. differential or generalized) following reinstatement may be of importance for the prediction of risk or resilience for ROF. The aim of this study was to investigate state anxiety as a potential individual difference factor contributing to differentiability or generalization of return of fear. Thirty-six participants underwent instructed fear expression, extinction and ROF induction through reinstatement while physiological (skin conductance response, fear potentiated startle) and subjective measures of fear and US expectancy were acquired. Our data show that, as expected, high state anxious individuals show deficits in SCR discrimination between dangerous and safe cues after reinstatement induced ROF (i.e. generalization) as compared to low state anxious individuals. The ability to maintain discrimination under aversive circumstances is negatively associated with pathological anxiety and predictive of resilient responding while excessive generalization is a hallmark of anxiety disorders. Therefore, we suggest that experimentally induced ROF might prove useful in predicting relapse risk in clinical settings and might have implications for possible interventions for relapse prevention. Copyright © 2016 Elsevier B.V. All rights reserved.

Investigation of the Impact of the Upstream Induction Zone on LIDAR Measurement Accuracy for Wind Turbine Control Applications using Large-Eddy Simulation

NASA Astrophysics Data System (ADS)

Simley, Eric; Y Pao, Lucy; Gebraad, Pieter; Churchfield, Matthew

2014-06-01

Several sources of error exist in lidar measurements for feedforward control of wind turbines including the ability to detect only radial velocities, spatial averaging, and wind evolution. This paper investigates another potential source of error: the upstream induction zone. The induction zone can directly affect lidar measurements and presents an opportunity for further decorrelation between upstream wind and the wind that interacts with the rotor. The impact of the induction zone is investigated using the combined CFD and aeroelastic code SOWFA. Lidar measurements are simulated upstream of a 5 MW turbine rotor and the true wind disturbances are found using a wind speed estimator and turbine outputs. Lidar performance in the absence of an induction zone is determined by simulating lidar measurements and the turbine response using the aeroelastic code FAST with wind inputs taken far upstream of the original turbine location in the SOWFA wind field. Results indicate that while measurement quality strongly depends on the amount of wind evolution, the induction zone has little effect. However, the optimal lidar preview distance and circular scan radius change slightly due to the presence of the induction zone.

Reconsideration of the costs of convenience: quality, operational, and fiscal strategies to minimize elective labor induction.

PubMed

Simpson, Kathleen Rice

2010-01-01

Elective induction of labor is at an all-time high in the United States despite known associated risks. It can lead to birth of an infant too early, a long labor, exposure to a high-alert medication with its potential side effects, unnecessary cesarean birth, and maternal and neonatal morbidity. There is a cascade of interventions related to elective induction such as an intravenous line, continuous electronic fetal monitoring, confinement to bed, amniotomy, pharmacologic labor stimulating agents, parental pain medications, and regional anesthesia, each with their own set of potential complications and risk of iatrogenic harm. These risks apply to all women having the procedure, however for nulliparous women before 41 weeks of gestation with an unfavorable cervix, the main risk is cesarean birth after unsuccessful labor induction with the potential for maternal and neonatal morbidity and increased healthcare costs. When cesarean occurs, subsequent births are likely to be via cesarean as well. Elective labor induction before 41 weeks is inconsistent with quality perinatal care, and performance of this unnecessary procedure should be minimized. Convenience as the reason for labor induction is contrary to a culture focused on patient safety. A review of current evidence, followed by changes in practice, is warranted to support the safest care possible during labor and birth. Various strategies to reduce the rate of elective induction in the United States are presented.

High density growth of T7 expression strains with auto-induction option

DOEpatents

Studier, F William [Stony Brook, NY

2009-07-14

Disclosed is a method for promoting auto-induction of transcription of cloned DNA in cultures of bacterial cells grown batchwise, the transcription being under the control of a promoter whose activity can be induced by an exogenous inducer whose ability to induce said promoter is dependent on the metabolic state of said bacterial cells. Initially, a culture media is provided which includes: i) an inducer that causes induction of transcription from said promoter in said bacterial cells; and ii) a metabolite that prevents induction by said inducer, the concentration of said metabolite being adjusted so as to substantially preclude induction by said inducer in the early stages of growth of the bacterial culture, but such that said metabolite is depleted to a level that allows induction by said inducer at a later stage of growth. The culture medium is inoculated with a bacterial inoculum, the inoculum comprising bacterial cells containing cloned DNA, the transcription of which is induced by said inducer. The culture is then incubated under conditions appropriate for growth of the bacterial cells.

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. Further research should also focus on the detection of a broad range of science misconceptions among preservice elementary teachers.

The specificity of induction of alpha-galactosidase from Saccharomyces carlsbergensis.

PubMed

Flórez, I G; Lazo, P S; Ochoa, A G; Gascón, S

1981-04-17

A number of sugars and derivatives have been tested for their ability to induce the synthesis of alpha-galactosidase from Saccharomyces carlsbergensis. Besides galactose and the substrates of the enzyme melibiose, raffinose and stachyose, D-galacturonic acid, L-arabinose, D-tagatose, methyl-alpha-D-galactoside, lactose and isopropyl-beta-D-thiogalactoside were able to act as inducers. Of these, methyl-alpha-D-galactoside, lactose, isopropyl-beta-D-thiogalactoside and L-arabinose have been shown to be gratuitous inducers with which kinetic studies of induction have been carried out. Lactose was the most efficient inducer, giving a maximal differential rate of synthesis of the enzyme of 110 mU/10(7) cells at a concentration of 180 mM, followed by L-arabinose (60 mU/10(7) cells at 40 mM), isopropyl-beta-D-thiogalactoside (43 mU/10(7) cells at 60 mM) and methyl-alpha-D-galactoside (25 mU/10(7) cells at 150 mM). The concentration of inducer required to obtain half-maximal induction was similar for lactose, L-arabinose and isopropyl-beta-D-thiogalactoside and about 5-fold higher for methyl-alpha-D-galactoside. The property of the compounds to act as inducers was compared to their ability to interact with the enzyme and the results discussed in terms of the molecular structures which are recognized by the enzyme and by the induction machinery.

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.

Battered women who kill: the impact of expert testimony and empathy induction in the courtroom.

PubMed

Plumm, Karyn M; Terrance, Cheryl A

2009-02-01

Mock jurors (N = 312) viewed a simulated trial involving a woman, charged with the murder of her abusive husband, entering a plea of not guilty by reason of self-defense. Expert testimony was varied using battered woman syndrome, social agency framework, or no expert testimony. Within expert testimony conditions, jurors were presented with opening and closing statements either including or not including instructions aimed at inducing empathy. Results indicate differences in gender and expert testimony for ratings of guilt as well as differences in gender, expert testimony, and empathy induction for perceptions of the defendant.

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.

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…

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…

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…

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…

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.…