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395 results on '"Lawson, Anton E."'

368. AUTHOR'S RESPONSE.

Author

Lawson, Anton E.

Subjects
AUTHORS, EDUCATION, REASONING, THOUGHT & thinking, SCIENCE, SYMBOLISM, CAUSALITY (Physics), LOGIC, COMPREHENSION
Abstract

The article presents the response of the writer regarding the comments of the other author pertaining to the nature of advanced reasoning and science education. The writer agreed that the answer to the 4-card problem are right, that the q(7) card should have been q(7) and the q(4) card should have been q(4). He remarked that it is a matter of symbolism. He also agreed that operator (⊃) does not symbolize causality in standard propositional logic. He added the importance of the components' relationship with the content. He noted that advanced reasoning that the other authors studied and applied in the sciences is intricate with causal situations, while standard propositional is not. He concluded that propositional logic is not related to the comprehension of advanced naturalistic reasoning. It makes no sense to use problems of the four-card type.

Published
1984

369. Author's reply.

Author

Lawson, Anton E.

Subjects
LOGIC, EDUCATION research, SCIENTIFIC method, HYPOTHESIS
Abstract

The article presents a response by William G. Lamb about his article the acquisition of propositional logic and formal operational schemata in secondary education. In terms of his stand as to the relationship between 'advanced reasoning' and propositional logic, he include awareness of the probabilistic nature of natural phenomena.

Published
1980

378. How's Your I.Q. (Inquiry Quotient)?

Author

Lawson, Anton E.

Subjects
INQUIRY (Theory of knowledge), CLASSROOMS, STUDENT attitudes
Abstract

Provides a set of criteria used to better understand what is the meaning of inquiry. Importance of inquiry in the classroom activity; Categories of an evaluative criteria; Factors affecting the student behavior.

Published
1979

381. Classroom Management for Successful Student Inquiry.

Author

Baker, William P., Lang, Michael, and Lawson, Anton E.

Subjects
*CLASSROOM management, *TEACHING
Abstract

Presents a study which described classroom management problems in inquiry teaching. Development of techniques that allow implementation of inquiry-based activities; Emphasis on the instructional phases of the learning cycle; Time and energy required in hands-on lessons.

Published
2002
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382. What Kinds of Scientific Concepts Exist?

Author

Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Reyes Herrera, Lilia, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, Tuan, Hsiao-lin, editor, and Lawson, Anton E.

Published
2003
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383. Psychological and Neurological Models of Scientific Discovery

Author

Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Reyes Herrera, Lilia, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, Tuan, Hsiao-lin, editor, and Lawson, Anton E.

Published
2003
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387. Creative Thinking, Analogy and a Neural Model of Analogical Reasoning

Author

Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Reyes Herrera, Lilia, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, Tuan, Hsiao-lin, editor, and Lawson, Anton E.

Published
2003
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388. Rejecting Nature of Science Misconceptions by Preservice Teachers

Author

Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Reyes Herrera, Lilia, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, Tuan, Hsiao-lin, editor, and Lawson, Anton E.

Published
2003
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390. How do People Learn?

Author

Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Reyes Herrera, Lilia, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, Tuan, Hsiao-lin, editor, and Lawson, Anton E.

Published
2003
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391. The Neurological Basis of Self-Regulation

Author

Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Reyes Herrera, Lilia, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, Tuan, Hsiao-lin, editor, and Lawson, Anton E.

Published
2003
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392. Implications for the Nature of Knowledge and Instruction

Author

Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Reyes Herrera, Lilia, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, Tuan, Hsiao-lin, editor, and Lawson, Anton E.

Published
2003
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393. Inferences of clinical diagnostic reasoning and diagnostic error.

Author

Lawson AE and Daniel ES

Subjects
Clinical Competence, Databases, Factual, Humans, Diagnostic Errors prevention & control
Abstract

This paper discusses clinical diagnostic reasoning in terms of a pattern of If/then/Therefore reasoning driven by data gathering and the inference of abduction, as defined in the present paper, and the inferences of retroduction, deduction, and induction as defined by philosopher Charles Sanders Peirce. The complex inferential reasoning driving clinical diagnosis often takes place subconsciously and so rapidly that its nature remains largely hidden from the diagnostician. Nevertheless, we propose that raising such reasoning to the conscious level reveals not its basic pattern and basic inferences, it also reveals where errors can and do occur and how such errors might be reduced or even eliminated., (Copyright © 2010 Elsevier Inc. All rights reserved.)

Published
2011
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395. The origin of conditional logic: does a cheater detection module exist?

Author

Lawson AE

Subjects
Adult, Female, Humans, Male, Reproducibility of Results, Social Behavior, Cognition, Deception, Lie Detection, Logic, Psychological Theory
Abstract

The domain-specific hypothesis of L. Cosmides (1989) and L. Cosmides and J. Tooby (1989, 1992) positing that conditional logic has its origin in the evolution of social exchange and in the detection of potential cheaters was tested against a more domain-general hypothesis positing that adult reasoning is logical and that errors in conditional reasoning arise from misunderstandings, not from a lack of logicality. The results of 5 experiments with undergraduate students (n = 682 for Experiments 1-4; n = 188 for Experiment 5), which involved a series of selection tasks that yielded specific predictions about participant performance, were not consistent with the cheater detection hypothesis. Findings supported the misunderstandings hypothesis and imply that adults possess general-purpose logical competence versus domain-specific modules.

Published
2002
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