61,203 results on '"Logic"'
Search Results
2. The Logic of Young Children's (Nonverbal) Behavior.
- Author
-
Singer, Elly
- Abstract
This paper asserts that teachers need to understand the logic of young children's behavior in their joint play and in their conflicts in order to respond sensitively, and that children construct logic-in-action (procedural knowledge) long before they are able to verbalize their logic in narratives. The basic assumption of the paper is that there is a functional continuity between the logic-in-action of young children and the verbalized logic of children's narratives. The paper first examines the concept of "logic" and the basic human motive to construct a "logic" world at the subjective level. The paper then discusses young children's logic-in-action of the sensorimotor period, relating this to some studies of children's co-construction of meaning in peer relations and their prosocial behavior during or after peer conflicts. The paper asserts that in peer conflicts, with or without their teachers' help, young children socialize, a natural heritage also shared with nonhuman primates in situations of conflict resolution. Finally, the paper explores the teacher's role in peer conflicts. (Contains 37 references.) (EV)
- Published
- 2001
3. Trabajos Cerebrales: de Nacimiento a Pre-Kinder (BrainWorks: Birth to Kindergarten).
- Author
-
ICA, Inc., Stockton, CA., Fisicaro, Maria E., and Goss, Joyce L.
- Abstract
This is a Spanish adaptation of the English version of the book, "Brainworks: From Birth to Kindergarten. The book is to be used with a multimedia presentation that is available on computer diskette. The book and multimedia presentation are designed to help parents and childcare providers understand the concept of early exposure and exploration that is followed by increased development of synaptic connections and ultimately prepares children to handle preschool and kindergarten school work. Topics discussed in the book are: the developing brain; the enriched environment, programs specializing in early intervention; and kindergarten readiness. A checklist for parents concerning quality care and preschool, a glossary of relevant terms, and a list of recommendations for implementing ideas presented within the book are included. (MKA)
- Published
- 2000
4. Using Logic Models in Substance Abuse Treatment Evaluations. Integrated Evaluation Methods.
- Author
-
Caliber Associates, Fairfax, VA., National Evaluation Data and Technical Assistance Center, Rockville, MD., and Devine, Patricia
- Abstract
Based on a decade of evaluation experience, the Center for Substance Abuse Treatment (CSAT) has developed the Integrated Evaluation Methods (IEM) Package, a series of conceptual and methodological applications to enhance CSAT-funded evaluation activities. Products in the IEM Package are organized within an evaluation framework constructed on the basis of accumulated experiences among evaluation professionals. The framework is based upon evaluation strategies, structures, and approaches appropriate for substance abuse treatment evaluators and providers. This document is specifically aimed at supporting the design stage of the evaluation process. It provides a definition of logic models and discusses their use in treatment services planning and evaluation. It is intended to assist substance abuse treatment professionals to plan and conduct statistically valid, and, therefore, meaningful evaluation activities. An appendix entitled "Integrated Evaluation Methods Package: A Guide for Substance Abuse Treatment Knowledge-Generating Activities--Executive Summary" is included. (Contains 4 figures, 3 tables, and 10 references.) (MKA)
- Published
- 1999
5. Brainworks: Birth to Kindergarten.
- Author
-
ICA, Inc., Stockton, CA., Goss, Joyce L., and Fisicaro, Maria E.
- Abstract
This book is to be used with a multimedia presentation that is available on compact disc. The book and multimedia presentation are designed to help parents and childcare providers understand the concept of early exposure and exploration that is followed by increased development of synaptic connections and ultimately prepares children to handle preschool and kindergarten school work. Topics discussed in the book are: the developing brain; the enriched environment; programs specializing in early intervention; and kindergarten readiness. A checklist for parents concerning quality care and preschool, a glossary of relevant terms, and a list of recommendations for implementing ideas presented within the book are included. Appendix A provides information on Functional Magnetic Resonance Imaging and Positron Emission Tomography. Appendix B provides guidelines for utilizing the multimedia disc presentation. Appendix C provides a brief synopsis of information provided earlier in the book. (Contains 69 references.) (MKA)
- Published
- 1999
6. The Logical Roots of Argumentative Writing: An Adjunct to Academic ESL/EFL Writing Students?
- Author
-
Beaubien, Richard
- Abstract
A study investigated whether formal instruction in logic and syllogism construction helps English-as-a-Second-Language (ESL)/English-as-a-Foreign-Language (EFL) students in crafting argumentative essays. Subjects were 24 ESL students of varied linguistic backgrounds at the Mercer University (Georgia) English Language Institute. Half were given formal instruction in logic and syllogism construction. A multi-trait scoring procedure was used, testing formation of arguments and ideas, control of rhetorical features, and grammar control. Results indicate that instruction in logic and syllogism construction had a statistically significant positive effect on the writing scores given to those students who received instruction, as contrasted with those who did not receive the same instruction. (Contains 32 references.) (MSE)
- Published
- 1998
7. It's Easy To Be Wise after the Event: Concepts for Redesigning an Educational System on Logistics Derived from Reflecting Its Development and Use.
- Author
-
Neumann, Gaby, Ziems, Dietrich, and Hopner, Christian
- Abstract
This paper introduces a multimedia-based educational system on logistics developed at the University of Magdeburg (Germany), reports on development and implementation of the prototype, and discusses ideas for redesign. The system was tested, used, and evaluated at the university and within a European network of 24 universities, colleges, and training centers from 13 countries. Students were interviewed and completed questionnaires regarding opinions, criticisms, and wishes in relation to the system. The development process, including guidelines, story board, navigation, calculation exercises, layout, integrated notepads, language-independent components, and language-specific components, is discussed. Ideas for expansion and modification of the educational system include: increasing user-friendliness by reorganizing and reworking the interface; supporting more flexible teaching and learning processes by providing learner-specific interaction and feedback; and expanding use by integrating the module into distance courses, adapting to student needs, and facilitating alternate forms of communication. Possibilities for more effective authors' support focus on: expanding and explaining conventions for structuring and designing the system and its elements; putting further knowledge of facts and methods into modular form according to content and formal aspects and documenting them in a way that is easily searchable; and supporting the collection, management, and finding of resources by a resource pool with a comfortable management system. (DLS)
- Published
- 1998
8. Philosophy: Discipline Analysis. Women in the Curriculum Series.
- Author
-
Towson Univ., Baltimore, MD. National Center for Curriculum Transformation Resources on Women. and Nye, Andrea
- Abstract
This essay examines the ways in which philosophy, as a discipline, has been influenced by feminist scholarship in the field. It explains that in the 1970s feminist philosophers introduced questions regarding personal life and sexuality as matters for philosophical analysis, and that scholars began to challenge the notions of the Western canon. Feminists argued that understanding philosophical texts required reading symbolic and metaphorical language to discover subtexts that held philosophical reasoning in place. The essay goes on to discuss the radical interpretive techniques, such as deconstruction, used by feminist philosophers, and explains that scholars have begun to question the very identity and root impulse of the discipline of philosophy. The essay concludes that the use of feminist materials in philosophy courses can lead to deep change in the way that philosophy is conceived of and taught, because women's work in philosophy has tended to be grounded in existential issues, critically self-reflective of its methodology, and open to interdisciplinary enrichment. The document includes a list of related electronic resources. (Contains 48 references.) (MDM)
- Published
- 1997
9. Does Conversational Reasoning Contribute to Formal Reasoning Skills?
- Author
-
Scholnick, Ellin Kofsky
- Abstract
A study investigated the relationship between formal and conversational logic. Thirty-two male and 32 female college students evaluated the conclusions of conditional syllogism and participated in an interview adapted from Deanna Kuhn's (1991) monograph, "The Skills of Argument." Students were asked to provide explanations for several problems of interest to them, such as drinking problems, pregnancy, and college tuition. After providing a theory, students were asked to imagine the proof that would support it, and to specify the kinds of evidence that would refute their theory. Then they were offered an alternative theory, which they were to try to refute and then do the opposite--describe the evidence that would support it. Results supported the premise that reasoning in discourse is the same type of reasoning people employ in logical tasks if given the opportunity. But while the data show a relation between two contexts in mature reasoners, they do not illuminate the nature of the relation nor its developmental course. There three possibilities: (1) that both conversational reasoning and formal logic reflect the development of logical skills that are present prior to the advent of language and which will continue to develop; (2) that language plays a constitutive role with the emergence of conditional reasoning; and (3) that language and formal logic are mutually constitutive. The meanings language conveys enable representation of the premises, and the syntax enables coordination. Contains 13 references. (AA)
- Published
- 1996
10. Explaining Autism: Its Discursive and Neuroanatomical Characteristics.
- Author
-
Oller, John W. and Rascon, Dana
- Abstract
This paper reviews the existing empirical research on autism in the context of the semiotic theories of Charles S. Peirce. His ideas of the generalized logic of relations are seen as explaining the unusual associations (or lack thereof) in autism. Concepts of "indices" or signs singling out distinct objects, and "adinity" or the number of distinct logical objects that must be kept track of, are first explained. These concepts are then applied to three kinds of disorders: (1) severe autism, which is also called Kanner-type autism (recognizable in early infancy); (2) Asperger syndrome, a milder and sometimes undetected variety of autism; and (3) Williams syndrome (not generally associated with autism at all). Analysis shows certain commonalities and also marked differences in each of the three disorder types. Peirce's semiotic theory (concerning linguistic, gestural, and sensory systems) is coupled with a review of relevant medical research and both observational and experimental approaches to the discourse analysis of affected individuals. Whereas Williams syndrome is thought to be due to a metabolic dysfunction which disrupts coordination of sensory-motor information with abstract reasoning, infantile autism and Asperger syndrome are seen as being due to damage to the limbic system affecting the ability to link deictic markers of various sorts with their logical objects in representational systems. (Contains 51 references.) (Author/DB)
- Published
- 1995
11. CRITO: Informal Logic, Critical Thinking, and the Argumentative Essay.
- Author
-
Johnson, David Kenneth
- Abstract
The critical thinker is one who is, according to Harvey Siegel, "appropriately moved by reasons." This characterization of critical thinking combines a "reason assessment" component (the principled assessment of reasons and their ability to warrant beliefs, claims and actions) and a "critical attitude" component (the disposition to engage in principled reason assessment). However such critical thinking is least spontaneous when an individual confronts his or her most basic prejudices or deeply held convictions. In these situations, to paraphrase Siegel, the individual may possess the ability but not the disposition to assess certain of his or her beliefs or claims. CRITO (formed acronymically from the logical terms Conclusion, Reasons, Inference, Truth, and Objections) addresses both the principled reason assessment and critical attitude components of critical thinking by requiring students to assess critically the validity of their own inferences, the truth of reasons supplied in defense of conclusions, and finally the soundness of those inferences. Although the components of CRITO are described in the language of formal logic, the CRITO method requires only a general understanding of the nature of effective argumentation. (TB)
- Published
- 1995
12. Fuzzy Logic: A New Tool for the Analysis and Organization of International Business Communications.
- Author
-
Sondak, Norman E. and Sondak, Eileen M.
- Abstract
Classical western logic, built on a foundation of true/false, yes/no, right/wrong statements, leads to many difficulties and inconsistencies in the logical analysis and organization of international business communications. This paper presents the basic principles of classical logic and of fuzzy logic, a type of logic developed to allow for answers that can cover the entire spectrum from yes to no with all values in between. Principles of classic logic that are discussed include statements, the validity of arguments, and three common types of invalid reasoning or logical fallacies. The paper contrasts and compares the two systems and illustrates how fuzzy logic can assist the business communicator in analyzing situations and documents. It also shows how an understanding of the principles of fuzzy logic helps the business communicator better organize letters, memos, presentations, reports, and other types of business communications. The paper concludes that an understanding of fuzzy logic is particularly important for those engaged in international communications, because of its power and widespread use by trading partners of the United States. (JDD)
- Published
- 1994
13. Abduction? Deduction? Induction? Is There a Logic of Exploratory Data Analysis?
- Author
-
Yu, Chong Ho
- Abstract
The philosophical notions introduced by Charles Sanders Peirce (1839-1914) are helpful for researchers in understanding the nature of knowledge and reality. In the Peircean logical system, the logic of abduction and deduction contribute to our conceptual understanding of a phenomenon, while the logic of induction adds quantitative details to the conceptual knowledge. Although Peirce justified the validity of induction as a self-corrective process, he asserted that neither induction nor deduction can help us to unveil the internal structure of meaning. As exploratory data analysis performs the function of a model builder for confirmatory data analysis, abduction plays the role of explorer of viable paths to further inquiry. Thus, the logic of abduction fits well into exploratory data analysis. At the stage of abduction, the goal is to explore the data, find out a pattern, and suggest a plausible hypothesis; deduction is to refine the hypothesis based upon other plausible premises; and induction is the empirical substantiation. (Contains 55 references.) (Author)
- Published
- 1994
14. Logic and Feminist Argument: Yet Again, Can the Master's Tools Dismantle the Master's House?
- Author
-
Lamb, Catherine E.
- Abstract
If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)
- Published
- 1994
15. Newspaper Images and Messages: People with Disabilities.
- Author
-
Catlett, Susan M.
- Abstract
This study reviewed, over 2 years, all newspaper articles related to persons with disabilities in two major city newspapers with circulations of more than 500,000 (the Houston Post and the Los Angeles Times). The newspapers were reviewed to uncover trends and themes in the articles which reflected subtleties of views toward persons with disabilities. Content analysis of the 227 articles included both manifest content and latent content (the undertone or mood of the article). Results indicated that most articles revealed logical fallacies and did not portray persons with disabilities realistically but rather either as having superhuman characteristics or as deserving of pity. A few articles, however, portrayed persons with disabilities as competent members of society. People with disabilities and their advocates are urged to communicate their concerns to the media and to promote guidelines for the realistic portrayal of persons with disabilities in the media. A sample set of guidelines is attached. (Author/DB)
- Published
- 1993
16. Logical Consistency of the Angoff Method of Standard Setting.
- Author
-
Educational Testing Service, Princeton, NJ., DeMauro, Gerald E., and Powers, Donald E.
- Abstract
Standard setting on licensure and certification tests is difficult both to execute and to defend. There may, however, be certain minimum standards for standard setting on which most will be able to agree. One such standard is logical consistency. M. T. Kane (1984, 1986) has suggested an approach to evaluating the logical consistency of one widely used method to set passing scores--the Angoff procedure (W. H. Angoff, 1971). This approach is applied here to the standard setting data from a study of the NTE Specialty Area Test for School Psychology. In brief, the Angoff procedure involves obtaining judges estimates of the probability with which minimally competent examinees can be expected to answer correctly each item in a test. For this study, 130 items from the test were used with 19 panelists who were members of the National Association of School Psychologists. The study provided modest evidence that the Angoff procedure does yield results that display a relatively high degree of logical consistency, especially as judged from the mean estimates provided by a panel of judges. (Contains 3 tables and 15 references.) (Author/SLD)
- Published
- 1993
17. Puzzles & Problems.
- Author
-
Exploratorium, San Francisco, CA. and Murphy, Pat
- Abstract
"Exploring" is a magazine of science, art, and human perception, produced by Exploratorium in collaboration with other participating museums. This issue focuses on puzzles and problem solving. Brain teasers, puzzles, and the strategies for solving them are included. Features include: (1) "Homework Assignment #3" (Paul Doherty); (2) "The Case of the Smoking Brain" (Ellen Klages); (3) "A Dialogue of Questions" (Adam Frank); and (4) "The Problem Solvers" (Robert Pincus; Pat Murphy; and David Barker). (JRH)
- Published
- 1993
18. The Unity in Dewey's Aesthetics and Logic.
- Author
-
Lockwood, John H.
- Abstract
The essay explores the common threads that wove through John Dewey's "Art as Experience" and "Logic: The Theory of Inquiry" (published 1934 and 1938 respectively). Both works were parts of a system of ideas, not isolated books as some critics suggest. In order to show that there is a common basis for Dewey's two books, literature that has surfaced since 1938 is reviewed. This literature shows how Dewey's theory of aesthetics (in "Art") was received. The essay then goes on to present and analyze some commentaries on "Logic." Dewey built aesthetic appreciation into the experience of the individual; he then attempted to analyze that experience as part of a social network. In the inquiry process, beliefs would be refined and defined as the individual encountered others with differing beliefs. Dewey's later publication naturally resulted from and expanded upon the first. Contains 23 references. (EH)
- Published
- 1993
19. Logical Probability Language: An Annotated Bibliography.
- Author
-
Speech Communication Association, Annandale, VA. and Feezel, Jerry D.
- Abstract
An annotated bibliography by Raymond Preiss published in 1986 focused on Language Intensity in relation to persuasion. By contrast, this new 37-item annotated bibliography takes a broader look at probability language to expand upon Preiss's collection of sources, including some earlier and some later sources. Noting that the literature on logical qualifiers or probability words is divergent in perspectives and operational definitions, the bibliography begins with a schema of terminology with example citations and selected words from the sources in the bibliography. The material in the bibliography is divided into four sections: classic theories on probability language; probability qualifiers; intensity and power issues; and quantifiers and frequency words. The books, journal articles and theses in the bibliography were published between 1941 and 1989. (RS)
- Published
- 1991
20. Learning To Reason via Instruction in Argumentation.
- Author
-
Pittsburgh Univ., PA. Learning Research and Development Center., Voss, James F., and Means, Mary L.
- Abstract
This paper discusses argumentation and how instruction may facilitate an individual's skill in argumentation. The paper contends that argumentation, defined as the generation and evaluation of arguments is a fundamental tool of reasoning and that skill in argumentation is therefore basic to a person's ability to reason. The paper is divided into two sections. The first section considers the nature and evaluation of arguments and the relation of argumentation to reasoning, while the second section describes some findings on the quality of argumentation found among students and summarizes some initial work on argumentation instruction. The paper suggests that the following points covered should be addressed when teaching argumentation: (1) students need to acquire knowledge about the structure and nomenclature of arguments; (2) students need to know the purposes of argumentation; (3) students need to know the characteristics of a good argument; and (4) argumentation skills can be developed via writing. (TD)
- Published
- 1991
21. Critical Thinking and the Liberal Arts.
- Author
-
Baker Univ., Baldwin, KS. Center for Critical Thinking. and Hatcher, Donald
- Abstract
This report describes the development over three trial semesters of a required course for sophomores at Baker University (Kansas) to develop reasoning and critical thinking skills that would prepare them for a required senior capstone course. The report describes the work of the faculty team that prepared two textbooks ("Reasoning and Writing: An Introduction to Critical Thinking, and "Reasoning and Thinking,") designed to integrate instruction in written composition and critical thinking with the study of primary texts, and which included readings from classic texts, discussion questions, and other course material. Evaluation of the process suggested the following: focused training is recommended for humanities faculty who are not comfortable teaching material where answers are either right or wrong; faculty who teach critical thinking must themselves understand logic and be able to pass the understanding on to students early in the semester; writing is best taught in a trial-and-error process with much student-faculty interaction; critical thinking courses should be student-centered, using discussion questions rather than lectures; evaluation of reasoning and writing skills is difficult and time-consuming; and faculty members should be drawn in equal numbers from humanities, sciences, social sciences, and other departments. Appended are course descriptions and reading assignment lists. (BF)
- Published
- 1990
22. Informal Logic and Applied Epistemology. Resource Publication Series 3, No. 4.
- Author
-
Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking. and Weinstein, Mark
- Abstract
Informal logic, developed in response to the shortcomings of standard introductory college logic courses, stands between formal logic and critical thinking and is consequently subject to two opposing tensions. The first of these tensions concerns analogues to formal principles, context-independent criteria for identifying and assessing arguments. The second demands that informal logicians offer an educational program that is of general utility, enabling students better to assess arguments both in their courses of study and in their everyday lives. Informal logic must move beyond the logical to embrace applied epistemology, the study of the epistemologies in use in the various domains of human understanding, in order to ground the assessment of arguments as they occur in the various domains. This paper is an attempt to move informal logic and critical thinking conceived of as informal logic away from a priorism characteristic of formal logic and towards a methodical and epistemological stance that more adequately reflects the range of practices in knowledge gathering. Informal logic/critical thinking must include awareness and practice in the complexity of arguments embedded in various disciplinary practices. If students are to be helped to think critically they must learn to access relevant information, apply appropriate methodical principles, and look to analyses of issues that reflect the most appropriate methodology in many domains. (IAH)
- Published
- 1990
23. Logical Thinking in Mathematics: From Oz to Awe!
- Author
-
Hodge, Bonnie M.
- Abstract
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)
- Published
- 2003
24. The Role of Guidance in Computer-Based Problem Solving for the Development of Concepts of Logic.
- Author
-
Eysink, Tessa H. S., Dijkstra, Sanne, and Kuper, Jan
- Abstract
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)
- Published
- 2002
25. The Temporal Logic Model Concept.
- Author
-
den Heyer, Molly
- Abstract
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)
- Published
- 2002
26. Steuerungsprobleme im Beruflichen Bildungswesen- Grenzen der Schulpolitik. Handlungslogiken und Handlungsfolgen Aktueller Berufsbildungspolitik (Problem of Control in the System of Vocational Education -- Limits of Educational Policy. Logics and Consequences of Political Action in the Field of Present Day Vocational Education).
- Author
-
Harney, Klaus and Rahn, Sylvia
- Abstract
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)
- Published
- 2000
27. Using Logic Models and Program Theory To Build Outcome Accountability.
- Author
-
Hernandez, Mario
- Abstract
This article offers a way to build accountability by utilizing outcome relevant information along with outcomes to ensure relevance of evaluation results. It describes a process that incorporates use of logic models for comparing child, family, and community context for the program, the service delivery strategies, and expected outcomes. (Contains extensive references.) (Author/CR)
- Published
- 2000
28. Encouraging Critical Thinking: 'But...What Does That Mean?'
- Author
-
Hemming, Heather E.
- Abstract
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)
- Published
- 2000
29. The Propositional Logic Test as a Diagnostic Tool for Misconceptions about Logical Operations.
- Author
-
Almstrum, Vicki L.
- Abstract
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)
- Published
- 1999
30. Children's Understanding of Logical Inconsistency.
- Author
-
Ruffman, T
- Abstract
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)
- Published
- 1999
31. Why Surface Syntactic Structure Reflects Logical Structure as Much as It Does, But Only That Much.
- Author
-
McCawley, James D.
- Abstract
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)
- Published
- 1999
32. Logic for Everyone. Alternative Techniques for Teaching Logic to Learning Disabled Students in the University.
- Author
-
Central Washington Univ., Ellensburg. Instructional Media Center. and Utzinger, John
- Abstract
The booklet describes ways in which a logic teacher learned to accommodate learning disabled college students. Information on structuring the course includes general principles (such as clear expectations and a variety of learning modalities), considerations in identifying LD students, and use of a detailed course syllabus. He reviews a typical class session with procedures that are helpful to LD and non-LD students alike. Miscellaneous suggestions are offered concerning pictures and diagrams, drill, examinations, and computer assisted instruction. Concluding remarks focus on the importance of helping students apply logic to everyday situations. Appended material includes exercises to identify students with possible LD and a course syllabus. (CL)
- Published
- 1982
33. Les sciences du langage a l'Universite de Neuchatel. Travaux Neuchatelois de linguistique (Language Sciences at the University of Neuchatel. Neuchatel Linguistic Working Papers) No. 15.
- Author
-
Neuchatel Univ. (Switzerland). Inst. de Linguistique., Grosjean, Francois, Grosjean, Francois, and Neuchatel Univ. (Switzerland). Inst. de Linguistique.
- Abstract
The journal of linguistics of the University of Neuchatel (Switzerland) contains information on the programs and faculty and articles in French (F) and English (E). They include: "From Behavioral Psychology to Sociolinguistics: Ten Years of Linguistics Applied to Language Teaching at Neuchatel" (F); "Intonation and Syntax: Neurolinguistic Contribution to the Study of the Role of Intonation Factors in Establishment of Syntactico-Semantic Relations of Phrase Constituents" (F); "Dialect and School in the European Countries" (E); "Experimental Psycholinguistics: A Science at the Crossroads of Several Disciplines" (F); "Teaching By Pictures or Through Pictures?" (F); "The Hidden Side of French" (F); "Phenomena of Regression in Linguistic Competence in Second Language Learning in a School Situation" (F); "What Is Logic Today?" (F); "Assimilation of Consonants in Spoken French" (F); "Good Usage is My Usage: Linguistic Norms and Procedures for Correction of Themes" (F); "Interaction Management and Discourse Complication: Narrative Sequences in Non-Native Language Conversation" (F); "Contrastive Analysis: History and Current Situation" (F); "Study of Interrogative Forms in French in 3-Year-Olds" (F); "Toward a Rhetoric of Implicit Content: The Example of Jokes" (F); "The Structure of the Minimal Utterance as Condition of Access to Interpretive Strategies" (F); and "Language Evaluation: Representative and Communicative Dimensions" (F). (MSE)
- Published
- 1989
34. A Comparative Study of the Sequence Effect in Learning Japanese Kanji Characters: Mathetical vs. Logical Sequences.
- Author
-
Mizuno, Harumitsu
- Abstract
The purpose of this study was to compare the Gilbertian mathetical sequence (MS) with the Skinnerian logical sequence (LS) methodologies in their effectiveness for language teaching. A series of 3 experiments were designed to investigate the effect of MS and LS on the teaching of Japanese Kanji characters to 24 Japanese fifth-graders. The students were divided into two groups and received instruction on three consecutive Saturdays following either the MS or LS method. During each session, the students learned three Kanji characters. The study found that after the first session students in the MS group recalled fewer characters than the LS group. After the second and third sessions, however, the MS group recalled more characters than the LS group. These findings suggest that MS might be preferable to LS as a potential method for language teaching. (MDM)
- Published
- 1989
35. Research Sections, Annual Meeting of the National Council of Teachers of Mathematics (55th, Cincinnati, Ohio, April 20-23, 1977). Mathematics Education Reports.
- Author
-
Ohio State Univ., Columbus. Center for Science and Mathematics Education., ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH., and Higgins, Jon L.
- Abstract
Abstracts of 36 research reports are provided. The reports were prepared by investigators for presentation at the 55th annual meeting of the National Council of Teachers of Mathematics. A broad range of topics related to mathematics education is covered. Nine reports deal with problem solving, eight are concerned with instructional methods, five with space and geometry, and four with numbers and operations. Two reports concern reading and writing skills in mathematics, two deal with testing and measurement procedures, and two concern program evaluation. Other papers deal with logic, effective teachers, learning aids for the blind, and models of mathematics learning. (DT)
- Published
- 1976
36. Lisa.
- Author
-
Montclair State Coll., Upper Montclair, NJ. Inst. for the Advancement of Philosophy for Children., Lipman, Matthew, Lipman, Matthew, and Montclair State Coll., Upper Montclair, NJ. Inst. for the Advancement of Philosophy for Children.
- Abstract
A philosophy reader for seventh and eighth graders, "Lisa" presents a story about daily experiences of a group of schoolchildren. The story is a sequel to ED 103 298. "Lisa" focuses on ethical and social issues such as lying and truth-telling, fairness, naturalness, and what are rules and standards. Other issues such as job and sex discrimination, punishment, the nature of death, and the rights of children are also explored. Constructed as a series of dialogues between children, the story has a child-centered perspective which provides readers with a means for attending to their own thoughts and to ways that their thoughts can function in their lives. This is approached through a discovery of rule-governed thinking and by illustrations of a variety of non-formal types of thought. Search techniques are provided to allow readers to identify rules of their own. In the story and in the classroom, it is the children and the students who discover and test the structural rules of formal logic. "Lisa" is not only about reasoning and morality; it is also concerned with the interrelationship of logic and morality. For example, Lisa ponders inconsistencies in her own behavior of loving animals and yet liking to eat roast beef. The philosophy program helps students establish good reasons in justifying their beliefs and in justifying certain departures from normal patterns of conduct. (Author/AV)
- Published
- 1976
37. Philosophy in the Classroom.
- Author
-
Montclair State Coll., Upper Montclair, NJ. Inst. for the Advancement of Philosophy for Children., Lipman, Matthew, Lipman, Matthew, and Montclair State Coll., Upper Montclair, NJ. Inst. for the Advancement of Philosophy for Children.
- Abstract
This handbook for educators and parents discusses the need to include philosophy in the elementary classroom. The authors point out that as a question-raising discipline, philosophy is appropriate to guide children's natural inquisitiveness through the educational process. It encourages intellectual resourcefulness and flexibility which can enable children and teachers alike to cope with the disconnectedness and fragmentization of existing curricula. It can help develop sound reasoning and ethics. The first six chapters discuss reasons for including philosophy in the curriculum, aims and objectives of the philosophy for children program, and methods of teaching and guiding philosophical discussions. The point is made that children frequently are not satisfied with simplified answers to their questions, and that their minds should be trained at an early, receptive age to consider metaphysical, moral, and logical issues. Chapter seven presents an argument for the use of formal and nonformal logic in teaching children to think constructively and learning to make inferences and deductions on their own. In chapter eight, the authors explore the following question: can moral education be divorced from philosophical education? The interrelationship of logic and morality indicates that the answer is no. See SO 009 951 for a philosophical reader for junior high students. (Author/AV)
- Published
- 1977
38. Comments on 'The Financial State of Higher Education: A Special Report.'
- Author
-
Van Alstyne, Carol
- Abstract
This memorandum contains a response to an article in "Change" magazine by Andrew Lupton, John Augenblick, and Joseph Heyison, September 1976. The article presented the results of a study grouping a national sample of colleges and universities into categories according to their financial health. The author's reservations about the "Change" analysis extend to the period of time covered by the study, the sample of institutions included, narrowness of the information base, application of discriminant analysis, arbitrariness of the scale of financial health, circularity in the model, measures of statistical confidence that were reported, use of the same indicators for both private and public institutions, interpretation of the key health indicators used, reliance on HEGIS data, and treatment of the panel ratings as a consensus on financial indicators. (MSE)
- Published
- 1976
39. Investigations in Mathematics Education, Vol. 9 No. 1.
- Author
-
Ohio State Univ., Columbus. Center for Science and Mathematics Education. and Osborne, Alan R.
- Abstract
Twenty research reports related to mathematics education are abstracted and analyzed. Four of the reports deal with aspects of learning theory, ten with topics in mathematics instruction (problem solving, number concepts, number operations, and logic), two with teacher education, two with textbook development, one with testing, and one with goals for teaching mathematics. Research related to mathematics education which was reported in RIE and CIJE between October and December 1975 is listed. (DT)
- Published
- 1976
40. Investigations in Mathematics Education, Vol. 9 No. 2.
- Author
-
Ohio State Univ., Columbus. Center for Science and Mathematics Education. and Osborne, Alan R.
- Abstract
Thirteen different research reports related to mathematics education, plus a set of five studies by one investigator and his associates, are abstracted and analyzed. The set of five studies is primarily concerned with how students deal with ratio. Of the other studies, one focuses on the longitudinal effects of inservice teacher training; five deal with student understanding of topics in mathematics (problem solving, logic, geometry, and subtraction); three are concerned with instructional procedures (college remedial mathematics, CAI, and use of calculators); two look at questions in learning theory; and two focus on sociological concerns. Research related to mathematics education which was reported in RIE and CIJE between January and March 1976 is listed. (DT)
- Published
- 1976
41. A Fault Tree Approach to Needs Assessment -- An Overview.
- Author
-
Stephens, Kent G.
- Abstract
A "failsafe" technology is presented based on a new unified theory of needs assessment. Basically the paper discusses fault tree analysis as a technique for enhancing the probability of success in any system by analyzing the most likely modes of failure that could occur and then suggesting high priority avoidance strategies for those failure modes. It provides a logical, step by step approach to the identification of possible failure factors and the interactive effects of those factors which could result in a predetermined undesired event. The fault tree is so named because the completed graphic portrayal of logic gate related potential failure sequences takes on the outline form of a branching tree. (Author/RC)
- Published
- 1976
42. An Examination of Undefined Forms of Proof in Academic Debate.
- Author
-
Underwood, Willard A.
- Abstract
Although texts on debate and argumentation deal with accepted forms of evidence, reasoning, and logical methods of proof, they do not cover adequately the "undefined" forms of proof. Criteria of evidence found in forensic literature are not always followed strictly by judges, in courtroom or classroom. Many debate judges allow imprecise, vague, or inaccurate reasoning ("non-evidential" proof) the same credibility as more reliable evidence. A more pragmatic definition of evidence should be that it covers anything that influences the outcome of a debate or a trial, including such factors as a speaker's appearance, his manner of presentation, and his persuasive tactics other than use of facts, testimony, or documentation. The outcome can depend also on the attitudes of the judge or jury and their interpretation of the material presented. A knowledge of undefined forms of proof, or non-evidential evidence, will help debaters evaluate their powers of persuasion more realistically. (RN)
- Published
- 1973
43. Argumentation in Contemporary Rhetoric: A Response to Haiman's 'Farewell to Rational Discourse.'
- Author
-
Grice, George L. and Schunk, John F.
- Abstract
In a 1968 address, Franklyn S. Haiman stated that public discourse at that time was marked by irrationality because of emphases on emotional appeals, disorganization, and aggressive or abusive style and language. He also cited "body rhetoric" (lawful protests or marches) and civil disobedience (illegal actions) as examples of irrational arguments. Haiman's statement on emotional appeals suggests a logic-emotion dichotomy, with reason and emotion at opposite ends of a continuum. However, logical argument and emotional appeal are, in fact, independent dimensions, and both must be considered for a comprehensive evaluation of argumentative proof. Organization, style, and language usage are not related to methods of reasoning or rationality, Also, body rhetoric or civil disobedience (forms of nonverbal communication) are necessarily limited in presentation of proof, but the arguments they support are not necessarily irrational in themselves. Rational arguments are those that have sound, logical support for their claims, regardless of the verbal or nonverbal methods of presentation. (RN)
- Published
- 1973
44. Factors That May Affect Deductive Reasoning in Adult Students Enrolled in Educational Research Classes: A Review of Empirical- and Expository-Documents from Non-Textbook Literature Between 1920 and 1973.
- Author
-
Wilmoth, James Noel
- Abstract
Variables that affect the deductive reasoning of adult students are isolated and relevant literature reviewed in order to facilitate the design of a reliable measurement instrument. The relationships of previous instruction, cultural background, occupation, intelligence, sex, and reasoning habits to test scores of examinees are discussed. Studies of the effect on examinees of argument format, use of logical connectives, language inconsistencies, item difficulty levels, abstractness, and argumentative content are reviewed. Implications of this literature review are that future deductive reasoning ability measurement devices should a) include provisions for assessing decisions involving both valid and invalid principles of reasoning; b) measure decisions for each structural type of logical argument; c) utilize premises which are properly qualified, consistent with generally accepted facts, and constructed of neutral components; d) utilize standardized logical connectives; and e) measure the emotional effect of arguments on respondees. An 11 page bibliography is included. (HMD)
- Published
- 1973
45. Deductive Reasoning in Introductory Educational Research: A Survey of Theoretical- and Cognitive-Content from Selected Logic References.
- Author
-
Wilmoth, James Noel
- Abstract
This document, which consists of three parts and a summary, surveys a) the structure of theoretical systems, b) the functions of theoretical systems, and c) the formal logical methods of the theoretical scientist in order to find approaches to educational research. Emphasis throughout is placed on the discrimination of concepts-by-intuition from concepts-by-postulation. Part I is a discussion of the parts of a theoretical system including primitives, concepts, postulates, thoerems, and hypotheses. Part II indicates that the primary functions of a theoretical system are to predict what kinds of data are needed to solve a problem and whether the data obtained are reasonable. In part II formal logical methods of the theoretical scientist are stated, including a) method of definition, b) method of hypothesis, c) method of espistemic correlation, and d) method for verifying theories. Also described in this section are three methods of proof a) sentence reasoning, b) indirect proof, and c) class reasoning. The author concludes the summary with two approaches to educational research. Tables and a three-page bibliography are included. (PD)
- Published
- 1973
46. A Selected Bibliography of Rhetoric and Public Address, 1972.
- Author
-
Speech Communication Association, New York, NY. and Mixon, Harold
- Abstract
Materials in this bibliography concerning rhetoric and public address appeared in publications on speech communication and contiguous areas during 1972 (unless otherwise indicated). Entries are divided into four categories: bibliography, ancient era (history and culture, theory, and practitioners and theorists), medieval and renaissance era (history and culture, theory, and practitioners and theorists), and modern era (history and culture, rhetoric and platform address, argumentation and logic, practitioners and theorists, and religious communication). A table of contents and a list of journal abbreviations are included. (JM)
- Published
- 1974
47. Familiarity with Content and Syllogistic Reasoning.
- Author
-
Mast, Terrill A.
- Abstract
Forty-four education and 44 dental students were administered a 30-item syllogism test containing five syllogic forms six times repeated in three different content forms--technical dental terms, common dental terms, and content-free (letters). Data were analyzed using a two-factor with repeated measures on one factor design. It was found that dental students did not score differently than education students. However, content-free syllogisms were significantly less difficult to solve than technical or common content syllogisms. There were no interaction effects between subject group and content type. (Author)
- Published
- 1974
48. Some Personality Correlates of Logical Reasoning Ability.
- Author
-
Ross, G. Robert and Fletcher, Harold J.
- Abstract
Four-hundred and nine students (grades 8, 10, 12 and 14) were given logical syllogism problems of the form "If p...then q" along with tests of dogmatism and intolerance of ambiguity. Aptitude scores were also obtained. Major results indicated that expressed dogmatism and intolerance of ambiguity were negatively correlated with syllogistic reasoning for subjects in each grade, although general aptitude accounted for most of the variance. All 14th graders were significantly less dogmatic and more tolerant of ambiguity, but there was no consistent developmental trend across the other grades. The Dogmatism Scale, Intolerance of Ambiguity Scales and the Deductive Reasoning Test used in this study are contained in the Appendix. (Author/MLP)
- Published
- 1974
49. The Development of Deductive Reasoning: A Review of the Literature. Preliminary Version.
- Author
-
Jansson, Lars C.
- Abstract
This paper reviews the literature concerning the development of deductive reasoning, emphasizing the verbal form of the arguments involved in the reasoning. Empirical research is grouped under the heading: assessment studies, critical thinking, instructional studies, and logic and proof. A conceptual framework is developed and a section on errors in deductive reasoning is presented. Also included is a discussion of the "state of the art" and some suggestions for future research. (Author/LS)
- Published
- 1974
50. The Relationship Between Activation and Logical Inference Performance.
- Author
-
Eisen, Francine Abrams
- Abstract
Logical inference tasks were presented to 112 police officers. Two logical forms were employed, converse and contrapositive. Three levels of activation were identified by a Q-Sort and incorporated into the design. A third factor was also considered, four styles of negative. Results of 24 items were analyzed by means of sign tests. Converse tasks were found to be easier than contrapositive tasks. Increased activation improved performance on the converse tasks but seemed to interfere with performance on the more difficult contrapositive tasks. Of special interest was the finding that contrapositive tasks with more negatives were easier than those with fewer negatives. (LS)
- Published
- 1974
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.