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This research aims at promoting the usage of an online children's dictionary within a context of reading comprehension and vocabulary acquisition. Inspired by document retrieval approaches developed in the area of information retrieval (IR) research, we adapt a particular IR strategy, based on fuzzy logic, to a search in the electronic dictionary. From an unknown word, searched for by a learner, our proposed fuzzy inference process makes it possible to retrieve relevant lexical information from any entry of the dictionary. Furthermore, it organises this information in the form of semantic maps of an adaptable size surrounding the query word. Manual construction of such semantic maps are seen as being effective for helping learners in vocabulary acquisition and reading comprehension tasks. Our research leads to a capability for building them automatically. Using concrete examples, we provide details of the calculation for the construction of semantic maps as well as for the retrieval of information. We introduce a software component which could be integrated in a computer assisted language learning (CALL) environment to promote vocabulary acquisition in L1.

Discusses the use of hyperlinks for improving information retrieval on the World Wide Web and proposes a general model for using hyperlinks based on Probabilistic Argumentation Systems. Topics include propositional logic, knowledge, and uncertainty; assumptions; using hyperlinks to modify document score and rank; and estimating the popularity of a Web page. (Author/LRW)

Discusses the importance of research on the use of mathematical, logical, and formal methods in information retrieval to help enhance retrieval effectiveness and clarify underlying concepts of information retrieval. Highlights include logic; probability; spaces; and future research needs. (Author/LRW)

Proposes an approach to incorporate term similarity and inverse document frequency into a logical model of information retrieval. Highlights include document representation and matching; incorporating term similarity into the measure of distance; new algorithms for implementation; inverse document frequency; and logical versus classical models of information retrieval. (Author/LRW)

Examines query expansion during query translation in cross language information retrieval and develops a general framework for inferential information retrieval in two particular contexts: using fuzzy logic and probability theory. Obtains evaluation formulas that are shown to strongly correspond to those used in other information retrieval models. (Author/LRW)

Argues against the diminishing emphasis on mathematics as a logic system. Examines some of the basic tenets of logic and argues that when mathematics students are shown how to use logic and reasoning rather than memorization, they are able to develop stronger critical thinking skills. (AUTH/NB)

Discusses network denial-of-service attacks which have become a security threat to the Internet community and suggests the need for reliable authentication protocols in client-server applications. Presents a public-key based authentication and key establishment protocol coupled with a client puzzle protocol and validates it through formal logic theory. (Author/LRW)

Describes a study at the University of Twente (Netherlands) that investigated the effect of two instructional variables, manipulation of objects and guidance, in learning to use the logical connective, conditional with a computer-based learning environment, Tarski's World, designed to teach first-order logic. Discusses results of pretests-posttests and retention tests. (Author/LRW)

Proposes an alternative program logic model based on the concepts of learning organizations and systems theory. By redefining time as an evolutionary process, the model provides a space for stakeholders to record changes in program context, interim assessments, and program modifications. (SLD)

Describes a three-step approach to teaching logic models that entails: (1) identification of antecedent conditions; (2) ensuring that program activities target antecedent conditions; and (3) a focus on measurement issues, depicting the indicators and objectives for outcomes included in the evaluation plan. (SLD)

The new English translation of Paolo Rossi's classic study, "Logic and the Art of Memory," presents a useful opportunity to examine contemporary efforts to understand what its subtitle calls "the quest for universal language." At the same time, a seventeenth-century philosophical romance, Thomas Urquhart's, "Jewel," affords a good test case for evaluating the success of those contemporary critical efforts--including Rossi's own. (Author/VWL)

Describes the use of the program logic model as an integrative framework in the multimethod evaluation of a middle school curriculum delivery program. Shows how the logic model was used to focus data collection, organize data, and interpret the data in an integrative framework. Focuses on the area of computer skills to illustrate the usefulness of program logic models. (SLD)

Describes a theoretical framework for teaching and assessing critical thinking abilities as outcomes in an informal logic course, with emphasis on helping students to acquire, develop, demonstrate, and apply the requisite abilities. Aims to respond to the concern that critical thinking abilities are not sufficiently taught and acquired in an informal logic course. (EV)

Believes that social studies teachers should help their students use logical argument and learn to recognize a fallacious argument. Offers a description and conceptualization of critical thinking. Discusses common fallacies of informal arguments after defining fallacy and syllogisms. Provides three considerations for classroom discourse and includes implications for social studies education. (CMK)

Analyzes John Randolph's use of "ad hominem" arguments, in an excerpt from the Yazoo Claims debate in 1805, in light of Douglas Walton's research into the "ad hominem." Claims the arguments employed by Randolph confirm Walton's contention that the "ad hominem" is not inherently fallacious, but is a defensible form of argument. (NH)

Offers a critical analysis of Rep. Barney Frank's speech delivered in the House of Representatives concerning the "Defense of Marriage Act." Argues that Frank attempts to persuade colleagues by advancing two "ad hominem" arguments, one of which could potentially shift the focus from the need to defend marriages from same-sex couples towards the underlying discomfort with same-sex relationships. (NH)

Analyzes Senator Bumpers' argument in the Clinton impeachment proceedings as a bias type of "ad hominem" argument. Notes specifically Bumpers' argument that the House Managers were not fulfilling their proper roles in the proceedings. Claims Bumpers' bias position was reasonable in the argumentative context in which it took place. (NH)

Examines argument from the televised impeachment trial of President Bill Clinton concerning the similarity of the Clinton case to the Linda Battalino case and asks if the argument does or does not represents an "ad hominem" argument. Provides an introduction to the viewpoint of informal logic and a summary of the various forms of argument at issue. (NH)

Explores the intersectional character of the vocational school and the resulting specific demands on the system of vocational education regarding its control. Discusses the law on the college of vocational education in North Rhine-Westphalia (Germany) and the supporting measures regarding quality management at vocational schools. (CMK)

Two experiments examined 8- to 11-year-olds' ability to distinguish between logical and nonlogical argument forms. Findings indicated that a significant number could recognize the necessity of logical forms and indeterminacy of nonlogical forms, and that this competence must be distinguished from tendency to fail to attend to structural relationships between propositions or to monitor intrusions of extraneous personal knowledge. (Author/KB)

Discusses the use of interface metaphors in computer system design. Describes empirical research that shows users can experience cognitive dissonance with metaphors and suggests that the concept of a logical analogue rather than that of a metaphor should guide system designers. (Contains 66 references.) (LRW)

Discusses the logical approach to information retrieval that treats retrieval as inference, considers probabilistic models for text retrieval, and presents an approach for combining Datalog (a variant of Horn predicate logic) with probabilistic theory using intentional semantics with logical rules. Discusses syntax and semantics and compares this approach with others. (Author/LRW)

This article discusses the use of the philosophical argument from design as a demonstration of the existence of God with gifted students in grades 6-8. It explains how this argument, originated by Thomas Aquinas, is presented to students and also describes student responses and curricular integration of Aquinas'"fifth way" into language arts, humanities, and science. (DB)

Presents a framework that combines Genetic Programming and Inductive Logic Programming, two approaches in data mining, to induce knowledge from noisy databases. The framework is based on a formalism of logic grammars and is implemented as a data mining system called LOGENPRO (Logic Grammar-based Genetic Programming System). (Contains 34 references.) (LRW)

Explores the nature of critical thinking through a discussion on the use of logic, the role of the critical spirit, dialogical reasoning, assessment of criteria, the relationship of content, and the relationship of caring and connections with criticism. Includes references. (CMK)

Describes a simple 16-item instrument, the Propositional Logic Test (PLT), that is based on Piagetian theory and a study that explored the use of the PLT in diagnosing student misunderstandings. Analysis of individual student responses revealed a number of systematic errors in interpreting the logical operations in the PLT items. (Contains 23 references.) (Author/ASK)

Five experiments examined children's understanding of logical consistency. Findings indicated that only by 6 years of age were logically inconsistent claims understood despite good memory for claims, varying question forms, ability to identity other types of statements as not sensical or to compare/contrast claims in other ways, and attempts made to deepen processing of claims. Number of older siblings related to performance. (Author/KB)

Traces the term "logos" from the ninth to the fourth century B.C. to distinguish between its general meaning and its technical definition within classical rhetoric. Shows that Aristotle's "pistis" of "logos" refers, not to an appeal to logic, but to the argument or speech itself, which reinstates all three proofs of persuasion as legitimate, logical means to different ends. (SR)

Describes research with college students that investigated commercial game types and game elements to determine what would be suitable for education. Students rated logic, memory, visualization, and problem solving as important game elements that are used to develop a model that links pedagogical issues with game elements. (Author/LRW)

Discusses the increase in the quantity and diversity of information available for searching via the Internet and provides a logic-based framework for information discovery that is related to the traditional field of information retrieval. Considers information routing, infomantics, information carriers, information filters, and users' information needs. Contains 41 references. (Author/LRW)

Describes the Logic Model process, a tool used by program evaluators to tell the performance story of their program. The model describes the logical linkages among program resources, activities, outputs, customers reached, and short, intermediate, and longer-term outcomes. (SLD)

Examines parallelisms between surface structure and logical structure and why those parallelisms do not extend farther than they do. If syntactic deep structures are identified with logical structures, an appropriate cyclic principle guarantees that cyclic rules will apply so that large-scale parallelisms exist between surface syntactic structures and corresponding structures (and other rules can yield deviations from those parallelisms). (SM)

Argues that communication scholars should closely examine the affiliations between constitutive theories and material attempts to order the earth, to bring it into line with idealist discourses such as logic and geometry. Works to account for the power of discursive and natural forces by deconstructing the ideal/material distinction and allowing for the inclusion of nonessentialized, nonhuman voices. (SC)

Discusses "Quixote's visor," a rhetorical turn that conceals a logical gap, an appeal to frustration or necessity. Suggests that the form of Quixote's visor, the testing of a series of possibilities, is a way of deriving logical and rhetorical inferences in response to acts of questioning. Discusses two "cousins"--Sherlock's visor and Darwin's visor. (RS)

Argues that the Trivium, a model for a basic education from classical times, is useful in providing students with a humanities education because students within this model learn skills in rhetoric, grammar, and logic. Defines a humanities education, describes the Trivium model in detail, and applies the Trivium to contemporary education. (CMK)

Traces the decline of rhetoric and the underlying social changes that hastened its fall from grace. Argues the need for a reconstructed rhetoric. Creates a context for considering a visual rhetoric. Suggests that abstraction and scientific reductionism fail to address issues of human agency. Cites five examples of social or cultural problems that rhetoric can help address. (CR)

Monotonic logic requires reexamination of the entire logic string when there is a contradiction. Nonmonotonic logic allows the user to withdraw conclusions in the face of contradiction without harm to the logic string, which has considerable application to the field of information searching. Artificial intelligence models and neural networks based on nonmonotonic logic have the potential for more robust findings. (Author/AEF)

Focuses on the significant connection between logic and information retrieval. Introduces the formalisms used in logical models for information retrieval, shows the use of logic to build the models, and presents a brief overview of some of the current logical models in information retrieval. (Author/AEF)

Examines central issues in the application of logic to information retrieval (IR). Discusses the logical relationship between document and need; implications of models based on truth, validity, or logical consequentiality, and the relationship between this issue and the issue of partiality versus totality of information; and the relationship between the paradoxes of material implication and the "(in)adequacy" of classical logic for IR modelling. (Author/AEF)

In their book entitled Scientific Knowledge, Barry Barnes, David Bloor, and John Henry repudiate the notion that physical environment plays no role in the creation of scientific knowledge, thereby removing a major bone of contention between scientists and practitioners of the sociology of scientific knowledge. A physicist discusses ways in which these authors' view of scientific knowledge clashes with his personal experience. (Author/PVD)

Argues that, despite some current antitheory sentiment in public administration education, in this profession practice and theory converge directly, with theory a reflection on and critique of practice. Facility with conceptual schemata, models, and systems of thought, and the ability to engage in discourse, listen, read, and articulate ideas are tools that prepare graduate students for making difficult decisions. (MSE)

Considers a "hybrid" approach to the modeling of uncertainty in deductive databases. The model, deductive IST (DIST) is based on an extension of the "Information Source Tracking" (IST) model for relational databases. Proves that the complexity of testing containment of conjunctive DIST queries remains the same as in the classical case when number of information sources is regarded as a constant. (Author/AEF)

Presents a way to evaluate the impact of local human services delivery systems and illustrates this logic model through the experiences of an urban United Way organization. This experience suggests that the logic model may have applications in planning when the aim is long-term social objectives through short-term interventions. (SLD)

The logic of an educational subject does not necessarily follow the logic of science. The natural order of a science curriculum need not be the best pedagogical order. The same course content can be realized via several isomorphous structures of equal value and consistent with the existing logic of science. (SM)

Examined hypothesis that experiences unique to schooling account for improved performance on invalid conditional syllogisms with age. Found small negative effect from out-of-school experiences and considerable positive effect of schooling; hence, unlike other cognitive tasks in which schooling operates in same direction as out-of-school experience, here it breaks daily-life interpretational habits and is crucial for the developmental process. (EV)

Discusses beliefs about autonomy, curriculum, and reading that inform the teaching model of critical thinking. It suggests that teaching critical thinking in college as it has evolved into teaching of informal logic is not sufficient for actualizing the ideal of education for autonomy. (SM)

Beginning geometry students misunderstand the requirements of formal proof because of confusion between deductive reasoning and argumentation. Presented is a cognitive analysis of deductive organization versus argumentative organization of reasoning and the applications of this analysis to learning. Implications of a study analyzing students' written proofs is given. (MDH)

Comparison of 2 computer-assisted instructional treatments in syllogistic reasoning--one requiring a deeper level of processing with a diagrammatic response--found that the 13 learning-disabled high school students receiving the diagrammatic instruction required fewer trials to achieve mastery criteria and produced significantly higher posttest and maintenance scores. (Author/DB)

Describes the Philosophy for Children program in critical thinking, its pedagogical approach involving the community of inquiry, and the sociocognitive learning theories upon which it is based. Suggests it can be used as a pedagogical model for developing collaborative learning approaches in art education, especially aesthetics. (KM)

Provides four examples for testing the validity of logical arguments by using the method of truth trees. (YP)