subject:(Verbal reasoning)

University of Toronto

1. Simone, Ariana. Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests.

Degree: 2018, University of Toronto

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The current study explored young children’s ability to use past linguistic information to make pragmatic inferences in a referentially ambiguous situation. Eighty-three 2.5-year-old and 3-… (more)

Subjects/Keywords: Absent Reference; Desire Reasoning; Language Development; Verbal Negation; 0620

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APA (6^th Edition):

Simone, A. (2018). Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/97669

Chicago Manual of Style (16^th Edition):

Simone, Ariana. “Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests.” 2018. Masters Thesis, University of Toronto. Accessed January 21, 2021. http://hdl.handle.net/1807/97669.

MLA Handbook (7^th Edition):

Simone, Ariana. “Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests.” 2018. Web. 21 Jan 2021.

Vancouver:

Simone A. Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1807/97669.

Council of Science Editors:

Simone A. Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/97669

University of Houston

2. Richardson, Casey K. EFFECTIVENESS OF GIST REASONING TRAINING IN IMPROVING DISCOURSE, VERBAL REASONING, AND GENERAL COGNITIVE PROCESSES IN AN ADULT WITH RIGHT-HEMISPHERE DAMAGE.

Degree: MA, Communication Sciences and Disorders, 2016, University of Houston

URL: http://hdl.handle.net/10657/1478

► There is limited research investigating treatments targeted at remediating cognitive-communicative deficits associated with right hemisphere damage. This single case study investigated the efficacy of using… (more)

Subjects/Keywords: Right hemisphere damage (RHD); Verbal reasoning; Discourse; Pragmatics; Cognition

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APA (6^th Edition):

Richardson, C. K. (2016). EFFECTIVENESS OF GIST REASONING TRAINING IN IMPROVING DISCOURSE, VERBAL REASONING, AND GENERAL COGNITIVE PROCESSES IN AN ADULT WITH RIGHT-HEMISPHERE DAMAGE. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1478

Chicago Manual of Style (16^th Edition):

Richardson, Casey K. “EFFECTIVENESS OF GIST REASONING TRAINING IN IMPROVING DISCOURSE, VERBAL REASONING, AND GENERAL COGNITIVE PROCESSES IN AN ADULT WITH RIGHT-HEMISPHERE DAMAGE.” 2016. Masters Thesis, University of Houston. Accessed January 21, 2021. http://hdl.handle.net/10657/1478.

MLA Handbook (7^th Edition):

Richardson, Casey K. “EFFECTIVENESS OF GIST REASONING TRAINING IN IMPROVING DISCOURSE, VERBAL REASONING, AND GENERAL COGNITIVE PROCESSES IN AN ADULT WITH RIGHT-HEMISPHERE DAMAGE.” 2016. Web. 21 Jan 2021.

Vancouver:

Richardson CK. EFFECTIVENESS OF GIST REASONING TRAINING IN IMPROVING DISCOURSE, VERBAL REASONING, AND GENERAL COGNITIVE PROCESSES IN AN ADULT WITH RIGHT-HEMISPHERE DAMAGE. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10657/1478.

Council of Science Editors:

Richardson CK. EFFECTIVENESS OF GIST REASONING TRAINING IN IMPROVING DISCOURSE, VERBAL REASONING, AND GENERAL COGNITIVE PROCESSES IN AN ADULT WITH RIGHT-HEMISPHERE DAMAGE. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1478

3. Maneta, Carla. A explicitação do raciocínio na resolução de problemas no 2º ciclo do ensino básico: contributos para o desenvolvimento das competências orais e escritas.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3269

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Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção de grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º… (more)

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Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção de grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico

O desenvolvimento das competências orais e escritas na resolução de problemas é essencial na aprendizagem matemática, pois constituem-se como peças fundamentais na explicitação do raciocínio. Quanto mais profundo for o desenvolvimento da oralidade e da escrita, mais facilmente os alunos assimilam o vocabulário característico da matemática, bem como o encadeamento dos enunciados problemáticos. O presente estudo tem a finalidade de compreender as formas comunicativas mais utilizadas pelos alunos durante a exposição dos seus raciocínios, na resolução de problemas, assim como aferir se ocorre uma variação dessas mesmas formas comunicativas durante as exposições, em diferentes contextos de resolução de problemas. O levantamento e a análise das formas comunicativas, em contexto diversificado de resolução de problemas, permitirá aferir se os alunos adquirem vocabulário diversificado, bem como os contributos desse vocabulário para o desenvolvimento das competências orais e escritas, na resolução de problemas. O estudo foi feito numa turma do 6.º ano, através da observação naturalista, da aplicação de grelhas de registo e da análise de excertos do discurso. Os resultados da observação mostram que, na turma observada, a categoria mais frequente na exploração das situações problemáticas é a Imposição. Por inerência a esta categoria os sinais da comunicação verbal mais utilizados pela professora e pelos alunos são: Pergunta, Resposta, Expõe/explica. No caso da comunicação escrita, os resultados revelam que os registos da professora para os alunos estão equilibrados com os registos dos alunos para a professora. A investigação sugere que a exploração de situações problemáticas efetuadas sempre com a mesma metodologia e suporte não favorece o desenvolvimento das competências orais e escritas dos alunos. Os resultados obtidos revelam falta de autonomia dos alunos nos registos escritos e uma sobreposição comunicativa dos alunos que dominam os conteúdos em comparação com os alunos com dificuldades.

Abstract The development of oral and written skills in problem solving in mathematics learning is essential, since they represent themselves as key players in the explanation of reasoning. The deeper the development of orality and writing, more easily students assimilate the mathematics characteristic vocabulary and the linking of the problematic statements as well. The present study aims to understand the communicative forms most frequently used by students during the exposure of their reasoning, their problem solving, and assess whether a variation of these same communicative forms during exhibitions in different contexts of problem solving occurs. The survey and analysis of communicative forms, diverse context in problem solving, will assess whether students acquire diverse vocabulary, and the contributions that vocabulary for the development of oral and written…

Advisors/Committee Members: Gonçalves, Carolina.

Subjects/Keywords: Resolução de problemas; Explicitação do raciocínio; Comunicação verbal; Comunicação escrita; Problem solving; Explanation of the reasoning; Verbal communication; Written communication

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APA (6^th Edition):

Maneta, C. (2013). A explicitação do raciocínio na resolução de problemas no 2º ciclo do ensino básico: contributos para o desenvolvimento das competências orais e escritas. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3269

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maneta, Carla. “A explicitação do raciocínio na resolução de problemas no 2º ciclo do ensino básico: contributos para o desenvolvimento das competências orais e escritas.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed January 21, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3269.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maneta, Carla. “A explicitação do raciocínio na resolução de problemas no 2º ciclo do ensino básico: contributos para o desenvolvimento das competências orais e escritas.” 2013. Web. 21 Jan 2021.

Vancouver:

Maneta C. A explicitação do raciocínio na resolução de problemas no 2º ciclo do ensino básico: contributos para o desenvolvimento das competências orais e escritas. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2021 Jan 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3269.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maneta C. A explicitação do raciocínio na resolução de problemas no 2º ciclo do ensino básico: contributos para o desenvolvimento das competências orais e escritas. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3269

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

4. Do, Ben-Roy. Test coaching on assessments of cognitive constructs.

Degree: PhD, 0338, 2011, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/18555

► In continuously administered employment tests, test security may be compromised by examinees revealing test items to future test candidates. Unlike academic testing, employee selection tests… (more)

Subjects/Keywords: Item sharing; test security; test coaching; verbal reasoning; numerical reasoning; Theory of planned behavior; Extraversion; Conscientiousness; Agreeableness; Neuroticism; Openness to Experience

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APA (6^th Edition):

Do, B. (2011). Test coaching on assessments of cognitive constructs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18555

Chicago Manual of Style (16^th Edition):

Do, Ben-Roy. “Test coaching on assessments of cognitive constructs.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 21, 2021. http://hdl.handle.net/2142/18555.

MLA Handbook (7^th Edition):

Do, Ben-Roy. “Test coaching on assessments of cognitive constructs.” 2011. Web. 21 Jan 2021.

Vancouver:

Do B. Test coaching on assessments of cognitive constructs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2142/18555.

Council of Science Editors:

Do B. Test coaching on assessments of cognitive constructs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18555

Universiteit Utrecht

5. Fretes, E.S.R. de. Dyslexie en vreemde talen: succes of falen? Onderzoek naar voorspellende factoren voor succes bij vreemde talen.

Degree: 2008, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/30562

► De tekorten in de beheersing van moedertaal, in de fonologie en syntactische vaardigheden, worden gezien als een voorspeller voor zwakke prestaties op het leren van… (more)

Subjects/Keywords: Sociale Wetenschappen; Dyslexia; phonological skills; working memory; non verbal reasoning; foreign language learning

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APA (6^th Edition):

Fretes, E. S. R. d. (2008). Dyslexie en vreemde talen: succes of falen? Onderzoek naar voorspellende factoren voor succes bij vreemde talen. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/30562

Chicago Manual of Style (16^th Edition):

Fretes, E S R de. “Dyslexie en vreemde talen: succes of falen? Onderzoek naar voorspellende factoren voor succes bij vreemde talen.” 2008. Masters Thesis, Universiteit Utrecht. Accessed January 21, 2021. http://dspace.library.uu.nl:8080/handle/1874/30562.

MLA Handbook (7^th Edition):

Fretes, E S R de. “Dyslexie en vreemde talen: succes of falen? Onderzoek naar voorspellende factoren voor succes bij vreemde talen.” 2008. Web. 21 Jan 2021.

Vancouver:

Fretes ESRd. Dyslexie en vreemde talen: succes of falen? Onderzoek naar voorspellende factoren voor succes bij vreemde talen. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2021 Jan 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/30562.

Council of Science Editors:

Fretes ESRd. Dyslexie en vreemde talen: succes of falen? Onderzoek naar voorspellende factoren voor succes bij vreemde talen. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/30562

University of Illinois – Urbana-Champaign

6. Dixon, Raymond A. Experts and novices: Differences in their use of mental representation and metacognition in engineering design.

Degree: PhD, 4096, 2011, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/18376

► Research shows that mental representation such as analogical reasoning is a fundamental cognitive tool for design problem solving (Daugherty & Mentzer, 2008; Hey, Lensey, Agogino,… (more)

▼ Research shows that mental representation such as analogical reasoning is a fundamental cognitive tool for design problem solving (Daugherty & Mentzer, 2008; Hey, Lensey, Agogino, & Wood, 2008; Lewis, 2008). Not much is known, however, about the way students and professional engineers actively generate and change their mental representation when solving a engineering design problem. There are very few studies that show how different types of mental representations; such as metaphors, propositions, and analogies; interplay with higher order cognitive processes; such as planning, monitoring, and evaluation; as engineering designers navigate their problem and solution spaces. This empirical study investigated the mental representation and metacognitive regulation of student and professional engineers while they solve an engineering design problem. The intent is to gain a deeper insight in the differences that exists in the cognitive process of engineering students and professional engineers. The research questions guided this study were (a) How do the mental representations (propositions, metaphors, and analogies) of student and professional engineers differ in their problem and solution spaces in terms of their frequency, types, and attributes? (b) How does the metacognitive regulation (planning, monitoring, and evaluation) of student and professional engineers differ in their problem and solution spaces in terms of their frequency and characteristics? and (c) How do the mental representation and metacognitive regulation of students and professional engineers relate to their overall engineering design strategy? Concurrent and retrospective verbal protocols were collected from six mechanical engineering students and four professional mechanical engineers as they solved an engineering design problem. Their verbalizations were audio recorded, transcribed, and coded. The conclusions drawn from the data were: the use of mental representations such as propositions, analogies, and metaphors by experts and novice engineering designers in the different mental spaces are important in engineering design. Expert engineering designers use analogies differently in their solution space than do novice engineering designers. Expert engineering designers rely on within-domain analogies, between-domain analogies, heuristics, and formulas differently from novice engineering designers. In engineering design evaluation plays a larger role in the solution space of expert designers while novice designers tend to do more planning in the problem space. Finally, based on the findings recommendations are provided for engineering and technology education curriculum and instruction, engineering practice in industry, and for future research. Advisors/Committee Members: Johnson, Scott D. (advisor), Johnson, Scott D. (Committee Chair), Kuchinke, K. Peter (committee member), Korte, Russell F. (committee member), Newell, Ty A. (committee member), Custer, Rodney L. (committee member).

Subjects/Keywords: Mental representation; metacognition; analogical reasoning; expert; novice; engineering design; verbal protocol analysis

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APA (6^th Edition):

Dixon, R. A. (2011). Experts and novices: Differences in their use of mental representation and metacognition in engineering design. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18376

Chicago Manual of Style (16^th Edition):

Dixon, Raymond A. “Experts and novices: Differences in their use of mental representation and metacognition in engineering design.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 21, 2021. http://hdl.handle.net/2142/18376.

MLA Handbook (7^th Edition):

Dixon, Raymond A. “Experts and novices: Differences in their use of mental representation and metacognition in engineering design.” 2011. Web. 21 Jan 2021.

Vancouver:

Dixon RA. Experts and novices: Differences in their use of mental representation and metacognition in engineering design. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2142/18376.

Council of Science Editors:

Dixon RA. Experts and novices: Differences in their use of mental representation and metacognition in engineering design. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18376

Seton Hall University

7. Iulianetti, Alyssa Marie. Preschoolers’ Use of Verbal and Musical Strategies for Solving a Spatial Reasoning Task.

Degree: MS Experimental Psychology, Psychology, 2016, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/2152

► Spatial reasoning is the ability to visualize and interact with one’s three-dimensional environment. A spatial problem that is particularly challenging for young children is… (more)

Subjects/Keywords: early childhood; development; spatial reasoning; verbal skills; music; Applied Behavior Analysis; Developmental Psychology; Music Therapy

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APA (6^th Edition):

Iulianetti, A. M. (2016). Preschoolers’ Use of Verbal and Musical Strategies for Solving a Spatial Reasoning Task. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2152

Chicago Manual of Style (16^th Edition):

Iulianetti, Alyssa Marie. “Preschoolers’ Use of Verbal and Musical Strategies for Solving a Spatial Reasoning Task.” 2016. Doctoral Dissertation, Seton Hall University. Accessed January 21, 2021. https://scholarship.shu.edu/dissertations/2152.

MLA Handbook (7^th Edition):

Iulianetti, Alyssa Marie. “Preschoolers’ Use of Verbal and Musical Strategies for Solving a Spatial Reasoning Task.” 2016. Web. 21 Jan 2021.

Vancouver:

Iulianetti AM. Preschoolers’ Use of Verbal and Musical Strategies for Solving a Spatial Reasoning Task. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2021 Jan 21]. Available from: https://scholarship.shu.edu/dissertations/2152.

Council of Science Editors:

Iulianetti AM. Preschoolers’ Use of Verbal and Musical Strategies for Solving a Spatial Reasoning Task. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: https://scholarship.shu.edu/dissertations/2152

University of Georgia

8. Kim, Young-Seog. Classroom culture and informal reasoning abilities among Korean high school students.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/22425

► The study reported here examined the relationship between classroom culture and Korean high school students’ informal reasoning abilities. Classroom culture was represented by four factors:… (more)

▼ The study reported here examined the relationship between classroom culture and Korean high school students’ informal reasoning abilities. Classroom culture was represented by four factors: epistemological beliefs, argumentativeness, verbal aggressiveness, and classroom climate. The study addressed the following research questions: (1) How do students’ epistemological beliefs, perceptions of classroom climate, argumentativeness, and verbal aggressiveness differ between different types of schools? (2) How do students’ reasoning skills differ between different types of schools? (3) How do the four variables of classroom culture correlate? (4) How do students’ epistemological beliefs, perceptions of classroom climate, argumentativeness, and verbal aggressiveness correlate with their argumentation skills? (5) What are the best predictors of students’ argumentation skills? Participants of the present study were selected from three different types of college preparatory schools located in urban areas of Korea: Foreign Language High School, Science High School, and regular type public school. The data analysis of the present study indicated that students with more sophisticated epistemologies produced more premises and arguments and the quality of their arguments tended to be higher than students with less sophisticated epistemologies. Further, argumentativeness correlated positively with the number of arguments produced and the quality of arguments, while verbal aggressiveness correlated negatively with students’ informal reasoning skills. The data analysis also indicated that students who had more sophisticated epistemologies were more argumentative and less verbally aggressive, and they felt freer to express their opinions about social issues in their classrooms. Students of the three schools differed in their argumentativeness and classroom climate. Foreign Language High School students were more argumentative and felt freer to express their opinions about social issues than students of the other two schools. School type also correlated with students’ informal reasoning skills. A multiple regression analysis indicated that the school type was the best predictor of students’ performance in argumentation. Foreign Language High School students performed better than the other two schools’ students in most aspects of argumentation skills. Science High School students stated more premises and arguments than the regular public school students.

Subjects/Keywords: Informal Reasoning; Classroom Culture; Epistemological Beliefs; Argumentativeness; Verbal Aggressiveness; Classroom Climate; Argumentation

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APA (6^th Edition):

Kim, Y. (2014). Classroom culture and informal reasoning abilities among Korean high school students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kim, Young-Seog. “Classroom culture and informal reasoning abilities among Korean high school students.” 2014. Thesis, University of Georgia. Accessed January 21, 2021. http://hdl.handle.net/10724/22425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kim, Young-Seog. “Classroom culture and informal reasoning abilities among Korean high school students.” 2014. Web. 21 Jan 2021.

Vancouver:

Kim Y. Classroom culture and informal reasoning abilities among Korean high school students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10724/22425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kim Y. Classroom culture and informal reasoning abilities among Korean high school students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

9. Gregory, John William. The impact of the verbal environment in mathematics classrooms on seventh grade students' logical abilities.

Degree: PhD, Graduate School, 1972, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486734577566843

Subjects/Keywords: Education; Mathematical ability; Reasoning; Verbal behavior

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APA (6^th Edition):

Gregory, J. W. (1972). The impact of the verbal environment in mathematics classrooms on seventh grade students' logical abilities. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486734577566843

Chicago Manual of Style (16^th Edition):

Gregory, John William. “The impact of the verbal environment in mathematics classrooms on seventh grade students' logical abilities.” 1972. Doctoral Dissertation, The Ohio State University. Accessed January 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486734577566843.

MLA Handbook (7^th Edition):

Gregory, John William. “The impact of the verbal environment in mathematics classrooms on seventh grade students' logical abilities.” 1972. Web. 21 Jan 2021.

Vancouver:

Gregory JW. The impact of the verbal environment in mathematics classrooms on seventh grade students' logical abilities. [Internet] [Doctoral dissertation]. The Ohio State University; 1972. [cited 2021 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486734577566843.

Council of Science Editors:

Gregory JW. The impact of the verbal environment in mathematics classrooms on seventh grade students' logical abilities. [Doctoral Dissertation]. The Ohio State University; 1972. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486734577566843

10. GOH KHENG HSIANG, MARIO. Construct validation: The importance of construct-method distinction.

Degree: 2004, National University of Singapore

URL: http://scholarbank.nus.edu.sg/handle/10635/27625

Subjects/Keywords: Construct Validity; Method Variance; Numerical Reasoning; Verbal Ability

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APA (6^th Edition):

GOH KHENG HSIANG, M. (2004). Construct validation: The importance of construct-method distinction. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/27625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

GOH KHENG HSIANG, MARIO. “Construct validation: The importance of construct-method distinction.” 2004. Thesis, National University of Singapore. Accessed January 21, 2021. http://scholarbank.nus.edu.sg/handle/10635/27625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

GOH KHENG HSIANG, MARIO. “Construct validation: The importance of construct-method distinction.” 2004. Web. 21 Jan 2021.

Vancouver:

GOH KHENG HSIANG M. Construct validation: The importance of construct-method distinction. [Internet] [Thesis]. National University of Singapore; 2004. [cited 2021 Jan 21]. Available from: http://scholarbank.nus.edu.sg/handle/10635/27625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

GOH KHENG HSIANG M. Construct validation: The importance of construct-method distinction. [Thesis]. National University of Singapore; 2004. Available from: http://scholarbank.nus.edu.sg/handle/10635/27625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queensland University of Technology

11. Teague, Donna. Neo-Piagetian Theory and the novice programmer.

Degree: 2015, Queensland University of Technology

URL: http://eprints.qut.edu.au/86690/

► This PhD project studied the genetic epistemology of novice programmers, and provides empirical evidence that the development of programming skills can be described using the… (more)

Subjects/Keywords: Neo-Piagetian theory; cognitive development; novice programming; learning to program; think aloud; abstract reasoning; verbal protocol analysis; in-class test; genetic epistemology

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APA (6^th Edition):

Teague, D. (2015). Neo-Piagetian Theory and the novice programmer. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/86690/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Teague, Donna. “Neo-Piagetian Theory and the novice programmer.” 2015. Thesis, Queensland University of Technology. Accessed January 21, 2021. http://eprints.qut.edu.au/86690/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Teague, Donna. “Neo-Piagetian Theory and the novice programmer.” 2015. Web. 21 Jan 2021.

Vancouver:

Teague D. Neo-Piagetian Theory and the novice programmer. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2021 Jan 21]. Available from: http://eprints.qut.edu.au/86690/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Teague D. Neo-Piagetian Theory and the novice programmer. [Thesis]. Queensland University of Technology; 2015. Available from: http://eprints.qut.edu.au/86690/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Massey University

12. McInnes, Andrew James. Crystallised and fluid ability change across age and a psychometric evaluation of the GRT2 : a cross-sectional analysis :a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Psychology at Massey University, Auckland, New Zealand .

Degree: 2011, Massey University

URL: http://hdl.handle.net/10179/3597

► This paper critically evaluated many psychometric properties of the General Reasoning Test (GRT2) and examined age changes in Crystallised and Fluid ability across the 16-… (more)

Subjects/Keywords: Intelligence tests; Crystallised intelligence; Fluid intelligence; Age and intelligence; General Reasoning Test (GRT2); Ability testing; Verbal scales; Abstract scales; Psychometric properties; New Zealand

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APA (6^th Edition):

McInnes, A. J. (2011). Crystallised and fluid ability change across age and a psychometric evaluation of the GRT2 : a cross-sectional analysis :a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Psychology at Massey University, Auckland, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3597

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McInnes, Andrew James. “Crystallised and fluid ability change across age and a psychometric evaluation of the GRT2 : a cross-sectional analysis :a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Psychology at Massey University, Auckland, New Zealand .” 2011. Thesis, Massey University. Accessed January 21, 2021. http://hdl.handle.net/10179/3597.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McInnes, Andrew James. “Crystallised and fluid ability change across age and a psychometric evaluation of the GRT2 : a cross-sectional analysis :a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Psychology at Massey University, Auckland, New Zealand .” 2011. Web. 21 Jan 2021.

Vancouver:

McInnes AJ. Crystallised and fluid ability change across age and a psychometric evaluation of the GRT2 : a cross-sectional analysis :a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Psychology at Massey University, Auckland, New Zealand . [Internet] [Thesis]. Massey University; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10179/3597.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McInnes AJ. Crystallised and fluid ability change across age and a psychometric evaluation of the GRT2 : a cross-sectional analysis :a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Psychology at Massey University, Auckland, New Zealand . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3597

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of the Western Cape

13. Roomaney, Rizwana. Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale .

Degree: 2010, University of the Western Cape

URL: http://hdl.handle.net/11394/2849

► This study formed part of a larger project that is concerned with the adaptation of a test of cognitive academic language proficiency, the Woodcock Muñoz… (more)

Subjects/Keywords: Verbal Analogies Scale; bilingualism; cognitive academic language proficiency; verbal reasoning; bias and equivalence theory; differential item functioning; exploratory factor analysis; logistic regression; Mantel-Haenszel DIF

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Roomaney, R. (2010). Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Roomaney, Rizwana. “Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale .” 2010. Thesis, University of the Western Cape. Accessed January 21, 2021. http://hdl.handle.net/11394/2849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Roomaney, Rizwana. “Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale .” 2010. Web. 21 Jan 2021.

Vancouver:

Roomaney R. Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11394/2849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roomaney R. Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – San Diego

14. Sullivan, Jessica L. The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes.

Degree: Psychology, 2014, University of California – San Diego

URL: http://www.escholarship.org/uc/item/4011m94d

► This dissertation investigates the development of mappings between the verbal number system and nonverbal modes of numerical representation. Chapter 1 tests the proposal that adults… (more)

▼ This dissertation investigates the development of mappings between the verbal number system and nonverbal modes of numerical representation. Chapter 1 tests the proposal that adults connect number language to nonverbal number representations via two learning mechanisms : Associative Mapping and Structure Mapping. Associative Mapping in this context is an item-by-item linking of particular number words to particular nonverbal representations of number (e.g., by connecting the word twenty to nonverbal representations of ̀about 20 things'). In contrast, Structure Mapping is a holistic inference about the relation between two systems - in this case, the verbal and nonverbal number systems. Data from four tasks provide evidence that adults rely on Associative Mappings for number words up to about 12, and Structure Mapping for larger number words. This suggests that multiple learning mechanisms aid in connecting number language to the numerical content that it represents. Chapter 2 tests the development of children's reliance on Associative Mapping and Structure Mapping when connecting number language to nonverbal representations of number. Do children initially rely primarily on Associative Mapping, Structure Mapping, or a combination of the two? What types of changes occur over time to children's mappings? These data show that children rely on Associative Mappings for numbers up to about 6, and Structure Mapping for larger numbers. This suggests that (a) inferential processes like those underlying Structure Mapping are essential to even children's earliest estimation abilities and (b) developmental changes to estimation ability in early development cannot be accounted for by improvements to Associative Mappings. Chapter 3 extends the finding that children rely on Structure Mapping to connect number language to nonverbal representations of number by asking about the types of structural inferences that children make when connecting number language to nonverbal quantity representations. This paper proposes two possible structures that could underlie SM - one based on the relative ordering of numbers and the other based on the relative distance between numbers. This paper also addresses the question of whether children make inferences about the structural relation between number language and nonverbal quantity representations on a trial-to-trial basis or over a more extended period of time

Subjects/Keywords: Mathematics Study and teaching Methodology Case studies; Mathematics Study and teaching (Early childhood) Methodology Case studies; Numerical calculations Methodology Research Case studies; Reasoning in children Testing Case studies; Concept mapping Testing Case studies; Visual learning Testing Case studies; Verbal learning Testing Case studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sullivan, J. L. (2014). The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4011m94d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sullivan, Jessica L. “The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes.” 2014. Thesis, University of California – San Diego. Accessed January 21, 2021. http://www.escholarship.org/uc/item/4011m94d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sullivan, Jessica L. “The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes.” 2014. Web. 21 Jan 2021.

Vancouver:

Sullivan JL. The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes. [Internet] [Thesis]. University of California – San Diego; 2014. [cited 2021 Jan 21]. Available from: http://www.escholarship.org/uc/item/4011m94d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sullivan JL. The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes. [Thesis]. University of California – San Diego; 2014. Available from: http://www.escholarship.org/uc/item/4011m94d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

15. Crumbaugh, Carol J. "Yeah, but I thought it would still make a square" : a study of fourth graders' disagreement during whole-group mathematics discussion.

Degree: PhD, Department of Counseling, Educational Psychology, and Special Education, 1998, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:27614

Subjects/Keywords: Discussion; Mathematics – Study and teaching (Elementary); Verbal self-defense; Conversation analysis; Reasoning – Study and teaching (Elementary)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crumbaugh, C. J. (1998). "Yeah, but I thought it would still make a square" : a study of fourth graders' disagreement during whole-group mathematics discussion. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:27614

Chicago Manual of Style (16^th Edition):

Crumbaugh, Carol J. “"Yeah, but I thought it would still make a square" : a study of fourth graders' disagreement during whole-group mathematics discussion.” 1998. Doctoral Dissertation, Michigan State University. Accessed January 21, 2021. http://etd.lib.msu.edu/islandora/object/etd:27614.

MLA Handbook (7^th Edition):

Crumbaugh, Carol J. “"Yeah, but I thought it would still make a square" : a study of fourth graders' disagreement during whole-group mathematics discussion.” 1998. Web. 21 Jan 2021.

Vancouver:

Crumbaugh CJ. "Yeah, but I thought it would still make a square" : a study of fourth graders' disagreement during whole-group mathematics discussion. [Internet] [Doctoral dissertation]. Michigan State University; 1998. [cited 2021 Jan 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:27614.

Council of Science Editors:

Crumbaugh CJ. "Yeah, but I thought it would still make a square" : a study of fourth graders' disagreement during whole-group mathematics discussion. [Doctoral Dissertation]. Michigan State University; 1998. Available from: http://etd.lib.msu.edu/islandora/object/etd:27614

16. Säre, Egle. Developing the reasoning skills of pre-schoolers through philosophy for children .

Degree: 2018, Tartu University

URL: http://hdl.handle.net/10062/59911

► Tänapäeva kiiresti muutuvas maailmas, kus kogu informatsioon on kergesti leitav, vajavad lapsed täna ja oletatavalt ka tulevikus faktiteadmistest rohkem multidimensionaalseid mõtlemisoskusi, mis tähendab oskust mõelda… (more)

▼ Tänapäeva kiiresti muutuvas maailmas, kus kogu informatsioon on kergesti leitav, vajavad lapsed täna ja oletatavalt ka tulevikus faktiteadmistest rohkem multidimensionaalseid mõtlemisoskusi, mis tähendab oskust mõelda kriitiliselt, koostöiselt, hoolivalt ja loovalt. Kriitilise mõtlemise alaliik—verbaalne põhjendamine, toetab eelkooliealistel lastel eeloskusena väljendus-, kuulamis-, lugemis- ja kirjutamisoskuse, kuid ka arvutamisoskuse omandamist. Doktoritöö eesmärgiks oli selgitada välja 5-6aastaste eesti laste verbaalsete põhjenduste esinemine nende vastustes ja täiskasvanu küsimused, millel on enam potentsiaali toetada eelkooliealiste laste verbaalset põhjendamisoskust filosoofilistes grupi aruteludes lastega filosofeerimise meetodi (P4C) kaudu. Uurimuse tulemused kinnitasid, et 8-kuulise kvaasi-eksperimendi käigus filosoofilistes grupi aruteludes osalenud katsegrupi lapsed näitasid paremaid tulemusi põhjendamisoskuste arengus kui kontrollgrupi lapsed. Katsegrupi laste põhjendustes oli rohkem seoseid sõnade vahel, nende selgitused olid rohkem mõtestatud ja nad kasutasid rohkem fraasi „sellepärast, et“ võrreldes kontrollgrupi lastega. Lisaks näitas uurimus, et filosoofilistes grupi aruteludes osalenud laste jutukus tõusis oluliselt võrreldes kontrollgrupiga. Uurimuse tulemused tõid välja, millistel täiskasvanu esitatud küsimustel on enam potentsiaali toetada eelkooliealiste laste verbaalse põhjendamisoskuse arengut. Lapsed andsid kõige enam erinevatel tasemetel verbaalseid põhjendusi vastates täiskasvanu küsimustele, mille funktsioonideks olid: tõlgendada, analüüsida ja vastata lühidalt Jah/Ei. Kõige rohkem kõrgemal kognitiivsel tasemel põhjendusi andsid lapsed küsimustele, mis suunasid neid analüüsima. Selles uurimuses lühidalt Jah/Ei vastama suunavaid küsimusi võib kirjeldada kui küsimusi, mis suunavad lapsi võrdlema, kahtlema, seoseid leidma või selgitama. Faktiteadmisi esitama suunavaid küsimusi selle uurimuse käigus ei ilmnenud, mis teatavasti ei toeta ka verbaalsete põhjendamisoskuste arengut. Käesolev uurimus näitas 48.57% küsimustest potentsiaali aktiveerida lapsi kõrgemal kognitiivsel tasemel, võrreldes varasemate uurimustega, kus on tavaliselt vaid 5–20% õpetajate küsimustest selline potentsiaal (Birbili, 2013; Pagliaro, 2011; Walsh & Sattes, 2005).; In our rapidly developing world, when all information is easy to find, today’s and future children may need more than factual knowledge, but to learn the skill of multidimensional thinking, which means learning critical, collaborative, caring, and creative thinking. A sub-type of critical thinking—verbal reasoning—supports pre-schoolers as a precondition for attaining the four main language skills: speaking, listening, reading, and writing, as well as computation. Thus, the aim of this dissertation was to find out the emergence of 5- to 6-years-old Estonian pre-schoolers’ verbal reasoning via their responses to questions asked by the adult—which should support children’s verbal reasoning—during the implementation of philosophical group discussions based on… Advisors/Committee Members: Luik, Piret, juhendaja (advisor), Tulviste, Tiia, juhendaja (advisor).

Subjects/Keywords: children; preschoolers; developing thinking; reasoning; justification; verbal abilities; teaching methods; Estonia

…verbal reasoning skills of 5- to 6-year-old children. European Early Childhood Education… …preschooler’s verbal reasoning skills during philosophical group discussions. Early Child Development… …Lipman, Shrap, & Oscanyan, 1977). Verbal reasoning is when a reason for an opinion is… …2016; Tighe & Schatschneider, 2014), vocabulary, working memory, non-verbal reasoning… …therefore it is essential to pay more attention to supporting pre-schoolers’ verbal reasoning…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Säre, E. (2018). Developing the reasoning skills of pre-schoolers through philosophy for children . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/59911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Säre, Egle. “Developing the reasoning skills of pre-schoolers through philosophy for children .” 2018. Thesis, Tartu University. Accessed January 21, 2021. http://hdl.handle.net/10062/59911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Säre, Egle. “Developing the reasoning skills of pre-schoolers through philosophy for children .” 2018. Web. 21 Jan 2021.

Vancouver:

Säre E. Developing the reasoning skills of pre-schoolers through philosophy for children . [Internet] [Thesis]. Tartu University; 2018. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10062/59911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Säre E. Developing the reasoning skills of pre-schoolers through philosophy for children . [Thesis]. Tartu University; 2018. Available from: http://hdl.handle.net/10062/59911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Shim, So Young, 1970-. Critical thinking on a logical fallacy.

Degree: PhD, Philosophy, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3054

► Ad hominem argument is an argument that attacks the defender of a claim rather than the claim in dispute. The purpose of my dissertation is… (more)

Subjects/Keywords: Ad hominem; Fallacy; Fallacies (Logic); Argumentation; Informal logic; Testimony; Reasoning; Verbal self-defense

…kind of reasoning employed by the speaker or writer who is solely concerned with attacking… …argument, as a reasoning from poor credibility to a decision not to accept claims from such a…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shim, So Young, 1. (2011). Critical thinking on a logical fallacy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3054

Chicago Manual of Style (16^th Edition):

Shim, So Young, 1970-. “Critical thinking on a logical fallacy.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 21, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3054.

MLA Handbook (7^th Edition):

Shim, So Young, 1970-. “Critical thinking on a logical fallacy.” 2011. Web. 21 Jan 2021.

Vancouver:

Shim, So Young 1. Critical thinking on a logical fallacy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3054.

Council of Science Editors:

Shim, So Young 1. Critical thinking on a logical fallacy. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3054

University of the Western Cape

18. Ismail, Ghouwa. Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers .

Degree: 2010, University of the Western Cape

URL: http://hdl.handle.net/11394/2309

► In the majority of the schools in South Africa (SA), learners commence education in English. This English milieu poses a considerable challenge for English second-language… (more)

Subjects/Keywords: Verbal Analogies Scale; Differential item functioning; Woodcock Muñoz Language Survey; Bilingualism; Cognitive academic language proficiency; Threshold theory; Verbal reasoning; Bias and equivalence theory; Secondary data analysis; Exploratory factor analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ismail, G. (2010). Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ismail, Ghouwa. “Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers .” 2010. Thesis, University of the Western Cape. Accessed January 21, 2021. http://hdl.handle.net/11394/2309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ismail, Ghouwa. “Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers .” 2010. Web. 21 Jan 2021.

Vancouver:

Ismail G. Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11394/2309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ismail G. Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

19. Fobih, Dominic Kwaku. The influence of different educational experiences on classificatory and verbal reasoning behaviour of children in Ghana.

Degree: PhD, Department of Educational Psychology, 1979, University of Alberta

URL: https://era.library.ualberta.ca/files/kw52jb442

Subjects/Keywords: Verbal ability in children – Ghana.; Rural children – Education – Ghana.; Cognition and culture – Ghana.; Reasoning in children – Effect of education on.; Categorization (Psychology)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fobih, D. K. (1979). The influence of different educational experiences on classificatory and verbal reasoning behaviour of children in Ghana. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/kw52jb442

Chicago Manual of Style (16^th Edition):

Fobih, Dominic Kwaku. “The influence of different educational experiences on classificatory and verbal reasoning behaviour of children in Ghana.” 1979. Doctoral Dissertation, University of Alberta. Accessed January 21, 2021. https://era.library.ualberta.ca/files/kw52jb442.

MLA Handbook (7^th Edition):

Fobih, Dominic Kwaku. “The influence of different educational experiences on classificatory and verbal reasoning behaviour of children in Ghana.” 1979. Web. 21 Jan 2021.

Vancouver:

Fobih DK. The influence of different educational experiences on classificatory and verbal reasoning behaviour of children in Ghana. [Internet] [Doctoral dissertation]. University of Alberta; 1979. [cited 2021 Jan 21]. Available from: https://era.library.ualberta.ca/files/kw52jb442.

Council of Science Editors:

Fobih DK. The influence of different educational experiences on classificatory and verbal reasoning behaviour of children in Ghana. [Doctoral Dissertation]. University of Alberta; 1979. Available from: https://era.library.ualberta.ca/files/kw52jb442

Université de Montréal

20. Chowdhury, Rakhee. Auditory pitch perception in autism spectrum disorder is associated with superior non-verbal abilities.

Degree: 2017, Université de Montréal

URL: http://hdl.handle.net/1866/18810

Subjects/Keywords: autisme; autism; pitch; auditory; auditif; habiletés non-verbales; cognitive; non-verbal reasoning; language; langage; cognitif; développement typique; typical development; Psychology - Cognitive / Psychologie cognitive (UMI : 0633)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chowdhury, R. (2017). Auditory pitch perception in autism spectrum disorder is associated with superior non-verbal abilities. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/18810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chowdhury, Rakhee. “Auditory pitch perception in autism spectrum disorder is associated with superior non-verbal abilities.” 2017. Thesis, Université de Montréal. Accessed January 21, 2021. http://hdl.handle.net/1866/18810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chowdhury, Rakhee. “Auditory pitch perception in autism spectrum disorder is associated with superior non-verbal abilities.” 2017. Web. 21 Jan 2021.

Vancouver:

Chowdhury R. Auditory pitch perception in autism spectrum disorder is associated with superior non-verbal abilities. [Internet] [Thesis]. Université de Montréal; 2017. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1866/18810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chowdhury R. Auditory pitch perception in autism spectrum disorder is associated with superior non-verbal abilities. [Thesis]. Université de Montréal; 2017. Available from: http://hdl.handle.net/1866/18810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas Tech University

21. Clark, Ryan K. Dissociative overdeterminers: an examination of thought experiments.

Degree: 2001, Texas Tech University

URL: http://hdl.handle.net/2346/19006

Subjects/Keywords: Syllogism; Forensics (Public speaking); Logic; Verbal self-defense; Reasoning; Knowledge, Theory of; Persuasion (Rhetoric); Rhetoric; Thought and thinking; Oratory; Debates and debating

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APA (6^th Edition):

Clark, R. K. (2001). Dissociative overdeterminers: an examination of thought experiments. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/19006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clark, Ryan K. “Dissociative overdeterminers: an examination of thought experiments.” 2001. Thesis, Texas Tech University. Accessed January 21, 2021. http://hdl.handle.net/2346/19006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clark, Ryan K. “Dissociative overdeterminers: an examination of thought experiments.” 2001. Web. 21 Jan 2021.

Vancouver:

Clark RK. Dissociative overdeterminers: an examination of thought experiments. [Internet] [Thesis]. Texas Tech University; 2001. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2346/19006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clark RK. Dissociative overdeterminers: an examination of thought experiments. [Thesis]. Texas Tech University; 2001. Available from: http://hdl.handle.net/2346/19006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Gärskog, Malin. Ordflödesförmåga och analogiskt resonerande hos barn med cochleaimplantat i jämförelse med normalhörande barn.

Degree: Clinical and Experimental Medicine, 2018, Linköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148288

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Ett fåtal tidigare studier har visat att barn med cochleaimplantat (CI) har sämre förmåga till såväl ordflöde som verbalt analogiskt resonerande jämfört med normalhörande… (more)

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Ett fåtal tidigare studier har visat att barn med cochleaimplantat (CI) har sämre förmåga till såväl ordflöde som verbalt analogiskt resonerande jämfört med normalhörande barn. Det finns ett förhållande mellan språk och analogiskt resonerande, men förhållandet mellan ordflödesförmåga och förmågan till analogiskt resonerande har inte undersökts tidigare för varken barn med CI eller normalhörande barn, vilket motiverar föreliggande studie. Syftet var att undersöka huruvida det finns skillnader mellan barn med CI och normalhörande barn vad gäller ordflöde och analogiskt resonerande. Studien syftade även till att undersöka förhållandet mellan ordflöde och analogiskt resonerande hos barn med CI respektive normalhörande barn. Nio barn med CI i åldrarna 6;4–8;2 år och en kontrollgrupp av trettio normalhörande barn i åldrarna 6;1–7;1 år medverkade. Ordflödesförmågan undersöktes med det fonologiska ordflödestestet FAS och det semantiska ordflödestestet Djur. Visuellt analogiskt resonerande undersöktes med AnimaLogica och verbalt analogiskt resonerande undersöktes med deltestet Auditiv analogi från Illinois Test of Psycholinguistic Abilities-3 (ITPA-3). I föreliggande studie har barnen med CI sämre ordflödesförmåga och analogiskt resonerande än de normalhörande barnen. Det finns ett samband mellan semantiskt ordflöde och verbalt analogiskt resonerande hos normalhörande barn, med ett liknande mönster hos barn med CI. Förmågan till ordflöde och analogiskt resonerande samt sambandet mellan dessa förmågor har klinisk relevans för logopeden i och med att detta blir ännu en aspekt att ta hänsyn till vid språkliga utredningar och behandlingar hos såväl normalhörande som barn med CI.

Previous studies have shown that children with cochlear implant (CI) have worse word fluency abilities and analogical reasoning abilities compared to normal-hearing children. There is a relationship between language and analogical reasoning. However, a possible relationship between word fluency and analogical reasoning has not been studied before among children with CI or among normal-hearing children. This warrants the present study, which aimed to examine if there are differences between children with CI and normal-hearing children regarding word fluency and analogical reasoning. The study also aimed to examine the relationship between word fluency and analogical reasoning in children with CI and normal-hearing children. The present study involved nine children with CI aged 6;4–8;2 years and thirty normal-hearing children aged 6;1–7;1 years. Word fluency was examined using the phonological word fluency test FAS and the semantic word fluency test Animal. Visual analogical reasoning was examined using AnimaLogica and verbal analogical reasoning using Spoken Analogies from Illinois Test of Psycholinguistic Abilities-3 (ITPA-3). The results of the present study show that the children with CI had poorer word fluency ability and analogical reasoning compared to the normal-hearing children. A relationship between semantic word fluency and verbal…

Subjects/Keywords: Cochlear implants; hearing impairment; deafness; phonological word fluency; semantic word fluency; visual analogical reasoning; verbal analogical reasoning; Cochleaimplantat; hörselnedsättning; dövhet; fonologiskt ordflöde; semantiskt ordflöde; visuellt analogiskt resonerande; verbalt analogiskt resonerande; Other Health Sciences; Annan hälsovetenskap

…Det fonologiska arbetsminnet är den del av arbetsminnet som lagrar och processar verbal…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gärskog, M. (2018). Ordflödesförmåga och analogiskt resonerande hos barn med cochleaimplantat i jämförelse med normalhörande barn. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gärskog, Malin. “Ordflödesförmåga och analogiskt resonerande hos barn med cochleaimplantat i jämförelse med normalhörande barn.” 2018. Thesis, Linköping University. Accessed January 21, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gärskog, Malin. “Ordflödesförmåga och analogiskt resonerande hos barn med cochleaimplantat i jämförelse med normalhörande barn.” 2018. Web. 21 Jan 2021.

Vancouver:

Gärskog M. Ordflödesförmåga och analogiskt resonerande hos barn med cochleaimplantat i jämförelse med normalhörande barn. [Internet] [Thesis]. Linköping University; 2018. [cited 2021 Jan 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gärskog M. Ordflödesförmåga och analogiskt resonerande hos barn med cochleaimplantat i jämförelse med normalhörande barn. [Thesis]. Linköping University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. ΓΩΝΙΔΑ, ΣΟΦΙΑ-ΕΛΕΥΘΕΡΙΑ. ΠΑΡΑΓΩΓΙΚΟΣ ΚΑΙ ΕΠΑΓΩΓΙΚΟΣ ΔΙΑΛΟΓΙΣΜΟΣ ΣΕ ΔΙΑΦΟΡΕΤΙΚΑ ΠΕΔΙΑ ΣΚΕΨΗΣ: ΓΝΩΣΤΙΚΕΣ ΚΑΙ ΜΕΤΑΓΝΩΣΤΙΚΕΣ ΔΙΑΣΤΑΣΕΙΣ.

Degree: 1994, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH)

URL: http://hdl.handle.net/10442/hedi/8941

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ΣΤΟΧΟΣ ΤΗΣ ΕΡΓΑΣΙΑΣ ΑΥΤΗΣ ΗΤΑΝ Η ΔΙΕΡΕΥΝΗΣΗ ΤΩΝ ΠΑΡΑΓΩΓΙΚΩΝ ΚΑΙ ΕΠΑΓΩΓΙΚΩΝ ΔΙΑΔΙΚΑΣΙΩΝ ΔΙΑΛΟΓΙΣΤΙΚΗΣ ΣΤΑ ΠΛΑΙΣΙΑ ΤΗΣ ΑΙΤΙΩΔΟΥΣ , ΤΗΣ ΠΡΟΤΑΣΙΑΚΗΣ ΚΑΙ ΤΗΣ ΠΟΙΟΤΙΚΗΣ ΣΚΕΨΗΣ, ΟΠΩΣ… (more)

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ΣΤΟΧΟΣ ΤΗΣ ΕΡΓΑΣΙΑΣ ΑΥΤΗΣ ΗΤΑΝ Η ΔΙΕΡΕΥΝΗΣΗ ΤΩΝ ΠΑΡΑΓΩΓΙΚΩΝ ΚΑΙ ΕΠΑΓΩΓΙΚΩΝ ΔΙΑΔΙΚΑΣΙΩΝ ΔΙΑΛΟΓΙΣΤΙΚΗΣ ΣΤΑ ΠΛΑΙΣΙΑ ΤΗΣ ΑΙΤΙΩΔΟΥΣ , ΤΗΣ ΠΡΟΤΑΣΙΑΚΗΣ ΚΑΙ ΤΗΣ ΠΟΙΟΤΙΚΗΣ ΣΚΕΨΗΣ, ΟΠΩΣ ΑΥΤΕΣ ΠΡΟΤΕΙΝΟΝΤΑΙ ΑΠΟ ΤΟΝ ΕΜΠΕΙΡΙΚΟ ΒΙΩΜΑΤΙΚΟ ΔΟΜΙΣΜΟ, ΜΙΑ ΜΕΤΑ - ΠΙΑΖΕΤΙΑΝΗ ΘΕΩΡΙΑ ΓΝΩΣΤΙΚΗΣ ΑΝΑΠΤΥΞΗΣ. ΣΥΓΚΕΚΡΙΜΕΝΑ, ΔΙΕΡΕΥΝΗΘΗΚΕ Ο ΤΡΟΠΟΣ ΜΕ ΤΟΝ ΟΠΟΙΟ ΟΙ ΔΥΟ ΑΥΤΟΙ ΓΕΝΙΚΟΙ ΜΗΧΑΝΙΣΜΟΙ ΔΙΑΛΟΓΙΣΤΙΚΗΣ ΕΝΕΡΓΟΠΟΙΟΥΝΤΑΙ ΓΙΑ ΤΗΝ ΕΠΙΛΥΣΗ ΕΞΕΙΔΙΚΕΥΜΕΝΩΝ ΠΡΟΒΛΗΜΑΤΩΝ. ΕΞΕΤΑΣΤΗΚΑΝ 429 ΥΠΟΚΕΙΜΕΝΑ ΚΑΙ ΤΩΝ ΔΥΟ ΦΥΛΩΝ ΑΠΟ 4 ΗΛΙΚΙΕΣ (11, 13, 15 ΚΑΙ 17 ΧΡΟΝΩΝ) ΣΕ ΕΡΓΑ ΑΙΤΙΩΔΗ, ΠΡΟΤΑΣΙΑΚΑ ΚΑΙ ΠΟΙΟΤΙΚΑ ΠΟΥ ΑΠΑΙΤΟΥΣΑΝ ΠΑΡΑΓΩΓΙΚΕΣ ΚΑΙ ΕΠΑΓΩΓΙΚΕΣ ΔΙΑΔΙΚΑΣΙΕΣ ΕΠΙΛΥΣΗΣ. ΤΑ ΥΠΟΚΕΙΜΕΝΑ ΔΙΑΚΡΙΘΗΚΑΝ ΣΕ 3 ΟΜΑΔΕΣ ΩΣ ΠΡΟΣ ΤΟΝ ΤΥΠΟ ΤΗΣ ΛΥΣΗΣ ΠΟΥ ΚΑΛΟΥΝΤΑΝ ΝΑ ΠΑΡΑΓΟΥΝ (ΠΛΗΡΗΣ ΠΑΡΑΓΩΓΗ ΤΗΣ ΛΥΣΗΣ, ΕΠΙΛΟΓΗ ΜΙΑΣ ΑΠΟ ΔΥΟ ΠΡΟΤΕΙΝΟΜΕΝΕΣ ΛΥΣΕΙΣ, ΣΥΜΦΩΝΙΑ Η ΔΙΑΦΩΝΙΑ ΜΕ ΜΙΑ ΠΡΟΤΕΙΝΟΜΕΝΗ ΛΥΣΗ). ΕΠΙΠΛΕΟΝ, ΚΑΛΟΥΝΤΑΙ ΝΑ ΕΞΗΓΗΣΟΥΝ ΤΟΝ ΤΡΟΠΟ ΕΠΙΛΥΣΗΣ ΚΑΙ ΝΑ ΔΗΛΩΣΟΥΝ ΣΕ ΜΙΑ ΤΕΤΡΑΒΑΘΜΗ ΚΛΙΜΑΚΑ ΒΕΒΑΙΟΤΗΤΑΣ ΠΟΣΟ ΣΙΓΟΥΡΟΙ ΗΤΑΝ ΓΙΑ ΤΗΝ ΠΑΡΑΓΟΜΕΝΗ ΣΕ ΚΑΘΕ ΕΡΓΟ ΑΠΑΝΤΗΣΗ ΤΟΥΣ.ΔΟΜΙΚΕΣ ΑΝΑΛΥΣΕΙΣ ΤΩΝ ΔΕΔΟΜΕΝΩΝ ΕΔΕΙΞΑΝ ΟΤΙ Η ΠΑΡΑΓΩΓΗ ΚΑΙ Η ΕΠΑΓΩΓΗ ΕΙΝΑΙ ΕΥΡΕΙΑΣ ΕΦΑΡΜΟΓΗΣ ΓΕΝΙΚΕΣ ΔΙΑΔΙΚΑΣΙΕΣ ΕΠΕΞΕΡΓΑΣΙΑΣ ΤΗΣ ΓΝΩΣΗΣ ΠΟΥ ΜΠΟΡΟΥΝ ΝΑ ΕΝΕΡΓΟΠΟΙΗΘΟΥΝ ΣΤΑ ΠΛΑΙΣΙΑ ΠΟΙΚΙΛΩΝ ΕΙΔΙΚΩΝ ΠΕΔΙΩΝ ΣΚΕΨΗΣ, ΟΠΩΣ, ΓΙΑ ΠΑΡΑΔΕΙΓΜΑ, ΑΥΤΩΝ ΠΟΥ ΕΞΕΤΑΣΤΗΚΑΝ ΣΤΗΝ ΠΑΡΟΥΣΑ ΕΡΕΥΝΑ. ΥΠΑΡΧΕΙ, ΩΣΤΟΣΟ, ΙΣΧΥΡΗ ΑΛΛΗΛΕΠΙΔΡΑΣΗ ΤΩΝ ΓΕΝΙΚΩΝ ΔΙΕΡΓΑΣΙΩΝ ΔΙΑΛΟΓΙΣΤΙΚΗΣ ΜΕ ΤΑ ΕΙΔΙΚΑ ΔΗΛΩΤΙΚΑ, ΔΙΑΔΙΚΑΣΤΙΚΑΚΑΙ ΛΕΙΤΟΥΡΓΙΚΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΑΛΛΑ ΚΑΙ ΤΟΥΣ ΠΕΡΙΟΡΙΣΜΟΥΣ ΤΟΥ ΚΑΘΕ ΠΕΔΙΟΥ. (ΠΕΡΙΚΟΠΗ ΠΕΡΙΛΗΨΗΣ)

THIS STUDY INVESTIGATED DEDUCTIVE AND INDUCTIVE REASONING IN THREE SPECIFIC DOMAINS OF THOUGHT, NAMELY, THE CAUSAL, THE PROPOSITIONAL AND THE CATEGORICAL, AS THESE ARE PROPOSED BY EXPERIENTIAL STRUCTURALISM, A THEORY OF COGNITIVE DEVELOPMENT. THE AIM WAS TO TEST HOW THESE TWO GENERAL REASONING PROCESSES ARE ACTIVATED FOR THE SAKE OF SOLVING DOMAIN - SPECIFIC PROBLEMS. A TOTAL OF 429 SUBJECTS DRAWN FROM 4 AGE - GROUPS (11, 13, 15 AND 17 YEARS OF AGE) WERE ASKED (1) TO SOLVE A SERIES OF COGNITIVE TASKS REQUIRING EITHER DEDUCTIVE OR INDUCTIVE REASONING IN EACH OF THE THREE DOMAINS MENTIONED ABOVE, (2) TO REFLECT ON THEIR PROBLEM - SOLVING PROCEDURES, AND (3) TO SPECIFY ON A CERTAINTY SCALE HOW SURE THEY FELT ABOUT THE APPROPRIATENESS OF THE ANSWERS THEY GAVE ON EACH TASK. THE SUBJECTS WERE DIVIDED INTO THREE GROUPS, ACCORDING TO THE TYPE OF SOLUTION THEY WERE ASKED TO PROVIDE. THE FIRST GROUP WAS ASKED TO CONSTRUCT THE SOLUTION FROM THE BEGINNING, THE SECOND TO CHOOSE ONE OUT OF TWO SOLUTIONS PROPOSED BY THE EXPERIMENTER AND THE THIRD GROUP WAS ASKED TO STATE WHETHER THEYAGREE WITH A SOLUTION PROPOSED BY THE EXPERIMENTER. STRUCTURAL MODELLING SUGGESTED THAT DEDUCTION AND INDUCTION ARE DISTINCT FROM EACH OTHER AND DISTINCTFROM BOTH THE GENERAL SYSTEMS AND THE SPECIALIZED STRUCTURAL SYSTEMS PROPOSED BY EXPERIMENTAL STRUCTURALISM; ONCE THEY ARE ACTIVATED WITHIN A DOMAIN (ABSTRACT TRUNCATED)

Subjects/Keywords: CAUSAL - EXPERIMENTAL THOUGHT; CERTAINTY FEELINGS; DEDUCTION; Induction; Metacognition; QUALITATIVE - ANALYTIC THOUGHT; Reasoning; VERBAL - PROPOSITIONAL THOUGHT; ΑΙΣΘΗΜΑΤΑ ΒΕΒΑΙΟΤΗΤΑΣ; ΑΙΤΙΩΔΗΣ - ΠΕΙΡΑΜΑΤΙΚΗΣΚΕΨΗ; Διαλογιστική; Επαγωγή; ΛΕΚΤΙΚΗ - ΠΡΟΤΑΣΙΑΚΗ ΣΚΕΨΗ; Μεταγνώση; Παραγωγή; ΠΟΙΟΤΙΚΗ - ΑΝΑΛΥΤΙΚΗ ΣΚΕΨΗ

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APA (6^th Edition):

ΓΩΝΙΔΑ, �. (1994). ΠΑΡΑΓΩΓΙΚΟΣ ΚΑΙ ΕΠΑΓΩΓΙΚΟΣ ΔΙΑΛΟΓΙΣΜΟΣ ΣΕ ΔΙΑΦΟΡΕΤΙΚΑ ΠΕΔΙΑ ΣΚΕΨΗΣ: ΓΝΩΣΤΙΚΕΣ ΚΑΙ ΜΕΤΑΓΝΩΣΤΙΚΕΣ ΔΙΑΣΤΑΣΕΙΣ. (Thesis). Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH). Retrieved from http://hdl.handle.net/10442/hedi/8941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

ΓΩΝΙΔΑ, ΣΟΦΙΑ-ΕΛΕΥΘΕΡΙΑ. “ΠΑΡΑΓΩΓΙΚΟΣ ΚΑΙ ΕΠΑΓΩΓΙΚΟΣ ΔΙΑΛΟΓΙΣΜΟΣ ΣΕ ΔΙΑΦΟΡΕΤΙΚΑ ΠΕΔΙΑ ΣΚΕΨΗΣ: ΓΝΩΣΤΙΚΕΣ ΚΑΙ ΜΕΤΑΓΝΩΣΤΙΚΕΣ ΔΙΑΣΤΑΣΕΙΣ.” 1994. Thesis, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH). Accessed January 21, 2021. http://hdl.handle.net/10442/hedi/8941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

ΓΩΝΙΔΑ, ΣΟΦΙΑ-ΕΛΕΥΘΕΡΙΑ. “ΠΑΡΑΓΩΓΙΚΟΣ ΚΑΙ ΕΠΑΓΩΓΙΚΟΣ ΔΙΑΛΟΓΙΣΜΟΣ ΣΕ ΔΙΑΦΟΡΕΤΙΚΑ ΠΕΔΙΑ ΣΚΕΨΗΣ: ΓΝΩΣΤΙΚΕΣ ΚΑΙ ΜΕΤΑΓΝΩΣΤΙΚΕΣ ΔΙΑΣΤΑΣΕΙΣ.” 1994. Web. 21 Jan 2021.

Vancouver:

ΓΩΝΙΔΑ �. ΠΑΡΑΓΩΓΙΚΟΣ ΚΑΙ ΕΠΑΓΩΓΙΚΟΣ ΔΙΑΛΟΓΙΣΜΟΣ ΣΕ ΔΙΑΦΟΡΕΤΙΚΑ ΠΕΔΙΑ ΣΚΕΨΗΣ: ΓΝΩΣΤΙΚΕΣ ΚΑΙ ΜΕΤΑΓΝΩΣΤΙΚΕΣ ΔΙΑΣΤΑΣΕΙΣ. [Internet] [Thesis]. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH); 1994. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10442/hedi/8941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

ΓΩΝΙΔΑ �. ΠΑΡΑΓΩΓΙΚΟΣ ΚΑΙ ΕΠΑΓΩΓΙΚΟΣ ΔΙΑΛΟΓΙΣΜΟΣ ΣΕ ΔΙΑΦΟΡΕΤΙΚΑ ΠΕΔΙΑ ΣΚΕΨΗΣ: ΓΝΩΣΤΙΚΕΣ ΚΑΙ ΜΕΤΑΓΝΩΣΤΙΚΕΣ ΔΙΑΣΤΑΣΕΙΣ. [Thesis]. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH); 1994. Available from: http://hdl.handle.net/10442/hedi/8941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

24. Trimble, Theron Lavern, 1943-. An investigation of relationships between selected classes of teacher behavior and student gains in a component of critical thinking ability.

Degree: 1986, University of Florida

URL: https://ufdc.ufl.edu/AA00032069

Subjects/Keywords: Classrooms; Criminal solicitation; Critical thinking; Educational research; Kidney dialysis; Patient compliance; Reasoning; Renal dialysis; Students; Teachers; Curriculum and Instruction thesis Ph. D; Interaction analysis in education; Teacher-student relationships; Verbal behavior; City of Jacksonville ( local )

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APA (6^th Edition):

Trimble, Theron Lavern, 1. (1986). An investigation of relationships between selected classes of teacher behavior and student gains in a component of critical thinking ability. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00032069

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Trimble, Theron Lavern, 1943-. “An investigation of relationships between selected classes of teacher behavior and student gains in a component of critical thinking ability.” 1986. Thesis, University of Florida. Accessed January 21, 2021. https://ufdc.ufl.edu/AA00032069.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Trimble, Theron Lavern, 1943-. “An investigation of relationships between selected classes of teacher behavior and student gains in a component of critical thinking ability.” 1986. Web. 21 Jan 2021.

Vancouver:

Trimble, Theron Lavern 1. An investigation of relationships between selected classes of teacher behavior and student gains in a component of critical thinking ability. [Internet] [Thesis]. University of Florida; 1986. [cited 2021 Jan 21]. Available from: https://ufdc.ufl.edu/AA00032069.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Trimble, Theron Lavern 1. An investigation of relationships between selected classes of teacher behavior and student gains in a component of critical thinking ability. [Thesis]. University of Florida; 1986. Available from: https://ufdc.ufl.edu/AA00032069

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Paulding, Katie. The Influence of Tape Diagrams and Bar Models on Middle School Students' Proportional Reasoning.

Degree: 2019, Boise State University

URL: https://scholarworks.boisestate.edu/td/1584

► Proportional reasoning is an integral component of adolescent mathematical cognitive development and a foundational concept for students to understand in order to be successful in… (more)

Subjects/Keywords: proportional reasoning; task features; cognition; mode of representation; ratio relationships; cognitive interviews; protocol analysis; verbal analysis; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

…Cognition in Proportional Reasoning… …20 The Multiplicative Nature of Proportional Reasoning...............................20 Two… …42 Verbal Analysis… …43 Advantages of Combining Protocol Analysis and Verbal Analysis ..........43 viii… …and which students generally find challenging to learn is proportional reasoning (…

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APA (6^th Edition):

Paulding, K. (2019). The Influence of Tape Diagrams and Bar Models on Middle School Students' Proportional Reasoning. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Paulding, Katie. “The Influence of Tape Diagrams and Bar Models on Middle School Students' Proportional Reasoning.” 2019. Thesis, Boise State University. Accessed January 21, 2021. https://scholarworks.boisestate.edu/td/1584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Paulding, Katie. “The Influence of Tape Diagrams and Bar Models on Middle School Students' Proportional Reasoning.” 2019. Web. 21 Jan 2021.

Vancouver:

Paulding K. The Influence of Tape Diagrams and Bar Models on Middle School Students' Proportional Reasoning. [Internet] [Thesis]. Boise State University; 2019. [cited 2021 Jan 21]. Available from: https://scholarworks.boisestate.edu/td/1584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Paulding K. The Influence of Tape Diagrams and Bar Models on Middle School Students' Proportional Reasoning. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Carmona, Jasmin R. The Role of Maternal Trauma in Reciprocity of Reasoning, Verbal Aggression, and Physical Violence between Mothers Who Use Substances and Their Children.

Degree: PhD, Human Development and Family Science, 2016, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu148033708246916

► Understanding the complexity surrounding trauma, substance use, and conflict resolution in mother-child interactions is imperative to addressing the wide range of needs and challenges among… (more)

▼ Understanding the complexity surrounding trauma, substance use, and conflict resolution in mother-child interactions is imperative to addressing the wide range of needs and challenges among high risk families. Yet, there is little research that focuses on the interrelationship between trauma, substance use, and conflict resolution within a systemic context. No study to date has examined trauma and conflict resolution tactics among children and mothers with a substance use disorder engaged in a family-systems intervention. Thus, the current study addressed this gap in the literature by examining three research objectives. First, women were grouped based on the type and frequency of their trauma experience (childhood abuse, intimate partner violence, and street victimization), and predictors of these groups were investigated. Second, stability and reciprocity in conflict resolution tactics (reasoning skills, verbal aggression, and physical violence) were examined among mothers and children. Third, conflict resolution tactics were compared between a family-systems intervention and an attention control. Findings suggested the categorization of three trauma classes, with depressive symptoms and runaway episodes predicting the classes. Although reasoning skills and verbal aggression did not significantly differ between the three classes, using the full sample, children’s reasoning skills and verbal aggression at 12 months was predicted by their initial levels of these tactics (e.g., stability) and mothers’ verbal aggression at 12 months predicted their initial levels of this tactic (e.g., stability). Children’s use of reasoning skills and verbal aggression tended to predict their mothers’ use of these tactics. Evidence of reciprocity was not found and the model that examined physical violence used to resolve conflicts could not be estimated. Treatment effects in conflict resolution tactics were not found, but using the full sample, findings suggested reductions in verbal aggression among mothers and children regardless of treatment condition. Overall, findings of the current study suggest that trauma experiences range in type and frequency among women, with trauma likely occurring in both childhood and adulthood. Therefore, it may be advantageous for substance use treatment programs to include components that address women’s trauma experiences in order to provide more comprehensive care. A better understanding of the factors that interrupt stability in verbal aggression among children and mothers is needed, and providers should include children in their mothers’ treatment plan given that children’s use of conflict resolution tactics may predict their mothers’ use of tactics. Similarly, research is needed on the active elements of family-systems interventions that reduce verbal aggression used to resolve conflicts. Understanding the conflict resolution process is a crucial step towards successfully intervening in high levels of family conflict, especially among vulnerable children and mothers experiencing a substance use… Advisors/Committee Members: Slesnick , Natasha (Advisor).

Subjects/Keywords: Individual and Family Studies; Maternal Trauma in Reciprocity of Reasoning, Maternal Trauma in Reciprocity of Verbal Aggression, Maternal Trauma in Reciprocity of Physical Violence, Mothers Who Use Substances, Children of Mothers Using Substances

…Table 8 Means for Reasoning Skills and Verbal Aggression Over Time �� 137 ix List of… …Figures Figure 1 CONSORT Flow Chart �� ….139 Figure 2 APIM of reasoning skills… …140 Figure 3 APIM of verbal aggression used to resolve conflicts among mothers and children… …between parents or physical discipline towards children. Verbal aggression needs to be… …Broderick, 1993). From a family-systems perspective, children may engage in verbal aggression…

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APA (6^th Edition):

Carmona, J. R. (2016). The Role of Maternal Trauma in Reciprocity of Reasoning, Verbal Aggression, and Physical Violence between Mothers Who Use Substances and Their Children. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148033708246916

Chicago Manual of Style (16^th Edition):

Carmona, Jasmin R. “The Role of Maternal Trauma in Reciprocity of Reasoning, Verbal Aggression, and Physical Violence between Mothers Who Use Substances and Their Children.” 2016. Doctoral Dissertation, The Ohio State University. Accessed January 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu148033708246916.

MLA Handbook (7^th Edition):

Carmona, Jasmin R. “The Role of Maternal Trauma in Reciprocity of Reasoning, Verbal Aggression, and Physical Violence between Mothers Who Use Substances and Their Children.” 2016. Web. 21 Jan 2021.

Vancouver:

Carmona JR. The Role of Maternal Trauma in Reciprocity of Reasoning, Verbal Aggression, and Physical Violence between Mothers Who Use Substances and Their Children. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2021 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148033708246916.

Council of Science Editors:

Carmona JR. The Role of Maternal Trauma in Reciprocity of Reasoning, Verbal Aggression, and Physical Violence between Mothers Who Use Substances and Their Children. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148033708246916

University of Melbourne

27. Roberts, David Glyn. Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews.

Degree: 2016, University of Melbourne

URL: http://hdl.handle.net/11343/91575

► A problem for evaluators is that what people ‘say’ is often, but not always, different from what they ‘do.’ Most thinking, knowledge, behaviour, decisions are… (more)

▼ A problem for evaluators is that what people ‘say’ is often, but not always, different from what they ‘do.’ Most thinking, knowledge, behaviour, decisions are automatic, quick and have the characteristics of intuition, little or no effort and no voluntary control (Kahneman 2011b). Our everyday behaviours and thinking are largely based on implicit knowledge consisting of mental representations, or ‘schema’; cognitive knowledge about whatever we are thinking about or acting towards. The schemas are triggered by association and are further elaborated by association. As a result active schemas are internally coherent and semantically consistent (Graesser, Gernsbacher, and Goldman 1997). Schemas allow us to act without consciously thinking about what we will do or how: we simply ‘do,’ ‘know’ and ‘understand.’ A consequence of our reliance on implicit knowledge is that what people ‘say about’ phenomena does not always reflect what they ‘do.’ Elicitation techniques are increasingly being used in research and evaluation to get beyond what people say, apparently by tapping into the implicit cognitive understandings. Elicitation techniques are being used in social research, educational research, market research and evaluation. However, users of elicitation techniques need to understand the limits on the validity of such techniques and how to improve their effectiveness. Understanding the cognitive processes that mediate responses such cognitive processes can help improve the way evaluators obtain data. This thesis aims to improve our understanding of how to use projective or elicitation techniques validly in evaluation and research interviews. The majority of the thesis reviews the literature across several domains and disciplines to explore the cognitive processes that underlie people’s responses to elicitation techniques. The domains and disciplines include cognitive psychology, neurophysiology, phenomenological sociology, evaluation and social research (quantitative and qualitative), educational research and market research. A small pilot study was also conducted to test the concept that elicitation techniques reveal a schema and to identify areas for further research. For the pilot study eight participants were each engaged in a single interview with two parts: an initial interview using ‘Thematic Apperception Testing’ (TAT) technique (Boddy 2008): and a debrief interview where verbal protocols (Sudman, Bradburn, and Schwarz 1996) were used to explore the cognitive processes used in the initial interview. The pilot study showed that TAT may elicit information that has the characteristics of implicit knowledge and appears to be based on schemas. There are two cautions to be considered. Breivik and Supphellen (2003) report that in market research, different techniques elicit different product attribute sets. Their finding suggests that different techniques may elicit different schemas. It follows, that the schema elicited by a technique may not contain the knowledge activated in the situation being…

Subjects/Keywords: Insight; cognitive processes; cognitive schema; schema; schemata; elicitation techniques; projective techniques; evaluation interviews; research interviews; improving interview methods; implicit thinking; implicit knowledge; tacit knowledge; explicit thinking; procedural knowledge; declarative knowledge; stock of knowledge; thematic apperception testing; verbal protocols; everyday behaviour; behavioural economics; System 1 thinking; System 2 thinking; recall; memory; short-term memory; long-term memory; workspace; global workspace; critical realist; constructivism; post-positivist; abductive reasoning; heuristics; working self; awareness; cognitive information processing; cognitive question-answering models; recognition; attitude measurement; intuition; everyday behaviour; self-presentation; response bias; response effects; efficacy of questionnaires; validity of interview data; construction of responses; standpoint consistency; satisficing; data quality; hidden knowledge; inconsistent knowledge; interpretive framework; recall; identification; dual process; self-schema; attitude inconsistency; verbal behaviour; category instance generation; interview ‘frame’; context effects; eliciting useful schema; analysis of interview data

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Roberts, D. G. (2016). Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/91575

Chicago Manual of Style (16^th Edition):

Roberts, David Glyn. “Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews.” 2016. Masters Thesis, University of Melbourne. Accessed January 21, 2021. http://hdl.handle.net/11343/91575.

MLA Handbook (7^th Edition):

Roberts, David Glyn. “Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews.” 2016. Web. 21 Jan 2021.

Vancouver:

Roberts DG. Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews. [Internet] [Masters thesis]. University of Melbourne; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11343/91575.

Council of Science Editors:

Roberts DG. Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews. [Masters Thesis]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/91575

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Open Access Theses and Dissertations