subject:(reasoning)

University of New South Wales

1. Liew, Janice. Inductive and deductive reasoning in obsessive-compulsive disorder.

Degree: Psychology, 2015, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/55666 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:38348/SOURCE02?view=true

► This body of research investigated how individuals with high levels of obsessive-compulsive disorder (OCD) symptomatology or diagnosed OCD reason when presented with arguments that lead… (more)

▼ This body of research investigated how individuals with high levels of obsessive-compulsive disorder (OCD) symptomatology or diagnosed OCD reason when presented with arguments that lead to certain conclusions (deductive reasoning) or probabilistic conclusions (inductive reasoning). Previous research has suggested a “spared deduction, impaired induction” account of OCD, where OCD patients are impaired on tasks of inductive reasoning but are unimpaired on most tasks of deductive reasoning. This thesis sought to test this account by utilising tasks adapted from the contemporary reasoning literature that allowed for a direct comparison between deductive and inductive reasoning. In numerous experiments, participants were presented with a common argument set and asked to make judgments about the deductive validity or inductive plausibility of the arguments. Deductive deficits in sensitivity to argument validity were noted in analogue samples high in OCD symptomatology and in individuals with diagnosed OCD on class-inclusion problems (Experiments 1, 2 and 8), but not when validity was manipulated via other logical forms (i.e., modus ponens, conjunctive syllogisms, or categorical syllogisms; Experiments 6 and 7). Further, individuals high in OCD symptoms were unimpaired in their use of background causal knowledge (Experiment 6) and sample size (premise monotonicity; Experiments 1 and 8) when making inductive judgments. However, both analogue samples high in OCD symptoms and an OCD patient group exhibited a reduced sensitivity to the implications of premise diversity in induction (Experiments 2, 3 and 8). This may be partially explained by differences in the way that individuals high and low in OCD symptoms perceive similarity between the premises (Experiment 5). Importantly, these deductive and inductive deficits were found across both OCD-neutral and OCD-relevant item content and were not due to group differences in general ability. These results challenge the “spared deduction, impaired induction” account of OCD. Cognitive therapies for OCD may be improved by incorporation of direct instruction about the implications of diverse evidence and how to distinguish between simple valid and invalid arguments. Advisors/Committee Members: Hayes, Brett, Psychology, Faculty of Science, UNSW.

Subjects/Keywords: Deductive reasoning; OCD; Inductive reasoning

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APA (6^th Edition):

Liew, J. (2015). Inductive and deductive reasoning in obsessive-compulsive disorder. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/55666 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:38348/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Liew, Janice. “Inductive and deductive reasoning in obsessive-compulsive disorder.” 2015. Doctoral Dissertation, University of New South Wales. Accessed March 04, 2021. http://handle.unsw.edu.au/1959.4/55666 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:38348/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Liew, Janice. “Inductive and deductive reasoning in obsessive-compulsive disorder.” 2015. Web. 04 Mar 2021.

Vancouver:

Liew J. Inductive and deductive reasoning in obsessive-compulsive disorder. [Internet] [Doctoral dissertation]. University of New South Wales; 2015. [cited 2021 Mar 04]. Available from: http://handle.unsw.edu.au/1959.4/55666 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:38348/SOURCE02?view=true.

Council of Science Editors:

Liew J. Inductive and deductive reasoning in obsessive-compulsive disorder. [Doctoral Dissertation]. University of New South Wales; 2015. Available from: http://handle.unsw.edu.au/1959.4/55666 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:38348/SOURCE02?view=true

2. Fernbach, Philip M. Causal Models in Prediction and Diagnosis.

Degree: PhD, Cognitive Sciences, 2010, Brown University

URL: https://repository.library.brown.edu/studio/item/bdr:11092/

► Making decisions often requires quick and intuitive assessments of the likelihood of unobserved events. People make such judgments with little effort, quickly and systematically. The… (more)

Subjects/Keywords: predictive reasoning

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APA (6^th Edition):

Fernbach, P. M. (2010). Causal Models in Prediction and Diagnosis. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:11092/

Chicago Manual of Style (16^th Edition):

Fernbach, Philip M. “Causal Models in Prediction and Diagnosis.” 2010. Doctoral Dissertation, Brown University. Accessed March 04, 2021. https://repository.library.brown.edu/studio/item/bdr:11092/.

MLA Handbook (7^th Edition):

Fernbach, Philip M. “Causal Models in Prediction and Diagnosis.” 2010. Web. 04 Mar 2021.

Vancouver:

Fernbach PM. Causal Models in Prediction and Diagnosis. [Internet] [Doctoral dissertation]. Brown University; 2010. [cited 2021 Mar 04]. Available from: https://repository.library.brown.edu/studio/item/bdr:11092/.

Council of Science Editors:

Fernbach PM. Causal Models in Prediction and Diagnosis. [Doctoral Dissertation]. Brown University; 2010. Available from: https://repository.library.brown.edu/studio/item/bdr:11092/

3. Goldin, Gideon. Mechanism Domains in Causal Reasoning.

Degree: PhD, Cognitive Sciences, 2014, Brown University

URL: https://repository.library.brown.edu/studio/item/bdr:386249/

► This thesis introduces mechanism domains as a cognitive representation underlying causal reasoning. It has been observed that people believe they understand causal workings in more… (more)

Subjects/Keywords: Causal Reasoning

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APA (6^th Edition):

Goldin, G. (2014). Mechanism Domains in Causal Reasoning. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:386249/

Chicago Manual of Style (16^th Edition):

Goldin, Gideon. “Mechanism Domains in Causal Reasoning.” 2014. Doctoral Dissertation, Brown University. Accessed March 04, 2021. https://repository.library.brown.edu/studio/item/bdr:386249/.

MLA Handbook (7^th Edition):

Goldin, Gideon. “Mechanism Domains in Causal Reasoning.” 2014. Web. 04 Mar 2021.

Vancouver:

Goldin G. Mechanism Domains in Causal Reasoning. [Internet] [Doctoral dissertation]. Brown University; 2014. [cited 2021 Mar 04]. Available from: https://repository.library.brown.edu/studio/item/bdr:386249/.

Council of Science Editors:

Goldin G. Mechanism Domains in Causal Reasoning. [Doctoral Dissertation]. Brown University; 2014. Available from: https://repository.library.brown.edu/studio/item/bdr:386249/

Oregon State University

4. Brown, Terrance Ralph. Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools: Critical thinking abilities of chemistry and non-chemsitry students.

Degree: EdD, Education, 1967, Oregon State University

URL: http://hdl.handle.net/1957/51214

► This investigation was designed to compare the growth in attitudes toward science and the critical thinking abilities of high school juniors in chemistry to juniors… (more)

▼ This investigation was designed to compare the growth in attitudes toward science and the critical thinking abilities of high school juniors in chemistry to juniors not enrolled in chemistry. One hundred and fifty-three chemistry students and 149 non-chemistry students were randomly selected to participate in the study. Criterion tests used were the Cornell Critical Thinking Test, Form X and the Reaction Inventory, Attitudes Toward Science and Scientific Careers. The study was of a pre-test-post-test design and the criterion tests were administered to the juniors in September and March of the 1966-67 academic year. To statistically control the academic achievement and academic ability of the students, the following covariance controls were used: 1. The Numerical Ability score on the Differential Aptitude Test. 2. The combined Verbal Reasoning and Numerical Ability score on the Differential Aptitude Test. 3. The Background in Natural Science score on the Iowa Test of Educational Development. 4. The total score on the School and College Ability Test. 5. The accumulative grade point average. T-tests of significance were used to determine whether differences in group means on the criterion instruments were significant. The following conclusions were drawn from the investigation: 1. There was no significant difference in the growth in critical thinking abilities between any of the groups of chemistry and non-chemistry students. 2. Chemistry students made greater gains in growth in critical thinking ability than non-chemistry students. 3. When statistically controlling the Numerical Ability score on the DAT, the high subgroup of chemistry students scored significantly higher (.05 level) than did the non-chemistry students in attitudes toward science. 4. Chemistry students made positive gains in growth in attitudes toward science as measured by the Reaction Inventory while the non-chemistry students indicated no positive gains. Advisors/Committee Members: Fox, Fred W. (advisor).

Subjects/Keywords: Reasoning

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APA (6^th Edition):

Brown, T. R. (1967). Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools: Critical thinking abilities of chemistry and non-chemsitry students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/51214

Chicago Manual of Style (16^th Edition):

Brown, Terrance Ralph. “Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools: Critical thinking abilities of chemistry and non-chemsitry students.” 1967. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/51214.

MLA Handbook (7^th Edition):

Brown, Terrance Ralph. “Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools: Critical thinking abilities of chemistry and non-chemsitry students.” 1967. Web. 04 Mar 2021.

Vancouver:

Brown TR. Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools: Critical thinking abilities of chemistry and non-chemsitry students. [Internet] [Doctoral dissertation]. Oregon State University; 1967. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1957/51214.

Council of Science Editors:

Brown TR. Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools: Critical thinking abilities of chemistry and non-chemsitry students. [Doctoral Dissertation]. Oregon State University; 1967. Available from: http://hdl.handle.net/1957/51214

Università della Svizzera italiana

5. Luciani, Margherita. Journalists arguing newsmaking decisions on the basis of anticipated audience uptake: a study of argumentation in the newsroom.

Degree: 2018, Università della Svizzera italiana

URL: http://doc.rero.ch/record/322768

► This thesis sets out to explore journalists’ anticipatory reasoning on audience uptake, i.e. on the ways in which the audience will react to news. In… (more)

▼ This thesis sets out to explore journalists’ anticipatory reasoning on audience uptake, i.e. on the ways in which the audience will react to news. In order to reach this goal, I conduct an argumentative analysis of various types of newsroom activities. The analysis sheds light on journalists’ reasoning processes concerning audience uptake that lead them to broadcast/publish one certain news item instead of another, or on the way they decide to broadcast/publish a news item, starting from their anticipatory inferences. The adopted corpus consists of data gained from two distinct datasets; a) data from a previous project, Ideè Suisse, consisting of TV-journalism data in Swiss German and French, and b) print-journalism data in Italian collected at the newsroom of Corriere del Ticino, the main Italian-language newspaper in Switzerland, in the framework of the project Argumentation in newsmaking process and product. The data consist of videotaped editorial conferences, informal and formal journalist discourses, frame interviews, retrospective interviews, news products and source materials. The contextual and argumentative analysis aims at investigating the distinct aspects involved in the anticipation of audience uptake and at investigating the places of reflection (i.e. editorial conferences, informal meetings and retrospective interviews) wherein certain kinds of standpoints are at stake and particular aspects of audience uptake are anticipated. The anticipated uptake includes 1) anticipation of an emotive effect, of a news 2) anticipation of a cognitive effect, and 3) anticipation of a persuasion. I sketched a typology of journalists’ anticipation of audience uptake in terms of illocutionary, locutionary, and perlocutionary force. On the theoretical level I merge two theories that both aim at studying the human mind from a rational perspective. On the one hand, I use Castelfranchi’s theories on anticipation based on the cybernetic notion of goal, while, on the other hand, I use the Argumentum Model of Topics (Rigotti and Greco Morasso 2011) for the study of the inferential configuration. I connect the fundamental notions of both theories as in a syllogism. Results have shown the noticeable prominence of anticipation of audience emotive uptake, where the object of journalists’ anticipation are the audience emotions. This type of anticipation can be intertwined with cognitive audience uptake anticipation and both types have proven to be subordinated to the anticipation of persuasion, since in the end journalists want to promote public understanding as well as capture audience attention. Results further show that many cases of anticipatory reasoning involved counterfactual reasoning. Counterfactual reasoning focussing on better unrealized scenarios has been found to occur mostly in evaluative editorial conferences. Whereas counterfactual reasoning focused on worse unrealized scenarios mostly occurs in retrospective interviews in which the journalist justifies the goodness of his editorial choices. Empirical evidence of… Advisors/Committee Members: Andrea (Dir.), Daniel (Codir.).

Subjects/Keywords: counterfactual reasoning

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APA (6^th Edition):

Luciani, M. (2018). Journalists arguing newsmaking decisions on the basis of anticipated audience uptake: a study of argumentation in the newsroom. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/322768

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):

Luciani, Margherita. “Journalists arguing newsmaking decisions on the basis of anticipated audience uptake: a study of argumentation in the newsroom.” 2018. Thesis, Università della Svizzera italiana. Accessed March 04, 2021. http://doc.rero.ch/record/322768.

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

MLA Handbook (7^th Edition):

Luciani, Margherita. “Journalists arguing newsmaking decisions on the basis of anticipated audience uptake: a study of argumentation in the newsroom.” 2018. Web. 04 Mar 2021.

Vancouver:

Luciani M. Journalists arguing newsmaking decisions on the basis of anticipated audience uptake: a study of argumentation in the newsroom. [Internet] [Thesis]. Università della Svizzera italiana; 2018. [cited 2021 Mar 04]. Available from: http://doc.rero.ch/record/322768.

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

Council of Science Editors:

Luciani M. Journalists arguing newsmaking decisions on the basis of anticipated audience uptake: a study of argumentation in the newsroom. [Thesis]. Università della Svizzera italiana; 2018. Available from: http://doc.rero.ch/record/322768

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

6. Solcz, Stephanie. Not all syllogisms are created equal: Varying premise believability reveals differences between conditional and categorical syllogisms.

Degree: 2011, University of Waterloo

URL: http://hdl.handle.net/10012/6070

► Deductive reasoning is a fundamental cognitive skill, and consequently has been the focus of much research over the past several decades. In the realm of… (more)

▼ Deductive reasoning is a fundamental cognitive skill, and consequently has been the focus of much research over the past several decades. In the realm of syllogistic reasoning—judging the validity of a conclusion given two premises—a robust finding is the belief bias effect: broadly, the tendency for reasoners to judge as valid more believable than unbelievable conclusions. How the content believability of conclusions influences syllogistic reasoning has been the subject of hundreds of experiments and has informed several theories of deductive reasoning; however, how the content of premises influences the reasoning processes has been largely overlooked. In this thesis, I present 5 experiments that examine how premise content influences reasoning about categorical (i.e., statements with the words ‘some’ and ‘not’) and conditional (i.e., ‘if/then’ statements) syllogisms, which tend to be treated as interchangeable in deductive reasoning literature. It is demonstrated that premise content influences reasoning in these two types of syllogisms in fundamentally different ways. Specifically, Experiment 1 replicates and extends previous findings and demonstrates that for conditional syllogisms, belief bias results when premises are both believable and unbelievable; however, reasoners are more likely to judge that a conclusion is valid when it follows from believable than from unbelievable premises. Conversely, belief bias for categorical syllogisms results only when premises are believable; conclusion believability does not influence conclusion endorsement when premises are unbelievable. Based on these preliminary findings, I propose a theory that categorical and conditional syllogisms differ in the extent to which reasoners initially assume the premises to be true, and that this difference influences when in the reasoning process reasoners evaluate the believability of premises. Specifically, I propose that reasoners automatically assume that conditional, but not categorical, premises are true. It is proposed that, because the word “if” in conditional statements elicits hypothetical thinking, conditional premises are assumed to be true for the duration of the reasoning process. Subsequent to reasoning, premises can be “disbelieved” in a time-consuming process, and initial judgments about the conclusion may be altered, with a bias to respond that conclusions following from believable premises are valid. On the other hand, because categorical premises are phrased as factual propositions, reasoners initially judge the believability of categorical premises prior to reasoning about the conclusion. Unbelievable premises trigger the reasoner to disregard content from the rest of the syllogism, perhaps because the reasoner believes that the information in the problem will not be helpful in solving the problem. This theory is tested and supported by four additional experiments. Experiment 2 demonstrates that reasoners take longer to reason about conditional syllogisms with unbelievable than believable premises, consistent with…

Subjects/Keywords: reasoning

…p. 24 Figure 3. The theorized reasoning process for Conditional Syllogisms… …p. 31 Figure 4. The theorized reasoning process for Categorical Syllogisms… …function of Premise Believability.......................p. 98 xiii Deductive reasoning is a… …thought since the time of Aristotle. According to Piaget, demonstrations of deductive reasoning… …headache. This essential component of reasoning – reasoning only with relevant information and…

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APA (6^th Edition):

Solcz, S. (2011). Not all syllogisms are created equal: Varying premise believability reveals differences between conditional and categorical syllogisms. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/6070

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):

Solcz, Stephanie. “Not all syllogisms are created equal: Varying premise believability reveals differences between conditional and categorical syllogisms.” 2011. Thesis, University of Waterloo. Accessed March 04, 2021. http://hdl.handle.net/10012/6070.

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

MLA Handbook (7^th Edition):

Solcz, Stephanie. “Not all syllogisms are created equal: Varying premise believability reveals differences between conditional and categorical syllogisms.” 2011. Web. 04 Mar 2021.

Vancouver:

Solcz S. Not all syllogisms are created equal: Varying premise believability reveals differences between conditional and categorical syllogisms. [Internet] [Thesis]. University of Waterloo; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10012/6070.

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

Council of Science Editors:

Solcz S. Not all syllogisms are created equal: Varying premise believability reveals differences between conditional and categorical syllogisms. [Thesis]. University of Waterloo; 2011. Available from: http://hdl.handle.net/10012/6070

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

University of British Columbia

7. Dickinson, Annie Emelyn. An investigation into the generalizing ability of grade two pupils.

Degree: MA- MA, Education, 1943, University of British Columbia

URL: http://hdl.handle.net/2429/39033

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Subjects/Keywords: Reasoning

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APA (6^th Edition):

Dickinson, A. E. (1943). An investigation into the generalizing ability of grade two pupils. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/39033

Chicago Manual of Style (16^th Edition):

Dickinson, Annie Emelyn. “An investigation into the generalizing ability of grade two pupils.” 1943. Masters Thesis, University of British Columbia. Accessed March 04, 2021. http://hdl.handle.net/2429/39033.

MLA Handbook (7^th Edition):

Dickinson, Annie Emelyn. “An investigation into the generalizing ability of grade two pupils.” 1943. Web. 04 Mar 2021.

Vancouver:

Dickinson AE. An investigation into the generalizing ability of grade two pupils. [Internet] [Masters thesis]. University of British Columbia; 1943. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2429/39033.

Council of Science Editors:

Dickinson AE. An investigation into the generalizing ability of grade two pupils. [Masters Thesis]. University of British Columbia; 1943. Available from: http://hdl.handle.net/2429/39033

8. Broderick, William J. An evaluation of critical thinking ability based on intelligence.

Degree: Education, 1956, University of Massachusetts

URL: https://scholarworks.umass.edu/theses/2908

Subjects/Keywords: Reasoning.

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APA (6^th Edition):

Broderick, W. J. (1956). An evaluation of critical thinking ability based on intelligence. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/2908

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):

Broderick, William J. “An evaluation of critical thinking ability based on intelligence.” 1956. Thesis, University of Massachusetts. Accessed March 04, 2021. https://scholarworks.umass.edu/theses/2908.

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

MLA Handbook (7^th Edition):

Broderick, William J. “An evaluation of critical thinking ability based on intelligence.” 1956. Web. 04 Mar 2021.

Vancouver:

Broderick WJ. An evaluation of critical thinking ability based on intelligence. [Internet] [Thesis]. University of Massachusetts; 1956. [cited 2021 Mar 04]. Available from: https://scholarworks.umass.edu/theses/2908.

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

Council of Science Editors:

Broderick WJ. An evaluation of critical thinking ability based on intelligence. [Thesis]. University of Massachusetts; 1956. Available from: https://scholarworks.umass.edu/theses/2908

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

Michigan State University

9. Lippman, Marcia Zoe. The influence of grammatical transform in a syllogistic reasoning task.

Degree: MA, Dept. of Psychology, 1966, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:12140

Subjects/Keywords: Reasoning

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

APA (6^th Edition):

Lippman, M. Z. (1966). The influence of grammatical transform in a syllogistic reasoning task. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:12140

Chicago Manual of Style (16^th Edition):

Lippman, Marcia Zoe. “The influence of grammatical transform in a syllogistic reasoning task.” 1966. Masters Thesis, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:12140.

MLA Handbook (7^th Edition):

Lippman, Marcia Zoe. “The influence of grammatical transform in a syllogistic reasoning task.” 1966. Web. 04 Mar 2021.

Vancouver:

Lippman MZ. The influence of grammatical transform in a syllogistic reasoning task. [Internet] [Masters thesis]. Michigan State University; 1966. [cited 2021 Mar 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:12140.

Council of Science Editors:

Lippman MZ. The influence of grammatical transform in a syllogistic reasoning task. [Masters Thesis]. Michigan State University; 1966. Available from: http://etd.lib.msu.edu/islandora/object/etd:12140

San Jose State University

10. Caddick, Zachary Alan. Evaluating Contradicting and Confirming Evidence: A Study on Beliefs and Motivated Reasoning.

Degree: MA, Psychology, 2016, San Jose State University

URL: https://doi.org/10.31979/etd.8kt9-vbf7 ; https://scholarworks.sjsu.edu/etd_theses/4748

► The purpose of this study is to examine ideological, psychological, and demographic predictors of motivated reasoning. Three-hundred and seventy-seven participants from Amazon’s Mechanical Turk… (more)

Subjects/Keywords: Climate Change; Dogmatism; Motivated Reasoning; Reasoning

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APA (6^th Edition):

Caddick, Z. A. (2016). Evaluating Contradicting and Confirming Evidence: A Study on Beliefs and Motivated Reasoning. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.8kt9-vbf7 ; https://scholarworks.sjsu.edu/etd_theses/4748

Chicago Manual of Style (16^th Edition):

Caddick, Zachary Alan. “Evaluating Contradicting and Confirming Evidence: A Study on Beliefs and Motivated Reasoning.” 2016. Masters Thesis, San Jose State University. Accessed March 04, 2021. https://doi.org/10.31979/etd.8kt9-vbf7 ; https://scholarworks.sjsu.edu/etd_theses/4748.

MLA Handbook (7^th Edition):

Caddick, Zachary Alan. “Evaluating Contradicting and Confirming Evidence: A Study on Beliefs and Motivated Reasoning.” 2016. Web. 04 Mar 2021.

Vancouver:

Caddick ZA. Evaluating Contradicting and Confirming Evidence: A Study on Beliefs and Motivated Reasoning. [Internet] [Masters thesis]. San Jose State University; 2016. [cited 2021 Mar 04]. Available from: https://doi.org/10.31979/etd.8kt9-vbf7 ; https://scholarworks.sjsu.edu/etd_theses/4748.

Council of Science Editors:

Caddick ZA. Evaluating Contradicting and Confirming Evidence: A Study on Beliefs and Motivated Reasoning. [Masters Thesis]. San Jose State University; 2016. Available from: https://doi.org/10.31979/etd.8kt9-vbf7 ; https://scholarworks.sjsu.edu/etd_theses/4748

McMaster University

11. Cassano, Valentin. A Logical Basis for Reasoning with Default Rules.

Degree: PhD, 2015, McMaster University

URL: http://hdl.handle.net/11375/18052

►

This thesis is an investigation into the foundations of reasoning with default rules as presented by Reiter in his seminal 1980 article: `A Logic for… (more)

▼

This thesis is an investigation into the foundations of reasoning with default rules as presented by Reiter in his seminal 1980 article: `A Logic for Default Reasoning'. In being such, it opens up with a critical appraisal of the logical underpinnings of Reiter's presentation of the main elements of reasoning with default rules. More precisely, following Reiter's presentation, it discusses the concept of a default rule in comparison with that of a rule of inference, the concept of an extension in comparison with that of a theory, and the concept of `being a consequence of' for reasoning with default rules. Contrary to the commonly perceived view, the argument put forth is that such a context does not provide sensible logical foundation for reasoning with default rules. As a result, this thesis argues for an alternative interpretation to what is captured by default rules, what is captured by extensions, and what `being a consequence of' for reasoning with default rules amounts to. In particular, it proposes to treat default rules as premiss-like objects standing for assertions made tentatively, to treat extensions as interpretation structures of a syntactical kind, and to bring the concept of `being a consequence of' for reasoning with default rules into the foreground by formulating a suitable notion of an entailment relation and its ensuing logical system. Accounting for the fact that in any logical system it is important to have at hand mechanisms for formulating proofs and for structuring large theories, this thesis presents a tableaux based proof calculus for reasoning with default rules and it explores some mappings notions related to the structuring of default presentations, i.e., presentations in the context of reasoning with default rules.

Thesis

Doctor of Philosophy (PhD)

This thesis is an investigation into the foundations of reasoning with default rules as presented by Reiter in his seminal 1980 article: `A Logic for Default Reasoning'. A first very general problem definition for this Ph.D. thesis is raised by the following question: Can reasoning with default rules, as presented in Reiter's seminal 1980 article: `A Logic for Default Reasoning', be understood as a logic for non-monotonic reasoning? This thesis presents a rationale for the formulation of such a question and a possible answer for it. On the more technical side, this thesis presents a proof calculus for a particular formulation of a logic for reasoning with default rules, as well as some mapping concepts for structuring presentations defined on this logic.

Advisors/Committee Members: Maibaum, Thomas S.E., Lopez Pombo, Carlos G., Computing and Software.

Subjects/Keywords: Logic; Formal Logic; Nonmonotonic Reasoning; Default Reasoning

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

APA (6^th Edition):

Cassano, V. (2015). A Logical Basis for Reasoning with Default Rules. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/18052

Chicago Manual of Style (16^th Edition):

Cassano, Valentin. “A Logical Basis for Reasoning with Default Rules.” 2015. Doctoral Dissertation, McMaster University. Accessed March 04, 2021. http://hdl.handle.net/11375/18052.

MLA Handbook (7^th Edition):

Cassano, Valentin. “A Logical Basis for Reasoning with Default Rules.” 2015. Web. 04 Mar 2021.

Vancouver:

Cassano V. A Logical Basis for Reasoning with Default Rules. [Internet] [Doctoral dissertation]. McMaster University; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11375/18052.

Council of Science Editors:

Cassano V. A Logical Basis for Reasoning with Default Rules. [Doctoral Dissertation]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/18052

University of Adelaide

12. Sivakumar, Sasikala. Examining the relationship between moral reasoning, cognitive reasoning and learning preferences of high-school students in selected South Australian schools.

Degree: 2014, University of Adelaide

URL: http://hdl.handle.net/2440/103484

► Moral reasoning involves making value judgements and decisions on a particular course of action, specifically with the rightness and wrongness of that action. Through programmes… (more)

▼ Moral reasoning involves making value judgements and decisions on a particular course of action, specifically with the rightness and wrongness of that action. Through programmes in moral education, such as problem solving on moral and ethical dilemmas, the moral reasoning skills and abilities of students can be stimulated and developed. Although much research has been done with moral reasoning, there has been little research that has explored the relationship between moral reasoning and cognitive reasoning. The present study examined the effects on moral reasoning by cognitive reasoning levels and learning preferences of high school students. The study also investigated the effect of student variables (age, class, sex and school types) on the stages of moral reasoning, cognitive reasoning levels and the learning preferences of these students. The study involved 227 students from Years 9 to 12 with ages ranging from 14-18 from government, catholic and independent schools in South Australia. In order to identify the moral reasoning stages of the students, the Defining Issues Test (DIT) was administered. The cognitive reasoning levels of these students were ascertained using the Arlin Test of Formal Reasoning (ATFR) and students’ learning preferences were assessed using the Index of Leaning Styles (ILS), the Learning Preference Inventory (LPI) and the Visual, Aural, Read/Write, Kinaesthetic (VARK). The authors for DIT, ILS, LPI and VARK have posited that reliability indices reported are accurate as they have been tested with large sample sizes across a number of countries. Validation of ATFR was undertaken through multi trait, multi methods reported elsewhere and through the Rasch analysis. It was evident from the results that scores on DIT increased with age with a steady increase in moral reasoning stages from year nine to 12. In terms of sex, females outperformed males in the DIT scores but there were no differences in moral reasoning stages from the different school types. It was also found that that in the ATFR test, scores increased with age and class and although males and females fared differently in different subtests of ATFR, there was no overall significant difference in their performance. Non parametric statistics were used to identify learning preferences of these students. While there were no differences in the learning preferences between boys and girls or among the different school types, there were some differences among the different age groups. Older students had a preference for more innovative and creative type of learning as compared to younger students as measured by ILS and students in the higher grades also had a preference for different sensory modalities as compared to their younger counterparts as measured by VARK. Furthermore, it was evident from the study that DIT had strong positive associations with the ATFR Cognitive Levels as described by Arlin (1984) and the ATFR subscales. Students who had higher scores on DIT were operating at the formal reasoning level and the DIT questionnaire… Advisors/Committee Members: Burley, Stephanie (advisor), Dawson, Christopher (advisor), Matthews, Brian (advisor), School of Education (school).

Subjects/Keywords: moral reasoning; cognitive reasoning; learning preferences

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

APA (6^th Edition):

Sivakumar, S. (2014). Examining the relationship between moral reasoning, cognitive reasoning and learning preferences of high-school students in selected South Australian schools. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/103484

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):

Sivakumar, Sasikala. “Examining the relationship between moral reasoning, cognitive reasoning and learning preferences of high-school students in selected South Australian schools.” 2014. Thesis, University of Adelaide. Accessed March 04, 2021. http://hdl.handle.net/2440/103484.

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

MLA Handbook (7^th Edition):

Sivakumar, Sasikala. “Examining the relationship between moral reasoning, cognitive reasoning and learning preferences of high-school students in selected South Australian schools.” 2014. Web. 04 Mar 2021.

Vancouver:

Sivakumar S. Examining the relationship between moral reasoning, cognitive reasoning and learning preferences of high-school students in selected South Australian schools. [Internet] [Thesis]. University of Adelaide; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2440/103484.

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

Council of Science Editors:

Sivakumar S. Examining the relationship between moral reasoning, cognitive reasoning and learning preferences of high-school students in selected South Australian schools. [Thesis]. University of Adelaide; 2014. Available from: http://hdl.handle.net/2440/103484

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

University of Guelph

13. Dhinsa, Tavleen. Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates.

Degree: MS, Department of Population Medicine, 2019, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17435

► Recent veterinary graduates enter clinical practice with a comprehensive knowledge base and skill set but still report low confidence in their clinical problem-solving abilities. To… (more)

Subjects/Keywords: pedagogy; diagnostic reasoning; clinical reasoning; veterinary education

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APA (6^th Edition):

Dhinsa, T. (2019). Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17435

Chicago Manual of Style (16^th Edition):

Dhinsa, Tavleen. “Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates.” 2019. Masters Thesis, University of Guelph. Accessed March 04, 2021. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17435.

MLA Handbook (7^th Edition):

Dhinsa, Tavleen. “Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates.” 2019. Web. 04 Mar 2021.

Vancouver:

Dhinsa T. Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates. [Internet] [Masters thesis]. University of Guelph; 2019. [cited 2021 Mar 04]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17435.

Council of Science Editors:

Dhinsa T. Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates. [Masters Thesis]. University of Guelph; 2019. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17435

University of Georgia

14. Hobson, Natalie Laura Fleischmann. Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations.

Degree: 2018, University of Georgia

URL: http://hdl.handle.net/10724/37338

► Past researchers have illustrated students’ and teachers’ difficulties reasoning covariationally and have also claimed certain ways of thinking that are propitious for such reasoning abilities.… (more)

Subjects/Keywords: Graphing; Quantitative Reasoning; Covariational Reasoning; Multiplicative Object

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APA (6^th Edition):

Hobson, N. L. F. (2018). Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37338

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):

Hobson, Natalie Laura Fleischmann. “Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations.” 2018. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/37338.

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

MLA Handbook (7^th Edition):

Hobson, Natalie Laura Fleischmann. “Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations.” 2018. Web. 04 Mar 2021.

Vancouver:

Hobson NLF. Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/37338.

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

Council of Science Editors:

Hobson NLF. Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37338

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

University of Georgia

15. Ersari, Ebru. A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/34183

The purpose of this research was to synthesize the combinatorial reasoning and proportional reasoning studies. Throughout the age range that Piaget found that formal reason emerges, have other researchers found that combinatorial reasoning and proportional reasoning synchronously emerge within these same age ranges?

Subjects/Keywords: combinatorial reasoning; proportional reasoning; Piaget; development stages

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

APA (6^th Edition):

Ersari, E. (2016). A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/34183

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):

Ersari, Ebru. “A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages.” 2016. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/34183.

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

MLA Handbook (7^th Edition):

Ersari, Ebru. “A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages.” 2016. Web. 04 Mar 2021.

Vancouver:

Ersari E. A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/34183.

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

Council of Science Editors:

Ersari E. A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/34183

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

University of Edinburgh

16. Macdonald, Tracey M. Using gesture to train three-year-olds in embedded-rule-based causal reasoning.

Degree: 2009, University of Edinburgh

URL: http://hdl.handle.net/1842/3562

► The present study aimed to investigate three-year-olds’ understanding embedded rules, and whether encouraging three-year-olds to use gesture improves their application of the rules in a… (more)

Subjects/Keywords: gesture; causal reasoning

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APA (6^th Edition):

Macdonald, T. M. (2009). Using gesture to train three-year-olds in embedded-rule-based causal reasoning. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3562

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):

Macdonald, Tracey M. “Using gesture to train three-year-olds in embedded-rule-based causal reasoning.” 2009. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/3562.

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

MLA Handbook (7^th Edition):

Macdonald, Tracey M. “Using gesture to train three-year-olds in embedded-rule-based causal reasoning.” 2009. Web. 04 Mar 2021.

Vancouver:

Macdonald TM. Using gesture to train three-year-olds in embedded-rule-based causal reasoning. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/3562.

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

Council of Science Editors:

Macdonald TM. Using gesture to train three-year-olds in embedded-rule-based causal reasoning. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3562

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

University of Edinburgh

17. Thomson, Alice. Gesture facilitates three year olds’ understanding of a causal rule.

Degree: 2008, University of Edinburgh

URL: http://hdl.handle.net/1842/3539

► Abstract To investigate the role of gesture in three year olds’ understanding of a causal rule, 2 groups of children, a gesture and non-gesture group,… (more)

Subjects/Keywords: gesture; causal reasoning

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

APA (6^th Edition):

Thomson, A. (2008). Gesture facilitates three year olds’ understanding of a causal rule. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3539

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):

Thomson, Alice. “Gesture facilitates three year olds’ understanding of a causal rule.” 2008. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/3539.

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

MLA Handbook (7^th Edition):

Thomson, Alice. “Gesture facilitates three year olds’ understanding of a causal rule.” 2008. Web. 04 Mar 2021.

Vancouver:

Thomson A. Gesture facilitates three year olds’ understanding of a causal rule. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/3539.

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

Council of Science Editors:

Thomson A. Gesture facilitates three year olds’ understanding of a causal rule. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/3539

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

Royal Holloway, University of London

18. DeWeever, Natalie. Logical reasoning in delusion-prone individuals.

Degree: Thesis (D.Clin.Psy.), 2018, Royal Holloway, University of London

URL: https://pure.royalholloway.ac.uk/portal/en/publications/logical-reasoning-in-delusionprone-individuals(be1e8522-3bfa-49cc-896a-6053f16fcd1c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792858

► Research suggests that reasoning biases play a key role in the development and maintenance of paranoia. A number of cognitive interventions have been developed to… (more)

Subjects/Keywords: Psychosis; Reasoning; Delusions

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APA (6^th Edition):

DeWeever, N. (2018). Logical reasoning in delusion-prone individuals. (Doctoral Dissertation). Royal Holloway, University of London. Retrieved from https://pure.royalholloway.ac.uk/portal/en/publications/logical-reasoning-in-delusionprone-individuals(be1e8522-3bfa-49cc-896a-6053f16fcd1c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792858

Chicago Manual of Style (16^th Edition):

DeWeever, Natalie. “Logical reasoning in delusion-prone individuals.” 2018. Doctoral Dissertation, Royal Holloway, University of London. Accessed March 04, 2021. https://pure.royalholloway.ac.uk/portal/en/publications/logical-reasoning-in-delusionprone-individuals(be1e8522-3bfa-49cc-896a-6053f16fcd1c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792858.

MLA Handbook (7^th Edition):

DeWeever, Natalie. “Logical reasoning in delusion-prone individuals.” 2018. Web. 04 Mar 2021.

Vancouver:

DeWeever N. Logical reasoning in delusion-prone individuals. [Internet] [Doctoral dissertation]. Royal Holloway, University of London; 2018. [cited 2021 Mar 04]. Available from: https://pure.royalholloway.ac.uk/portal/en/publications/logical-reasoning-in-delusionprone-individuals(be1e8522-3bfa-49cc-896a-6053f16fcd1c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792858.

Council of Science Editors:

DeWeever N. Logical reasoning in delusion-prone individuals. [Doctoral Dissertation]. Royal Holloway, University of London; 2018. Available from: https://pure.royalholloway.ac.uk/portal/en/publications/logical-reasoning-in-delusionprone-individuals(be1e8522-3bfa-49cc-896a-6053f16fcd1c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792858

University of KwaZulu-Natal

19. Budaloo, Vishamlal Ramtahal. The use of visual reasoning by successful mathematics teachers : a case study.

Degree: 2015, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/13901

► Visualization has become increasingly important in view of the advent of technology which allows us to understand an idea at a single glance. Globally, educationists… (more)

▼ Visualization has become increasingly important in view of the advent of technology which allows us to understand an idea at a single glance. Globally, educationists have been searching for ways to improve learners‘ understanding of mathematics. This has led them to believe that perhaps the focus on the teaching of mathematics needs to change. Contrary to the view that mathematics can only be presented sequentially, another view exists that mathematics is a multimodal discourse where different modes of representation are necessary. Whilst many of our learners experience serious difficulties in mathematics, as testified by the education authorities, there are groups of teachers that attain outstanding results in this subject. In this study I chose to explore how this group of people attain success, whilst engaging with the phenomenon of visual reasoning. The intention of this research was to interpret the kind of meanings that these successful teachers offered in their use of visual reasoning in their practice. Therefore in order to explore the personal, social and learning experiences of these successful mathematics teachers, a case study form of enquiry was employed, with the use of a social constructivist research paradigm, following a qualitative research tradition. A purposeful maximal sampling technique was used to identify five participants. Knowledge is not merely received but constructed by individuals or groups of people who try to make sense of their experiential worlds. This study sought to explore the ways in which these successful teachers constructed and interpreted the knowledge that they passed onto their learners, using the phenomenon of visual reasoning. Furthermore, constructivism as a research paradigm is characterised by plurality and multiple perspectives. Taking this into account, Attribution Theory, Gardner‘s Multiple Intelligences Theory and Situated Cognition Theory were used as a lens to explain the complex phenomena of visual reasoning and successful teaching. The results of the study showed that all the participants were actively engaged in using visual reasoning as a pedagogic practice in their mathematics classrooms. Explanations for their actions in terms of using visual reasoning resonated with the literature and the theoretical frameworks that were used. Advisors/Committee Members: Mudaly, Vimolan. (advisor).

Subjects/Keywords: Education.; Visual reasoning.

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

APA (6^th Edition):

Budaloo, V. R. (2015). The use of visual reasoning by successful mathematics teachers : a case study. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13901

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):

Budaloo, Vishamlal Ramtahal. “The use of visual reasoning by successful mathematics teachers : a case study.” 2015. Thesis, University of KwaZulu-Natal. Accessed March 04, 2021. http://hdl.handle.net/10413/13901.

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

MLA Handbook (7^th Edition):

Budaloo, Vishamlal Ramtahal. “The use of visual reasoning by successful mathematics teachers : a case study.” 2015. Web. 04 Mar 2021.

Vancouver:

Budaloo VR. The use of visual reasoning by successful mathematics teachers : a case study. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10413/13901.

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

Council of Science Editors:

Budaloo VR. The use of visual reasoning by successful mathematics teachers : a case study. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13901

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

Virginia Tech

20. Zwanch, Karen Virginia. Number Sequences as Explanatory Models for Middle-Grades Students' Algebraic Reasoning.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/96421

► Early algebraic reasoning can be viewed as developing a bridge between arithmetic and algebra. Accordingly, this research examines how middle-grades students' arithmetic reasoning, classified by… (more)

Subjects/Keywords: Number; Algebraic Reasoning

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APA (6^th Edition):

Zwanch, K. V. (2019). Number Sequences as Explanatory Models for Middle-Grades Students' Algebraic Reasoning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/96421

Chicago Manual of Style (16^th Edition):

Zwanch, Karen Virginia. “Number Sequences as Explanatory Models for Middle-Grades Students' Algebraic Reasoning.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/96421.

MLA Handbook (7^th Edition):

Zwanch, Karen Virginia. “Number Sequences as Explanatory Models for Middle-Grades Students' Algebraic Reasoning.” 2019. Web. 04 Mar 2021.

Vancouver:

Zwanch KV. Number Sequences as Explanatory Models for Middle-Grades Students' Algebraic Reasoning. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/96421.

Council of Science Editors:

Zwanch KV. Number Sequences as Explanatory Models for Middle-Grades Students' Algebraic Reasoning. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/96421

Victoria University of Wellington

21. Morales Delgado, Jorge Andrés. The Source Conflict Cost Criterion: A Pragmatic Approach to Floating Conclusions.

Degree: 2020, Victoria University of Wellington

URL: http://hdl.handle.net/10063/9311

► Our research examines the problem of multiple lines of reasoning reaching the same conclusion, but only through different and unrelated arguments. In the context of… (more)

Subjects/Keywords: logic; reasoning; inference

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APA (6^th Edition):

Morales Delgado, J. A. (2020). The Source Conflict Cost Criterion: A Pragmatic Approach to Floating Conclusions. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/9311

Chicago Manual of Style (16^th Edition):

Morales Delgado, Jorge Andrés. “The Source Conflict Cost Criterion: A Pragmatic Approach to Floating Conclusions.” 2020. Doctoral Dissertation, Victoria University of Wellington. Accessed March 04, 2021. http://hdl.handle.net/10063/9311.

MLA Handbook (7^th Edition):

Morales Delgado, Jorge Andrés. “The Source Conflict Cost Criterion: A Pragmatic Approach to Floating Conclusions.” 2020. Web. 04 Mar 2021.

Vancouver:

Morales Delgado JA. The Source Conflict Cost Criterion: A Pragmatic Approach to Floating Conclusions. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10063/9311.

Council of Science Editors:

Morales Delgado JA. The Source Conflict Cost Criterion: A Pragmatic Approach to Floating Conclusions. [Doctoral Dissertation]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/9311

University of Southern California

22. Liu, Ang. A synthesis reasoning framework for early-stage engineering design.

Degree: PhD, Mechanical Engineering, 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/120314/rec/423

► At early design stages, the designer must systemically and rationally synthesize both subjective human preference and objective domain physics to create and select purposeful and… (more)

▼ At early design stages, the designer must systemically and rationally synthesize both subjective human preference and objective domain physics to create and select purposeful and functional artifacts in order to satisfy the initial design intent. In this process, synthesis plays a critical role in supporting the smooth transition and effective integration of the designer's subjectivity and objectivity. In this dissertation, we propose to formulate and support synthesis as a fundamental reasoning activity/process based on relevant theories that stem from formal logic. On one hand, we define synthesis reasoning as an abductive inference that instantiate the general to the particulars by making both analytic and synthetic propositions under constraints. On the other hand, we prescribe three logic-based reasoning principles that a good synthesis activity/process should follow, namely the instantiation principle, the abduction principle, and the analytic-synthetic distinction principle. Based on these logic foundations, we structure a generic Synthesis Reasoning Framework that guides the designer to go through three sequential stages to carry out a systemic synthesis reasoning in design, namely the formation stage, the ideation stage, and the selection stage. Furthermore, we apply this framework as a general platform upon which to develop some specific supporting approaches in order to address particular synthesis-related design issues in practice including, a constraint management method, an abduction-based ideation procedure, and a preference/axiom alternating selection mechanism. Finally, a rigorous case study is carried out to validate the practical usefulness of the systemic synthesis reasoning at early design stages. On one hand, we investigate the impacts of following each individual reasoning principle during the synthesis process on different metrics of the synthesis result. On the other hand, we compare the different synthesis process and result of using the Synthesis Reasoning Framework with that of using the Axiomatic Design. This research contributes to engineering design both theoretically and practically. In terms of the theoretical contributions: this research enriches and deepens the understandings of synthesis activity/process; it formulates a theoretical foundation and general platform upon which future research of synthesis can be carried on; finally it reveals impacts of the systemic synthesis reasoning on the early-stage design performance. With regards to the practical contributions: this research enhances the practical applications of the Axiomatic Design as a design synthesis theory instead of a design analysis tool in the traditional usage; the proposed framework guides the designer to carry out synthesis reasoning more effectively in design practice; the specific method/procedure/mechanism developed within the proposed framework each resolves a synthesis-related design problem in practice. Advisors/Committee Members: Lu, Stephen C.-Y. (Committee Chair), Settles , Stan (Committee Member), Jin, Yan (Committee Member).

Subjects/Keywords: design; reasoning; synthesis

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

APA (6^th Edition):

Liu, A. (2012). A synthesis reasoning framework for early-stage engineering design. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/120314/rec/423

Chicago Manual of Style (16^th Edition):

Liu, Ang. “A synthesis reasoning framework for early-stage engineering design.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 04, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/120314/rec/423.

MLA Handbook (7^th Edition):

Liu, Ang. “A synthesis reasoning framework for early-stage engineering design.” 2012. Web. 04 Mar 2021.

Vancouver:

Liu A. A synthesis reasoning framework for early-stage engineering design. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Mar 04]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/120314/rec/423.

Council of Science Editors:

Liu A. A synthesis reasoning framework for early-stage engineering design. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/120314/rec/423

University of Waterloo

23. Pennycook, Gordon Robert. Conflict detection in dual-process theory: Are we good at detecting when we are biased at decision making?.

Degree: 2011, University of Waterloo

URL: http://hdl.handle.net/10012/6197

► In the domain of reasoning and decision making, some dual-process theorists have suggested that people are highly efficient at detecting conflicting outputs engendered by competing… (more)

Subjects/Keywords: reasoning; decision making

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

APA (6^th Edition):

Pennycook, G. R. (2011). Conflict detection in dual-process theory: Are we good at detecting when we are biased at decision making?. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/6197

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):

Pennycook, Gordon Robert. “Conflict detection in dual-process theory: Are we good at detecting when we are biased at decision making?.” 2011. Thesis, University of Waterloo. Accessed March 04, 2021. http://hdl.handle.net/10012/6197.

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

MLA Handbook (7^th Edition):

Pennycook, Gordon Robert. “Conflict detection in dual-process theory: Are we good at detecting when we are biased at decision making?.” 2011. Web. 04 Mar 2021.

Vancouver:

Pennycook GR. Conflict detection in dual-process theory: Are we good at detecting when we are biased at decision making?. [Internet] [Thesis]. University of Waterloo; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10012/6197.

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

Council of Science Editors:

Pennycook GR. Conflict detection in dual-process theory: Are we good at detecting when we are biased at decision making?. [Thesis]. University of Waterloo; 2011. Available from: http://hdl.handle.net/10012/6197

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

Rutgers University

24. Anglin, Stephanie Miriam, 1988-. The psychology of science: motivated processing of scientific evidence, awareness, and consequences.

Degree: PhD, Psychology, 2016, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/51182/

►

Although research on motivated reasoning has consistently shown that people's beliefs bias their evaluation of the quality of belief-relevant evidence (a subjective judgment), few studies… (more)

Subjects/Keywords: Reasoning (Psychology); Prejudices

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

APA (6^th Edition):

Anglin, Stephanie Miriam, 1. (2016). The psychology of science: motivated processing of scientific evidence, awareness, and consequences. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/51182/

Chicago Manual of Style (16^th Edition):

Anglin, Stephanie Miriam, 1988-. “The psychology of science: motivated processing of scientific evidence, awareness, and consequences.” 2016. Doctoral Dissertation, Rutgers University. Accessed March 04, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/51182/.

MLA Handbook (7^th Edition):

Anglin, Stephanie Miriam, 1988-. “The psychology of science: motivated processing of scientific evidence, awareness, and consequences.” 2016. Web. 04 Mar 2021.

Vancouver:

Anglin, Stephanie Miriam 1. The psychology of science: motivated processing of scientific evidence, awareness, and consequences. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2021 Mar 04]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51182/.

Council of Science Editors:

Anglin, Stephanie Miriam 1. The psychology of science: motivated processing of scientific evidence, awareness, and consequences. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51182/

Rutgers University

25. Yang, Shuqi, 1990-. Preschool engineers: building bridges that can support an elephant’s walking across a river.

Degree: PhD, Psychology, 2018, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/59287/

►

Humans are creative artifact and tool makers. The first step in the manufacturing process is the selection of appropriate materials; yet, relatively little is known… (more)

Subjects/Keywords: Reasoning in children

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

APA (6^th Edition):

Yang, Shuqi, 1. (2018). Preschool engineers: building bridges that can support an elephant’s walking across a river. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/59287/

Chicago Manual of Style (16^th Edition):

Yang, Shuqi, 1990-. “Preschool engineers: building bridges that can support an elephant’s walking across a river.” 2018. Doctoral Dissertation, Rutgers University. Accessed March 04, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/59287/.

MLA Handbook (7^th Edition):

Yang, Shuqi, 1990-. “Preschool engineers: building bridges that can support an elephant’s walking across a river.” 2018. Web. 04 Mar 2021.

Vancouver:

Yang, Shuqi 1. Preschool engineers: building bridges that can support an elephant’s walking across a river. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2021 Mar 04]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59287/.

Council of Science Editors:

Yang, Shuqi 1. Preschool engineers: building bridges that can support an elephant’s walking across a river. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59287/

Univerzitet u Beogradu

26. Hadžiahmetović, Nina N., 1983-. Uticaj nekognitivnih faktora na rezonovanje: može li kvazikognitivni test biti test ličnosti?.

Degree: Filozofski fakultet, 2018, Univerzitet u Beogradu

URL: https://fedorabg.bg.ac.rs/fedora/get/o:18526/bdef:Content/get

►

Psihologija - Psihologija individualnih razlika / Psychology - Psychology of individual differences

Indirektno merenje liĉnosti je u poslednjem periodu postalo konkurentno standardnoj eksplicitnoj proceni. Najĉešće… (more)

▼

Psihologija - Psihologija individualnih razlika / Psychology - Psychology of individual differences

Indirektno merenje liĉnosti je u poslednjem periodu postalo konkurentno standardnoj eksplicitnoj proceni. Najĉešće primenivani testovi implicitnih asocijacija nisu pokazali visoke korelacije sa eksplicitnim merama liĉnosti. U ovom istraţivanju konstruisana je alternativna indirektna mera procene liĉnosti zasnovana na kvazikognitivnom pristupu, prema kom se test liĉnosti zadaje u formatu testa kognitivnih sposobnosti, odnosno testa deduktivnog i induktivnog rezonovanja. Konceptualni okvir rada ĉine pristrasnost uverenja i teorija hiper-emocije. Prema pristrasnosti uverenja se oĉekuje da će osobine liĉnosti inhibirati, dok se prema teoriji hiper-emocije oĉekuje da će facilitovati rezonovanje na ego-sintonim silogizmima. Ispitan je uĉinak u deduktivnom i induktivnom rezonovanju u zavisnosti od sintonosti osobina liĉnosti i karakteristika zadatka. Testirana je uspešnost u deduktivnom rezonovanju na sadrţaju rezonovanja kongruentnom i inkongruentnom suprotnim polovima dimenzije liĉnosti. Na induktivnom rezonovanju je procenjivan stepen biranja alternativa na zadacima višestrukog izbora kongruentnim mehanizmima opravdavanja dominantne crte liĉnosti. Nalazi generalno pokazuju da je, samo na osnovu sadrţaja, deduktivno rezonovanje uspešnije na sadrţaju suprotnog smera. Na induktivnom rezonovanju nalazi nisu konzistentni s obzirom na smer. Razlike u rezonovanju izmeĊu smera i kontrasmera se delimiĉno mogu objasniti kognitivnim sposobnostima i u potpunosti kovarirajućim efektom osobina liĉnosti. Efekat liĉnosti na uĉinak u deduktivnom i induktivnom rezonovanju na sadrţaju liĉnosti nije konzistentan. Efekti na nivou faceta upućuju na mogućnost facilitovanja dedukcije na sadrţaju pripadne domene ili njenog korelata. Vreme odgovaranja na rezonovanju upućuje na duţe procesiranje silogizama većeg uĉinka, te na moguće duţe procesiranje ego-sintonih silogizama. Interkorelacije upitniĉkih sa indirektnim deduktivnim i induktivnim kvazikognitivnim merama indiciraju odreĊeni stepen konvergencije. Preklapanje njihovog prostora upućuje na procesni nivo latentne povezanosti njihovih struktura na nivou faktora drugog reda. Faktori liĉnosti nemaju inkrement varijanse u objašnjenju rezonovanja u odnosu na kognitivne sposobnosti, ali sami faktori liĉnosti imaju inkrement u varijansi rezonovanja na sadrţaju liĉnosti naspram rezonovanja na deontiĉkom neutralnom sadrţaju.

Advisors/Committee Members: Opačić, Goran 1962-.

Subjects/Keywords: personality assessment; deductive reasoning; syllogisms; inductive reasoning; Conditional Reasoning Test (CRT)

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

APA (6^th Edition):

Hadžiahmetović, Nina N., 1. (2018). Uticaj nekognitivnih faktora na rezonovanje: može li kvazikognitivni test biti test ličnosti?. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:18526/bdef:Content/get

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):

Hadžiahmetović, Nina N., 1983-. “Uticaj nekognitivnih faktora na rezonovanje: može li kvazikognitivni test biti test ličnosti?.” 2018. Thesis, Univerzitet u Beogradu. Accessed March 04, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:18526/bdef:Content/get.

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

MLA Handbook (7^th Edition):

Hadžiahmetović, Nina N., 1983-. “Uticaj nekognitivnih faktora na rezonovanje: može li kvazikognitivni test biti test ličnosti?.” 2018. Web. 04 Mar 2021.

Vancouver:

Hadžiahmetović, Nina N. 1. Uticaj nekognitivnih faktora na rezonovanje: može li kvazikognitivni test biti test ličnosti?. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2021 Mar 04]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18526/bdef:Content/get.

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

Council of Science Editors:

Hadžiahmetović, Nina N. 1. Uticaj nekognitivnih faktora na rezonovanje: može li kvazikognitivni test biti test ličnosti?. [Thesis]. Univerzitet u Beogradu; 2018. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18526/bdef:Content/get

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

University of Georgia

27. Bruce, Mary H. The role of simulation in secondary students' reasoning about probability distributions.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/27893

► Technological advancements have added a new dimension to the teaching and learning of mathematics. Research has praised the use of simulations as a technological tool… (more)

▼ Technological advancements have added a new dimension to the teaching and learning of mathematics. Research has praised the use of simulations as a technological tool in probability instruction. Using a social constructivist perspective, this study addressed secondary students' reasoning about probability distributions using simulations. A probabilistic thinking framework developed by Jones, Langrall, Thornton, and Mogill (1999) and the GAISE curriculum framework endorsed by the American Statistical Association (2007) were used to trace the evolution of secondary students' probabilistic reasoning in this study. Four classes of Advanced Placement Statistics students were randomly assigned to two groups, a control group using a formulaic, textbook-oriented approach to learning about probability distributions and a simulation group using physical and technological simulations to supplement their learning. Students were subjectively designated as low- and high-level students based on course histories and performance in the class. A mixed-methods design included a pre-, post-, and retention test for quantitative sources of data and written feedback, student interviews, and observation notes for qualitative sources of data. Results from the quantitative analysis did not show significant group differences on the posttest but did show significant group differences on the retention test. Performance level differences were significant on the posttest but not on the retention test, and the interaction of group and level was significant for the posttest scores but not for the retention scores. Low-level students in the simulation group appeared to benefit more from the simulations than the high-level students. Qualitative results revealed that students in the simulation group reasoned differently about probability distributions than students in the control group. The simulations initiated new representational structures to aid the students in their conceptual understanding. Interviews, written feedback, and observations indicated a connected understanding of such critical concepts as randomness, variation, central tendency, distribution, and the law of large numbers. Although the study reinforced the persistence of various probabilistic misconceptions, the results fuel an optimism that simulations can possibly lead to conceptual change in students' understanding of probabilistic concepts. The results indicate that using such exploratory instructional designs in the teaching of probability and probability distributions can lead to the achievement of an equilibrium among students in the classroom.

Subjects/Keywords: Simulation; Probability distribution; Stochastic reasoning; Probabilistic reasoning; Statistical reasoning; Social constructivism; Zone of proximal development

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

APA (6^th Edition):

Bruce, M. H. (2014). The role of simulation in secondary students' reasoning about probability distributions. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27893

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):

Bruce, Mary H. “The role of simulation in secondary students' reasoning about probability distributions.” 2014. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/27893.

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

MLA Handbook (7^th Edition):

Bruce, Mary H. “The role of simulation in secondary students' reasoning about probability distributions.” 2014. Web. 04 Mar 2021.

Vancouver:

Bruce MH. The role of simulation in secondary students' reasoning about probability distributions. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/27893.

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

Council of Science Editors:

Bruce MH. The role of simulation in secondary students' reasoning about probability distributions. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27893

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

Clemson University

28. Drachova-strang, Svetlana. TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY.

Degree: PhD, Computer Science, 2013, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/1095

► As computing becomes ubiquitous, software correctness has a fundamental role in ensuring the safety and security of the systems we build. To design and… (more)

Subjects/Keywords: analytical reasoning; inventory; mathematical reasoning; reasoning concept inventory; software correctness; software engineering; Computer Sciences

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

APA (6^th Edition):

Drachova-strang, S. (2013). TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1095

Chicago Manual of Style (16^th Edition):

Drachova-strang, Svetlana. “TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY.” 2013. Doctoral Dissertation, Clemson University. Accessed March 04, 2021. https://tigerprints.clemson.edu/all_dissertations/1095.

MLA Handbook (7^th Edition):

Drachova-strang, Svetlana. “TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY.” 2013. Web. 04 Mar 2021.

Vancouver:

Drachova-strang S. TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2021 Mar 04]. Available from: https://tigerprints.clemson.edu/all_dissertations/1095.

Council of Science Editors:

Drachova-strang S. TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1095

Queensland University of Technology

29. Sansome, Elizabeth Jane. Building teachers' pedagogy practices in reasoning, to improve students' dispositions towards mathematics.

Degree: 2016, Queensland University of Technology

URL: http://eprints.qut.edu.au/94401/

► Drawing on participatory action research, this study identifies the pedagogies necessary to advance reasoning, which is one of the proficiencies from the Australian Curriculum Mathematics,… (more)

Subjects/Keywords: reasoning; Mathematics; disposition; proficiencies; pedagogy

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

APA (6^th Edition):

Sansome, E. J. (2016). Building teachers' pedagogy practices in reasoning, to improve students' dispositions towards mathematics. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/94401/

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):

Sansome, Elizabeth Jane. “Building teachers' pedagogy practices in reasoning, to improve students' dispositions towards mathematics.” 2016. Thesis, Queensland University of Technology. Accessed March 04, 2021. http://eprints.qut.edu.au/94401/.

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

MLA Handbook (7^th Edition):

Sansome, Elizabeth Jane. “Building teachers' pedagogy practices in reasoning, to improve students' dispositions towards mathematics.” 2016. Web. 04 Mar 2021.

Vancouver:

Sansome EJ. Building teachers' pedagogy practices in reasoning, to improve students' dispositions towards mathematics. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2021 Mar 04]. Available from: http://eprints.qut.edu.au/94401/.

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

Council of Science Editors:

Sansome EJ. Building teachers' pedagogy practices in reasoning, to improve students' dispositions towards mathematics. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/94401/

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

30. Lit, Keith. Moral Reasoning and Moral Emotions Linking Hoarding and Scrupulosity.

Degree: 2017, Nova Southeastern University

URL: http://nsuworks.nova.edu/cps_stuetd/111

► Hoarding and scrupulous OCD are part of the Obsessive-Compulsive and Related Disorders, which are characterized by obsessional preoccupation and ritualistic behavior. Prior research has found… (more)

Subjects/Keywords: Hoarding; Moral Reasoning; Scrupulosity; Psychology

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

APA (6^th Edition):

Lit, K. (2017). Moral Reasoning and Moral Emotions Linking Hoarding and Scrupulosity. (Thesis). Nova Southeastern University. Retrieved from http://nsuworks.nova.edu/cps_stuetd/111

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):

Lit, Keith. “Moral Reasoning and Moral Emotions Linking Hoarding and Scrupulosity.” 2017. Thesis, Nova Southeastern University. Accessed March 04, 2021. http://nsuworks.nova.edu/cps_stuetd/111.

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

MLA Handbook (7^th Edition):

Lit, Keith. “Moral Reasoning and Moral Emotions Linking Hoarding and Scrupulosity.” 2017. Web. 04 Mar 2021.

Vancouver:

Lit K. Moral Reasoning and Moral Emotions Linking Hoarding and Scrupulosity. [Internet] [Thesis]. Nova Southeastern University; 2017. [cited 2021 Mar 04]. Available from: http://nsuworks.nova.edu/cps_stuetd/111.

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

Council of Science Editors:

Lit K. Moral Reasoning and Moral Emotions Linking Hoarding and Scrupulosity. [Thesis]. Nova Southeastern University; 2017. Available from: http://nsuworks.nova.edu/cps_stuetd/111

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

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Open Access Theses and Dissertations