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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 (6th 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 (16th Edition):
Liew, Janice. “Inductive and deductive reasoning in obsessive-compulsive disorder.” 2015. Doctoral Dissertation, University of New South Wales. Accessed August 18, 2019.
http://handle.unsw.edu.au/1959.4/55666 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:38348/SOURCE02?view=true.
MLA Handbook (7th Edition):
Liew, Janice. “Inductive and deductive reasoning in obsessive-compulsive disorder.” 2015. Web. 18 Aug 2019.
Vancouver:
Liew J. Inductive and deductive reasoning in obsessive-compulsive disorder. [Internet] [Doctoral dissertation]. University of New South Wales; 2015. [cited 2019 Aug 18].
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
University of Georgia
2.
Caglayan, Gunhan Ismail.
Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities.
Degree: PhD, Mathematics Education, 2008, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd
► Although multiplicative structures can be modeled by additive structures, they have their own characteristics inherent in their nature, which cannot be explained solely by referring…
(more)
▼ Although multiplicative structures can be modeled by additive structures, they have their own characteristics inherent in their nature, which cannot be explained solely by referring to additive aspects. Thus, this study is about preservice teachers’ understanding and sense making of representational quantities generated by magnetic color cubes and algebra tiles, the quantitative units (linear vs. areal) inherent in the nature of these quantities, and the quantitative addition and multiplication operations - referent preserving vs. referent transforming compositions (Schwartz, 1988) - acting on these quantities. I devised a set of tasks focusing on identities of the form “Sum = Product,” which can also be thought of as summation formulas. Data came from videotaped individual interviews during which I asked five (2 middle school and 3 high school mathematics) preservice teachers problems related to six main mathematical ideas: modeling prime and composite numbers; summation of counting numbers, odd numbers, even numbers; and multiplication and factorization of polynomial expressions in x and y. I base my analysis within a framework of unit-coordination with different levels of units (Steffe, 1988, 1994) supported by a theory of quantitative
reasoning (Schwartz, 1988; Thompson, 1988, 1993, 1994, 1995). I used a simplified version of Behr, Harel, Post, & Lesh’s (1994) generalized notation for mathematics of a quantity and Vergnaud’s (1983, 1988, 1994) theorems and concepts in action formalisms, which helped me describe the preservice teachers’ understanding of linear and areal quantities and their units, and the quantitative operations taking place; and translate students’ mathematical performance into a series of terminology based on a simple notation: Relational notation and mapping structures duo (Caglayan, 2007b). There was a pattern, which showed itself in all my findings. Two students constantly relied on an additive interpretation of the context whereas three others were able to distinguish between and when to rely on an additive or a multiplicative interpretation of the context. My results indicate that the identification and coordination of the representational quantities and their units at different categories (multiplicative, additive, pseudo-multiplicative) are critical aspects of quantitative
reasoning and need to be emphasized in the teaching-learning process.
Advisors/Committee Members: Denise S. Mewborn.
Subjects/Keywords: Additive Reasoning
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APA (6th Edition):
Caglayan, G. I. (2008). Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd
Chicago Manual of Style (16th Edition):
Caglayan, Gunhan Ismail. “Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities.” 2008. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019.
http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd.
MLA Handbook (7th Edition):
Caglayan, Gunhan Ismail. “Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities.” 2008. Web. 18 Aug 2019.
Vancouver:
Caglayan GI. Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Aug 18].
Available from: http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd.
Council of Science Editors:
Caglayan GI. Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd
University of Georgia
3.
Liss, David Richard.
Students' construction of intensive quantity.
Degree: PhD, Mathematics Education, 2015, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/liss_david_r_201508_phd
► Intensive quantities, those quantities which characterize a multiplicative relationship between two quantities, represent a critical component of students’ mathematical learning. Examples of reasoning with intensive…
(more)
▼ Intensive quantities, those quantities which characterize a multiplicative relationship between two quantities, represent a critical component of students’ mathematical learning. Examples of
reasoning with intensive quantities include making proportional comparisons,
reasoning about linear functions that have constant rates of change, considering the densities of various materials, and analyzing the rates at which quantities covary. In this study, I investigated the mental schemes and operations that students used to construct and reason with intensive quantities and the covariational relationships those quantities described.
This dissertation reports the findings from a constructivist teaching experiment I conducted with two tenth-grade students from October 2013 to March 2014. As the students’ primary teacher, I posed a variety of tasks designed to investigate how the students would construct and reason with constant multiplicative relationships between covarying quantities. After completing the teaching experiment, I conducted a retrospective analysis of the teaching session interactions in order to construct second-order models that accounted for the students’ mathematical activity and changes they made to their quantitative
reasoning over the course of the study.
Findings include the identification of seven constructive resources that facilitated the students’ ability to construct intensive quantities and to make sense of constant covariational relationships: a)
reasoning with three levels of units; b) incorporating a strategy of coordinated partitioning/iterating; c) the construction of a splitting scheme; d) the construction of iterable composite units; e) the construction of a process for quantifying a unit ratio; f) the construction of a simultaneous awareness of a measured quantity as a single composite whole and as a sequence of individual units; and g) the ability to use one’s operations recursively in order to flexibly change the measurement units of both quantities in a given ratio. In addition, these conceptual resources were involved in the construction of a reversible distributive partitioning scheme that enabled the construction of distributive
reasoning. These results have implications for how researchers and teachers conceptualize goals for students’ mathematical learning in schools.
Advisors/Committee Members: Leslie P. Steffe.
Subjects/Keywords: Algebraic reasoning
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APA (6th Edition):
Liss, D. R. (2015). Students' construction of intensive quantity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/liss_david_r_201508_phd
Chicago Manual of Style (16th Edition):
Liss, David Richard. “Students' construction of intensive quantity.” 2015. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019.
http://purl.galileo.usg.edu/uga_etd/liss_david_r_201508_phd.
MLA Handbook (7th Edition):
Liss, David Richard. “Students' construction of intensive quantity.” 2015. Web. 18 Aug 2019.
Vancouver:
Liss DR. Students' construction of intensive quantity. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Aug 18].
Available from: http://purl.galileo.usg.edu/uga_etd/liss_david_r_201508_phd.
Council of Science Editors:
Liss DR. Students' construction of intensive quantity. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/liss_david_r_201508_phd
University of Georgia
4.
Maier, Frederick Walter.
A study of Defeasible Logics.
Degree: PhD, Computer Science, 2007, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/maier_frederick_w_200712_phd
► Nute's Defeasible Logic is analyzed relative to semantics for logic programs. Fixpoint seman-tics are created for two prioritized defeasible logics: one for the ambiguity blocking…
(more)
▼ Nute's Defeasible Logic is analyzed relative to semantics for logic programs. Fixpoint seman-tics are created for two prioritized defeasible logics: one for the ambiguity blocking logic NDLand one for the ambiguity propagating logic ADL. The proof systems for NDL and ADL areshown to be sound with respect to their counterpart semantics. For nite and locally nite theories,they are complete. Under a natural translation of defeasible theory into logic program, the seman-tics of ADL is shown to correspond under certain restrictions to the Well-Founded Semantics forlogic programs. A further technique of translating logic
programs into defeasible theories is given;the translation is linear, modular, and preserves the well-founded model of the original program.Antimonotone operators for ADL and NDL are de ned which allow the bottom-up calculation ofconsequences under ADL and NDL. The operators can be used to de ne an Answer-Set Seman-tics for defeasible logic. It is also shown that for theories with transitive priorities, ADL and NDLsatisfy versions of Cut and Cautious Monotony. Neither logic allows reinstatement. Two furtherambiguity propagating logics with reinstatement are de ned. One of the logics is unprioritized butis closer to the WFS, while the other incorporates priorities.
Advisors/Committee Members: Robert Robinson.
Subjects/Keywords: Nonmonotonic Reasoning
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APA (6th Edition):
Maier, F. W. (2007). A study of Defeasible Logics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/maier_frederick_w_200712_phd
Chicago Manual of Style (16th Edition):
Maier, Frederick Walter. “A study of Defeasible Logics.” 2007. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019.
http://purl.galileo.usg.edu/uga_etd/maier_frederick_w_200712_phd.
MLA Handbook (7th Edition):
Maier, Frederick Walter. “A study of Defeasible Logics.” 2007. Web. 18 Aug 2019.
Vancouver:
Maier FW. A study of Defeasible Logics. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Aug 18].
Available from: http://purl.galileo.usg.edu/uga_etd/maier_frederick_w_200712_phd.
Council of Science Editors:
Maier FW. A study of Defeasible Logics. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/maier_frederick_w_200712_phd
Oregon State University
5.
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 ·
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APA (6th 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 (16th 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 August 18, 2019.
http://hdl.handle.net/1957/51214.
MLA Handbook (7th 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. 18 Aug 2019.
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 2019 Aug 18].
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
California State University – Chico
6.
Nutsch, Rita M.
Using Ratio Tables to Encourage Proportional Reasoning
.
Degree: 2010, California State University – Chico
URL: http://hdl.handle.net/10211.4/174
► ABSTRACT USING RATIO TABLES TO ENCOURAGE PROPORTIONAL REASONING by ?? Rita M. Nutsch 2009 Master of Science in Mathematics Education California State University, Chico Fall…
(more)
▼ ABSTRACT
USING RATIO TABLES TO ENCOURAGE
PROPORTIONAL
REASONING
by
?? Rita M. Nutsch 2009
Master of Science in Mathematics Education
California State University, Chico
Fall 2009
It is essential that proportional
reasoning is developed at the middle-school
level to allow students access to higher mathematics. Because of the importance of proportional
reasoning, every effort should be made to assure its careful development. A
quick scan of textbooks on the California state adoption list for middle schools shows
little emphasis placed on understanding proportionality beyond showing the use of the
cross-multiplication algorithm. Proportional
reasoning is a sophisticated thinking process
that goes far beyond the ability to solve routine proportion problems using crossmultiplication.
The purpose of this study was to explore the relationship between student use
of ratio tables and their conceptual understanding of proportional
reasoning. A ratio table
is a chart of two or more rows that is used as a tool to help record and organize equivalent
ratios. This study addressed the following questions: How does the use of ratio tables
affect the conceptual understanding of routine and non-routine proportional
reasoning
problems? and How does the use of ratio tables influence the quality of verbalization,
written or oral, of a student???s proportional thinking?
All students were given a pretest and seven randomly chosen students were
interviewed to assess conceptual understanding of proportional
reasoning. Each problem
required a written explanation of the student???s thinking while solving the problem. After
conducting a unit on proportional
reasoning in which ratio tables were introduced as an
organization tool, a posttest and subsequent interviews were administered to the same
pre-algebra students to answer the stated research questions.
Advisors/Committee Members: Fisher, William B (advisor).
Subjects/Keywords: Proportional Reasoning
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APA (6th Edition):
Nutsch, R. M. (2010). Using Ratio Tables to Encourage Proportional Reasoning
. (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/174
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nutsch, Rita M. “Using Ratio Tables to Encourage Proportional Reasoning
.” 2010. Thesis, California State University – Chico. Accessed August 18, 2019.
http://hdl.handle.net/10211.4/174.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nutsch, Rita M. “Using Ratio Tables to Encourage Proportional Reasoning
.” 2010. Web. 18 Aug 2019.
Vancouver:
Nutsch RM. Using Ratio Tables to Encourage Proportional Reasoning
. [Internet] [Thesis]. California State University – Chico; 2010. [cited 2019 Aug 18].
Available from: http://hdl.handle.net/10211.4/174.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nutsch RM. Using Ratio Tables to Encourage Proportional Reasoning
. [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/174
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7.
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 ·
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Manager
APA (6th 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 (16th 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 August 18, 2019.
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 (7th Edition):
Solcz, Stephanie. “Not all syllogisms are created equal: Varying premise believability reveals differences between conditional and categorical syllogisms.” 2011. Web. 18 Aug 2019.
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 2019 Aug 18].
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
8.
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)
▼ 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
work reported in this dissertation evaluates the hypothesis that
people's facility for intuitive likelihood assessment is based on
their ability to build and evaluate causal models of the scenarios
they are
reasoning about (the 'causal model conjecture'). The work
contrasts
reasoning about two fundamental inferential forms:
Reasoning forward from causes to effects ('prediction') and
reasoning backward from effects to causes ('diagnosis'). The main
findings are as follows: Both predictive and diagnostic
reasoning
display sensitivity to many of the appropriate causal variables in
approximately the right way, providing support for the causal model
conjecture. However they also diverge in a variety of empirical
phenomena; when making predictions, people tend to be 'myopic'
failing to think about relevant alternative causes. When making
diagnoses they think more broadly, considering alternative causes
and adjusting their judgments accordingly. Diagnosis is also
slower, more difficult, and develops later than prediction. To
account for the results I outline a causal model theory constrained
by non-normative processing principles. The broad conclusion of the
work is that accurate descriptive models of intuitive likelihood
assessment will have to accomplish two things: (a) account for
people's sensitivity to the normative principles that distinguish
prediction and diagnosis and (b) model the cognitive processes that
support these inferences to account for errors of
judgment.
Advisors/Committee Members: Sloman, Steven (Director), Malle, Bertram (Reader), David, Sobel (Reader).
Subjects/Keywords: predictive reasoning
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APA (6th 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 (16th Edition):
Fernbach, Philip M. “Causal Models in Prediction and Diagnosis.” 2010. Doctoral Dissertation, Brown University. Accessed August 18, 2019.
https://repository.library.brown.edu/studio/item/bdr:11092/.
MLA Handbook (7th Edition):
Fernbach, Philip M. “Causal Models in Prediction and Diagnosis.” 2010. Web. 18 Aug 2019.
Vancouver:
Fernbach PM. Causal Models in Prediction and Diagnosis. [Internet] [Doctoral dissertation]. Brown University; 2010. [cited 2019 Aug 18].
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/
9.
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)
▼ 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 detail than they actually do. Despite the fact that our
knowledge of causal systems is often skeletal in nature, we
oftentimes remain capable of successfully navigating the complex
systems for which we lack detailed, mechanistic knowledge. To
explain this phenomenon, it is proposed that people employ the
domain-matching heuristic. Over time, we learn and refine the
associations by which different kinds of causes lead to different
kinds of effects, in accord with how similar we believe their
supposed mechanisms are. By matching the mechanism domains between
specific causes and effects, we are able to dramatically reduce our
search space during various types of causal
reasoning, as in these
cases our attention is focused on likely relations. A clustering
study reveals three domains of causal mechanisms in the space of
artifacts: the mechanical, the chemical, and the electromagnetic.
In a series of experiments, these domains are evaluated in the
context of causal attribution, prediction, believability judgment,
and subjective understanding. The findings show that mechanism
domains offer a unified and economical representation that can
predict human performance across a variety of tasks. The
domain-matching heuristic offers a way of thinking about causality
that does not require theoretical knowledge; instead, it relies
upon a set of abstract representations that reflect the true nature
of underlying mechanisms.
Advisors/Committee Members: Sloman, Steven (Director), Krueger, Joachim (Reader), Austerweil, Joseph (Reader).
Subjects/Keywords: Causal Reasoning
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APA (6th 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 (16th Edition):
Goldin, Gideon. “Mechanism Domains in Causal Reasoning.” 2014. Doctoral Dissertation, Brown University. Accessed August 18, 2019.
https://repository.library.brown.edu/studio/item/bdr:386249/.
MLA Handbook (7th Edition):
Goldin, Gideon. “Mechanism Domains in Causal Reasoning.” 2014. Web. 18 Aug 2019.
Vancouver:
Goldin G. Mechanism Domains in Causal Reasoning. [Internet] [Doctoral dissertation]. Brown University; 2014. [cited 2019 Aug 18].
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/
University of British Columbia
10.
Dickinson, Annie Emelyn.
An investigation into the generalizing ability of grade two pupils
.
Degree: 1943, University of British Columbia
URL: http://hdl.handle.net/2429/39033
[]
Subjects/Keywords: Reasoning
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APA (6th Edition):
Dickinson, A. E. (1943). An investigation into the generalizing ability of grade two pupils
. (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/39033
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dickinson, Annie Emelyn. “An investigation into the generalizing ability of grade two pupils
.” 1943. Thesis, University of British Columbia. Accessed August 18, 2019.
http://hdl.handle.net/2429/39033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dickinson, Annie Emelyn. “An investigation into the generalizing ability of grade two pupils
.” 1943. Web. 18 Aug 2019.
Vancouver:
Dickinson AE. An investigation into the generalizing ability of grade two pupils
. [Internet] [Thesis]. University of British Columbia; 1943. [cited 2019 Aug 18].
Available from: http://hdl.handle.net/2429/39033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dickinson AE. An investigation into the generalizing ability of grade two pupils
. [Thesis]. University of British Columbia; 1943. Available from: http://hdl.handle.net/2429/39033
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Michigan State University
11.
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 ·
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APA (6th 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 (16th Edition):
Lippman, Marcia Zoe. “The influence of grammatical transform in a syllogistic reasoning task.” 1966. Masters Thesis, Michigan State University. Accessed August 18, 2019.
http://etd.lib.msu.edu/islandora/object/etd:12140.
MLA Handbook (7th Edition):
Lippman, Marcia Zoe. “The influence of grammatical transform in a syllogistic reasoning task.” 1966. Web. 18 Aug 2019.
Vancouver:
Lippman MZ. The influence of grammatical transform in a syllogistic reasoning task. [Internet] [Masters thesis]. Michigan State University; 1966. [cited 2019 Aug 18].
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
Università della Svizzera italiana
12.
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 ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th 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 (16th 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 August 18, 2019.
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 (7th Edition):
Luciani, Margherita. “Journalists arguing newsmaking decisions on the basis of
anticipated audience uptake: a study of argumentation in the
newsroom.” 2018. Web. 18 Aug 2019.
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 2019 Aug 18].
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
University of Georgia
13.
Hobson, Natalie Laura Fleischmann.
Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations.
Degree: MA, Mathematics Education, 2017, 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)
▼ 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. In this thesis, I investigate two experts’
reasoning when tasked with drawing graphs that relate two varying quantities. By comparing each experts’ activities I argue that constructing and coordinating amounts of change and accumulations thereof afforded these experts the ability to interpret and graphically represent a dynamic situation covariationally. I present evidence that in some (but not all) cases these experts engaged in these ways of
reasoning. I end by describing other strategies used by the experts while attempting to reason covariationally that I hypothesize may present barriers for one to successfully engage in such
reasoning.
Advisors/Committee Members: Kevin Moore.
Subjects/Keywords: Graphing; Quantitative Reasoning; Covariational Reasoning; Multiplicative Object
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APA (6th Edition):
Hobson, N. L. F. (2017). Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations. (Masters Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37338
Chicago Manual of Style (16th Edition):
Hobson, Natalie Laura Fleischmann. “Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations.” 2017. Masters Thesis, University of Georgia. Accessed August 18, 2019.
http://hdl.handle.net/10724/37338.
MLA Handbook (7th Edition):
Hobson, Natalie Laura Fleischmann. “Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations.” 2017. Web. 18 Aug 2019.
Vancouver:
Hobson NLF. Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations. [Internet] [Masters thesis]. University of Georgia; 2017. [cited 2019 Aug 18].
Available from: http://hdl.handle.net/10724/37338.
Council of Science Editors:
Hobson NLF. Quantities and covariation: an inquiry into the reasoning of experts engaged in graphically representing dynamic situations. [Masters Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37338
McMaster University
14.
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 (6th 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 (16th Edition):
Cassano, Valentin. “A Logical Basis for Reasoning with Default Rules.” 2015. Doctoral Dissertation, McMaster University. Accessed August 18, 2019.
http://hdl.handle.net/11375/18052.
MLA Handbook (7th Edition):
Cassano, Valentin. “A Logical Basis for Reasoning with Default Rules.” 2015. Web. 18 Aug 2019.
Vancouver:
Cassano V. A Logical Basis for Reasoning with Default Rules. [Internet] [Doctoral dissertation]. McMaster University; 2015. [cited 2019 Aug 18].
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
15.
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 ·
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APA (6th 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 (16th 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 August 18, 2019.
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 (7th 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. 18 Aug 2019.
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 2019 Aug 18].
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 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)
▼ 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 marble-and-ramp causal
reasoning task. The 27 older and 17 younger three-year-olds were assigned to gesture and non-gesture conditions. The gesture group were exposed to explanations with gesture and encouraged to gesture during the task. The non-gesture group were given primarily verbal explanations and were not encouraged to gesture. Participants completed a training phase, in which the mechanism was visually accessible, and a testing phase, in which the mechanism was covered, to assess generalization. All groups were significantly above chance in predicting the path of the marble when the marble rolled straight down, at training and testing. Only the older gesture group were significantly above chance when the marble rolled diagonally across the apparatus, and only in the training phase. Statistical analysis showed that the gesture group were more able than the non-gesture group use embedded rules, passing sections using the straight and across rules. Children that introduced new strategies in gesture or used gesture to support correct responses were more likely to improve. Three-year-olds’ explanations of the rules could reveal more knowledge than demonstrated on the task, and those in transition, indicated by a discordant explanation, benefited from use of gesture in the task. Results are discussed in relation to previous findings regarding three-year-olds’
reasoning and the effects of gesture on concept acquisition. Limitations of the study and areas requiring follow-up research are identified, and implications for education are considered.
Advisors/Committee Members: Donaldson, Morag.
Subjects/Keywords: gesture; causal reasoning
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APA (6th 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 (16th Edition):
Macdonald, Tracey M. “Using gesture to train three-year-olds in embedded-rule-based causal reasoning.” 2009. Thesis, University of Edinburgh. Accessed August 18, 2019.
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 (7th Edition):
Macdonald, Tracey M. “Using gesture to train three-year-olds in embedded-rule-based causal reasoning.” 2009. Web. 18 Aug 2019.
Vancouver:
Macdonald TM. Using gesture to train three-year-olds in embedded-rule-based causal reasoning. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2019 Aug 18].
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)
▼ 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, were examined on their performance in a physical causality task that involved understanding of a straight and across rule in order to predict the path of a marble. The gesture group received the rules through speech accompanied with gesture, and were prompted to gesture during the task. The non-gesture group received the instructions through speech alone and were not prompted to gesture. To examine the interaction between age and gesture 3 age groups of children were tested: 3;0 to 3;3, 3;4 to 3;7, 3;8 to 3;11. A log-linear analysis revealed that the use of gesture improved all three year olds’ understanding of the across rule when the paths of the marble were in view and younger three year olds’ performance when the paths were hidden.
A second part of the study examined the use of mismatches by participants. Mismatches occurred when childrens’ use of gestures did not correspond with their catching responses. Children were categorised into 3 groups: matchers, mismatchers, and non-gesturers that were compared in their ability to explain the rules of the causality task. Chi-squared analyses revealed that children who mismatched explained the across rule of the task correctly more often than children who matched their gesture and response or did not gesture. Children who mismatched or matched were more likely to explain the straight rule correctly than children who did not gesture. These results suggest that children who mismatched in this task had a greater understanding of the causal rule than children who matched or did not gesture.
Advisors/Committee Members: Donaldson, Morag.
Subjects/Keywords: gesture; causal reasoning
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APA (6th 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 (16th Edition):
Thomson, Alice. “Gesture facilitates three year olds’ understanding of a causal rule.” 2008. Thesis, University of Edinburgh. Accessed August 18, 2019.
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 (7th Edition):
Thomson, Alice. “Gesture facilitates three year olds’ understanding of a causal rule.” 2008. Web. 18 Aug 2019.
Vancouver:
Thomson A. Gesture facilitates three year olds’ understanding of a causal rule. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2019 Aug 18].
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
University of Edinburgh
18.
Kohavi, Zohar.
Animals, anthropocentrism, and morality : analysing the discourse of the animal issue.
Degree: 2007, University of Edinburgh
URL: http://hdl.handle.net/1842/6582
► This dissertation identifies and criticises a fundamental characteristic of the philosophical discourse surrounding the animal issue: the underlying anthropocentric reasoning that informs the accounts of…
(more)
▼ This dissertation identifies and criticises a fundamental characteristic of the philosophical discourse surrounding the animal issue: the underlying anthropocentric reasoning that informs the accounts of both philosophy of mind and moral philosophy. Such reasoning works from human paradigms as the only possible starting point of the analysis. Accordingly, the aim of my dissertation is to show how anthropocentric reasoning and its implications distort the inquiry of the animal debate. In extracting the erroneous biases from the debate, my project enables an important shift in the starting line of the philosophical inquiry of the animal issue. In chapters one and two, I focus on philosophy of mind. I show how philosophical accounts that are based on anthropocentric a priori reasoning are inattentive to the relevant empirical findings regarding animals' mental capacities. Employing a conceptual line of argument, I demonstrate that starting the analysis from a human paradigm creates a rigid conceptual framework that unjustifiably excludes the possibility of associating the relevant empirical findings in the research. Furthermore, I show how the common approaches to the issue of animals' belief and intentions deny that animals can have these capacities, and I demonstrate how such denials can be avoided. The philosophical discourse that I examine denies intentional mental capacities to animals. Such denials take place, I maintain, because the analysis is anthropocentric: it uses humans' most sophisticated capacities as the only possible benchmark for evaluating animals' mental abilities. A central example of such anthropocentric reasoning is the oft-mentioned view that there is a necessary link between language and intentionality. Such a link indeed characterises humans. Yet the claim that there is no intentionality without language is a problematic framework for analysing the supposed intentionality of non-linguistic and prelinguistic creatures. Employing a standard that applies to normal, adult humans excludes the possibility of animals' intentionality from the outset. It seems, however, that intentionality is a capacity that evolves in stages, and that simple intentional mental states do not require language. At the same time, such an analysis ignores, to a large extent, cases of attributing intentionality to pre-linguistic humans and even normal, adult humans. Thus, I show how the denial that animals may have intentional mental capacities results in a double standard. In chapters three to six, I critically examine the anthropocentric nature of the debate concerning animals' moral status. The anthropocentric reasoning relates to the conditions of moral status in an oversimplified manner. I show that human prototypes, e.g., rational agency and autonomy, have mistakenly served as conditions for either moral status in general or of a particular type. Seemingly, using such conditions excludes from the proffered moral domain not only animals, but also human moral patients. Yet eventually only animals are excluded from the…
Subjects/Keywords: 100; anthropocentric reasoning
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kohavi, Z. (2007). Animals, anthropocentrism, and morality : analysing the discourse of the animal issue. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6582
Chicago Manual of Style (16th Edition):
Kohavi, Zohar. “Animals, anthropocentrism, and morality : analysing the discourse of the animal issue.” 2007. Doctoral Dissertation, University of Edinburgh. Accessed August 18, 2019.
http://hdl.handle.net/1842/6582.
MLA Handbook (7th Edition):
Kohavi, Zohar. “Animals, anthropocentrism, and morality : analysing the discourse of the animal issue.” 2007. Web. 18 Aug 2019.
Vancouver:
Kohavi Z. Animals, anthropocentrism, and morality : analysing the discourse of the animal issue. [Internet] [Doctoral dissertation]. University of Edinburgh; 2007. [cited 2019 Aug 18].
Available from: http://hdl.handle.net/1842/6582.
Council of Science Editors:
Kohavi Z. Animals, anthropocentrism, and morality : analysing the discourse of the animal issue. [Doctoral Dissertation]. University of Edinburgh; 2007. Available from: http://hdl.handle.net/1842/6582
University of Southern California
19.
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 ·
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CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Liu, Ang. “A synthesis reasoning framework for early-stage engineering
design.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 18, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/120314/rec/423.
MLA Handbook (7th Edition):
Liu, Ang. “A synthesis reasoning framework for early-stage engineering
design.” 2012. Web. 18 Aug 2019.
Vancouver:
Liu A. A synthesis reasoning framework for early-stage engineering
design. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 18].
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
20.
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)
▼ 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 intuitive and analytic processes (De Neys & Glumicic, 2008; De Neys, Vartanian & Goel, 2008). For example, De Neys and Glumicic (2008) demonstrated that participants’ reason longer about problems that are characterized by a conflict between a stereotypical personality description and a base-rate probability of group membership. Crucially, this increase occurred even when participants gave the nominally erroneous stereotypical response (i.e., “neglecting” the base-rate probability), indicating that their participants detected that there was a conflict and, as a result, engaged in slow, analytic processing to resolve it. However, this finding, and much of the additional support for the efficient conflict detection hypothesis, has come from base-rate neglect problems constructed with probabilities (e.g., 995 doctors and 5 nurses) that were much more extreme than typically used in studies of base-rate neglect. I varied the base-rate probabilities over five experiments and compared participants’ response time for conflict problems with non-conflict problems. It was demonstrated that the integral increase in response time for stereotypical responses to conflict problems was fully mediated by extreme probabilities. I conclude that humans are not as efficient at detecting when they are engaging in biased reasoning as De Neys and colleagues have claimed.
Subjects/Keywords: reasoning; decision making
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Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 August 18, 2019.
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 (7th Edition):
Pennycook, Gordon Robert. “Conflict detection in dual-process theory: Are we good at detecting when we are biased at decision making?.” 2011. Web. 18 Aug 2019.
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 2019 Aug 18].
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
Australian National University
21.
Zhang, Peng.
Understanding the World: High Level Perception Based on Spatial and Intuitive Physical Reasoning
.
Degree: 2018, Australian National University
URL: http://hdl.handle.net/1885/154259
► Artificial intelligence (AI) systems that can interact with real world environments have been widely investigated in the past decades. A variety of AI systems are…
(more)
▼ Artificial intelligence (AI) systems that can interact with real
world environments have been widely investigated in the past
decades. A variety of AI systems are demonstrated to be able to
solve problems robustly in a fully observed and controlled
environment. However, there still remain problems for AI systems
to effectively analyse and interact with semi-observed, unknown
or constantly changing environments. One main difficulty is the
lack of capability of dealing with raw sensory data in a
high perceptual level. Low level perception cares about receiving
sensory data and processing the data systematically so that it
can be used in other modules in the system. Low level perception
may be acceptable for AI systems working in a fixed
environment, as additional information about the environment is
usually available. However, the absence of prior knowledge in
less observed environments produces a gap between raw sensory
data and the high level information required by many AI
systems. To fill the gap, a perception system which can interpret
raw sensory input into high level knowledge which can be
understood by AI systems is required.
The problems that limit the quality and capability of
perception of AI systems are multitudinous. Although low level
perception which concerns data reception and pre-processing is a
significant component of a perception system, in this work, we
focus on the subsequent high level perception tasks which relate
to abstraction, representation and reasoning of the processed
sensory data. There are several essential capabilities for high
level perception of AI systems for analysing the requirement of
critical information before a decision is made. First, the
ability to represent spatial properties of the sensory data helps
the perception system to resolve conflicts from sensory noise and
recover incomplete information missed by the sensors. We develop
an algorithm to combine raw sensory measurements from different
view points of the same scene by resolving contradictory
information and reconcile spatial features from different
measurements. With spatial knowledge representation and reasoning
(KRR), the ability of inferring and predicting changes of the
environment from current and previous states will provide further
guidance to the AI system for decision making. For this ability,
we develop a general spatial reasoning system that predicts the
evolution
of constantly changing regions. However, in many situations where
the AI system needs to physically interact with the entities,
spatial knowledge is necessary but not sufficient. The ability of
analysing physical properties of entities and their relations in
the environment is required. For this task, we first develop a
2-dimensional reasoning system that analyse the support relations
of rectangular blocks and predict…
Subjects/Keywords: Qualitative spatial reasoning;
Qualitative physical reasoning;
Hybrid reasoning;
Scene understanding
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zhang, P. (2018). Understanding the World: High Level Perception Based on Spatial and Intuitive Physical Reasoning
. (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/154259
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Zhang, Peng. “Understanding the World: High Level Perception Based on Spatial and Intuitive Physical Reasoning
.” 2018. Thesis, Australian National University. Accessed August 18, 2019.
http://hdl.handle.net/1885/154259.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Zhang, Peng. “Understanding the World: High Level Perception Based on Spatial and Intuitive Physical Reasoning
.” 2018. Web. 18 Aug 2019.
Vancouver:
Zhang P. Understanding the World: High Level Perception Based on Spatial and Intuitive Physical Reasoning
. [Internet] [Thesis]. Australian National University; 2018. [cited 2019 Aug 18].
Available from: http://hdl.handle.net/1885/154259.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Zhang P. Understanding the World: High Level Perception Based on Spatial and Intuitive Physical Reasoning
. [Thesis]. Australian National University; 2018. Available from: http://hdl.handle.net/1885/154259
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Univerzitet u Beogradu
22.
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 ·
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MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Hadžiahmetović, Nina N., 1983-. “Uticaj nekognitivnih faktora na rezonovanje: može li
kvazikognitivni test biti test ličnosti?.” 2018. Thesis, Univerzitet u Beogradu. Accessed August 18, 2019.
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 (7th Edition):
Hadžiahmetović, Nina N., 1983-. “Uticaj nekognitivnih faktora na rezonovanje: može li
kvazikognitivni test biti test ličnosti?.” 2018. Web. 18 Aug 2019.
Vancouver:
Hadžiahmetović, Nina N. 1. Uticaj nekognitivnih faktora na rezonovanje: može li
kvazikognitivni test biti test ličnosti?. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2019 Aug 18].
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
Australian National University
23.
Ge, Xiaoyu.
Physical Reasoning for Intelligent Agent in Simulated Environments
.
Degree: 2017, Australian National University
URL: http://hdl.handle.net/1885/130890
► Developing Artificial Intelligence (AI) that is capable of understanding and interacting with the real world in a sophisticated way has long been a grand vision…
(more)
▼ Developing Artificial Intelligence (AI) that is capable of
understanding and interacting with the real world in a
sophisticated way has long been a grand vision of AI. There is an
increasing number of AI agents coming into our daily lives and
assisting us with various daily tasks ranging from house cleaning
to serving food in restaurants. While different tasks have
different goals, the domains of the tasks all obey the physical
rules (classic Newtonian physics) of the real world. To
successfully interact with the physical world, an agent needs to
be able to understand its surrounding environment, to predict the
consequences of its actions and to draw plans that can achieve a
goal without causing any unintended outcomes. Much of AI
research over the past decades has been dedicated to specific
sub-problems such as machine learning and computer vision, etc.
Simply plugging in techniques from these subfields is far from
creating a comprehensive AI agent that can work well in a
physical environment. Instead, it requires an integration of
methods from different AI areas that considers specific
conditions and requirements of the physical environment.
In this thesis, we identified several capabilities that are
essential for AI to interact with the physical world, namely,
visual perception, object detection, object tracking, action
selection, and structure planning. As the real world is a highly
complex environment, we started with developing these
capabilities in virtual environments with realistic physics
simulations. The central part of our methods is the combination
of qualitative reasoning and standard techniques from different
AI areas. For the visual perception capability, we developed a
method that can infer spatial properties of rectangular objects
from their minimum bounding rectangles. For the object detection
capability, we developed a method that can detect unknown objects
in a structure by reasoning about the stability of the structure.
For the object tracking capability, we developed a method that
can match perceptually indistinguishable objects in visual
observations made before and after a physical impact. This method
can identify spatial changes of objects in the physical event,
and the result of matching can be used for learning the
consequence of the impact. For the action selection capability,
we developed a method that solves a hole-in-one problem that
requires selecting an action out of an infinite number of actions
with unknown consequences. For the structure planning capability,
we developed a method that can arrange objects to form a stable
and robust structure by reasoning about structural stability and
robustness.
Subjects/Keywords: physical reasoning;
spatial reasoning;
qualitative reasoning;
intelligent agent
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APA (6th Edition):
Ge, X. (2017). Physical Reasoning for Intelligent Agent in Simulated Environments
. (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/130890
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ge, Xiaoyu. “Physical Reasoning for Intelligent Agent in Simulated Environments
.” 2017. Thesis, Australian National University. Accessed August 18, 2019.
http://hdl.handle.net/1885/130890.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ge, Xiaoyu. “Physical Reasoning for Intelligent Agent in Simulated Environments
.” 2017. Web. 18 Aug 2019.
Vancouver:
Ge X. Physical Reasoning for Intelligent Agent in Simulated Environments
. [Internet] [Thesis]. Australian National University; 2017. [cited 2019 Aug 18].
Available from: http://hdl.handle.net/1885/130890.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ge X. Physical Reasoning for Intelligent Agent in Simulated Environments
. [Thesis]. Australian National University; 2017. Available from: http://hdl.handle.net/1885/130890
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Case Western Reserve University
24.
Cain Spannagel, Sarah A.
THE RELATIONSHIP BETWEEN INTERPERSONAL THEMES IN PLAY AND
PROSOCIAL MORAL REASONING.
Degree: MA, Psychology, 2008, Case Western Reserve University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=case1195142625
► Research has shown that both pretend play and prosocial moral reasoning relate to the socio-emotional constructs of emotional understanding, perspective taking, and empathy. It then…
(more)
▼ Research has shown that both pretend play and
prosocial moral
reasoning relate to the socio-emotional constructs
of emotional understanding, perspective taking, and empathy. It
then makes theoretical sense that play processes should relate to
prosocial moral
reasoning. The present study investigated this
relationship and also served to provide further validation evidence
for the Interpersonal Themes in Play Scale (ITPS). It was
hypothesized that the ITPS scale scores would be related to
prosocial moral
reasoning in that children who showed more
prosocial behaviors in their play would demonstrate more advanced
moral
reasoning. This study also investigated the relationship
among prosocial moral
reasoning, empathy, and prosocial behavior.
Results indicated that some prosocial themes in play did relate to
prosocial moral
reasoning categories and to sharing behavior. For
example, Sharing/Turn-taking in play was significantly negatively
related to hedonistic
reasoning (r(58)= -.26) and Cooperation in
play was significantly positively related to stereotyped
reasoning
(r(58)=.25).
Advisors/Committee Members: Russ, Sandra (Advisor).
Subjects/Keywords: Psychology, Clinical; PROSOCIAL; MORAL REASONING; PROSOCIAL MORAL; PROSOCIAL MORAL REASONING; REASONING; MORAL; Empathy
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APA (6th Edition):
Cain Spannagel, S. A. (2008). THE RELATIONSHIP BETWEEN INTERPERSONAL THEMES IN PLAY AND
PROSOCIAL MORAL REASONING. (Masters Thesis). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1195142625
Chicago Manual of Style (16th Edition):
Cain Spannagel, Sarah A. “THE RELATIONSHIP BETWEEN INTERPERSONAL THEMES IN PLAY AND
PROSOCIAL MORAL REASONING.” 2008. Masters Thesis, Case Western Reserve University. Accessed August 18, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=case1195142625.
MLA Handbook (7th Edition):
Cain Spannagel, Sarah A. “THE RELATIONSHIP BETWEEN INTERPERSONAL THEMES IN PLAY AND
PROSOCIAL MORAL REASONING.” 2008. Web. 18 Aug 2019.
Vancouver:
Cain Spannagel SA. THE RELATIONSHIP BETWEEN INTERPERSONAL THEMES IN PLAY AND
PROSOCIAL MORAL REASONING. [Internet] [Masters thesis]. Case Western Reserve University; 2008. [cited 2019 Aug 18].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1195142625.
Council of Science Editors:
Cain Spannagel SA. THE RELATIONSHIP BETWEEN INTERPERSONAL THEMES IN PLAY AND
PROSOCIAL MORAL REASONING. [Masters Thesis]. Case Western Reserve University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1195142625
Clemson University
25.
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)
▼ As computing becomes ubiquitous, software correctness has a fundamental role in ensuring the safety and security of the systems we build. To design and develop software correctly according to their formal contracts, CS students, the future software practitioners, need to learn a critical set of skills that are necessary and sufficient for
reasoning about software correctness. This dissertation presents a systematic approach to both introducing these
reasoning skills into the curriculum, and assessing how well the students have learned them. Specifically, it introduces a comprehensive
Reasoning Concept Inventory (RCI) that captures the fine details of basic
reasoning skills that are ideally learned across the undergraduate curriculum to reason about software correctness, to develop high quality software, and to understand why software works as specified. The RCI forms the basis for developing learning outcomes that help educators to assess the adequacy of current techniques and pinpoint necessary improvements. This dissertation contains results from experimentation and assessment over the past few years in multiple CS courses. The results show that the finer principles of mathematical
reasoning of software correctness can be taught effectively and continuously improved with the help of the RCI using suitable teaching practices, and supporting methods and tools.
Advisors/Committee Members: Sitaraman, Murali, Grossman , Harold C., Hallstrom , Jason O., Jacobs , David P..
Subjects/Keywords: analytical reasoning; inventory; mathematical reasoning; reasoning concept inventory; software correctness; software engineering; Computer Sciences
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APA (6th 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 (16th Edition):
Drachova-strang, Svetlana. “TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY.” 2013. Doctoral Dissertation, Clemson University. Accessed August 18, 2019.
https://tigerprints.clemson.edu/all_dissertations/1095.
MLA Handbook (7th Edition):
Drachova-strang, Svetlana. “TEACHING AND ASSESSMENT OF MATHEMATICAL PRINCIPLES FOR SOFTWARE CORRECTNESS USING A REASONING CONCEPT INVENTORY.” 2013. Web. 18 Aug 2019.
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 2019 Aug 18].
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
University of Plymouth
26.
Zahra, Daniel.
Mood, emotive content, and reasoning.
Degree: PhD, 2013, University of Plymouth
URL: http://hdl.handle.net/10026.1/1490
► Theories of how individuals reason, and how they experience emotion abound in the psychological literature; yet, despite the common lay-theories of how emotions might affect…
(more)
▼ Theories of how individuals reason, and how they experience emotion abound in the psychological literature; yet, despite the common lay-theories of how emotions might affect a person’s reasoning, very little empirical work has been conducted on this relationship. The current thesis addresses this knowledge-gap by first distilling from the literature two classes of emotion theory; Information, and Load; and then systematically testing the explanatory power of these theories. A dual-process framework is employed in order to define low (Type One) and high effort (Type Two) strategies. Information theories predict that negative emotion cues more analytic processing relative to positive emotion, whereas load theories predict both positive and negative emotion to suppress use of high-effort strategies. Thus the two theories are compared by varying incidental and integral emotion across syllogistic reasoning, conditional reasoning, and the ratio-bias task, and assessing the engagement of Type One and Type Two processes across positive emotion, negative emotion, and control conditions. The findings suggest that emotion effects in syllogistic reasoning do not consistently support either Load or Information theories (Experiments 1-4). Emotion effects are found to be typically larger for integral than incidental emotion (Experiment 5), and most frequently serve as Information in verbal (Experiments 6 and 7) and visual conditional reasoning tasks (Experiment 8). Furthermore, these effects are to a large extent dependent on task properties such as the number of alternative antecedents (Experiments 9 and 10), and are greater on more difficult tasks (Experiments 11 and 12). These findings suggest that emotion has a greater impact on Type Two than Type One processes. A range of methodological and theoretical implications which will inform future work in this area are also discussed in the closing chapter.
Subjects/Keywords: Emotion : Reasoning : Psychology : Mood
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APA (6th Edition):
Zahra, D. (2013). Mood, emotive content, and reasoning. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/1490
Chicago Manual of Style (16th Edition):
Zahra, Daniel. “Mood, emotive content, and reasoning.” 2013. Doctoral Dissertation, University of Plymouth. Accessed August 18, 2019.
http://hdl.handle.net/10026.1/1490.
MLA Handbook (7th Edition):
Zahra, Daniel. “Mood, emotive content, and reasoning.” 2013. Web. 18 Aug 2019.
Vancouver:
Zahra D. Mood, emotive content, and reasoning. [Internet] [Doctoral dissertation]. University of Plymouth; 2013. [cited 2019 Aug 18].
Available from: http://hdl.handle.net/10026.1/1490.
Council of Science Editors:
Zahra D. Mood, emotive content, and reasoning. [Doctoral Dissertation]. University of Plymouth; 2013. Available from: http://hdl.handle.net/10026.1/1490
The Ohio State University
27.
McConkey, Donald LeMoyne,1929-.
The Virginia state constitutional convention of 1829-30 : a
study in argumentation.
Degree: PhD, Graduate School, 1971, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486663155898896
Subjects/Keywords: Education; Reasoning
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APA (6th Edition):
McConkey, D. L. (1971). The Virginia state constitutional convention of 1829-30 : a
study in argumentation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486663155898896
Chicago Manual of Style (16th Edition):
McConkey, Donald LeMoyne,1929-. “The Virginia state constitutional convention of 1829-30 : a
study in argumentation.” 1971. Doctoral Dissertation, The Ohio State University. Accessed August 18, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1486663155898896.
MLA Handbook (7th Edition):
McConkey, Donald LeMoyne,1929-. “The Virginia state constitutional convention of 1829-30 : a
study in argumentation.” 1971. Web. 18 Aug 2019.
Vancouver:
McConkey DL. The Virginia state constitutional convention of 1829-30 : a
study in argumentation. [Internet] [Doctoral dissertation]. The Ohio State University; 1971. [cited 2019 Aug 18].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486663155898896.
Council of Science Editors:
McConkey DL. The Virginia state constitutional convention of 1829-30 : a
study in argumentation. [Doctoral Dissertation]. The Ohio State University; 1971. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486663155898896
University of Georgia
28.
Cummins-Sebree, Sarah Elizabeth.
Development of spatial reasoning in young children.
Degree: PhD, Psychology, 2003, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/cummins-sebree_sarah_e_200305_phd
► Spatial reasoning is the ability to know how objects are distributed and can move through space. Researchers who study this development have disagreed on when…
(more)
▼ Spatial
reasoning is the ability to know how objects are distributed and can move through space. Researchers who study this development have disagreed on when these skills are evident, possibly due to differing task presentations and behavioral requirements in these studies. This study was designed to test which of two theories provides a better explanation of the development of spatial
reasoning in young children: the core knowledge hypothesis and an ecological approach. I presented 24-, 34-, and 44- month-old children a single task that required different behavioral responses based on a three-process (recognition, production, and prediction) spatial
reasoning model grounded in Gibsonian ecological theory. In this task, I presented a box containing 1-3 vertical and diagonal translucent tubes leading to opaque containers to the children. Children were required to give three different behavioral responses: a) find a dropped ball after it had fallen through a tube (recognition), b) put a ball into the tube that led to a selected container (production), and c) indicate the end-point of a ball before it was dropped into a tube (prediction). Older children chose correctly more often than younger children for all tasks. No main effect for task presentation order was found (i.e., being able to produce the actions did not lead to better predictive performance). Multiple interactions indicated that differences in performance across tasks were due in part to age, gender, task presentation order, and the number of tubes presented. In addition, children who used a finger to trace the path of a tube in at least one trial during testing made more correct prediction choices than those who never traced tube paths. These findings suggest that producing strategic actions during these tasks facilitates the development of spatial
reasoning in young children.
Advisors/Committee Members: Dorothy Fragaszy.
Subjects/Keywords: Spatial reasoning
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APA (6th Edition):
Cummins-Sebree, S. E. (2003). Development of spatial reasoning in young children. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cummins-sebree_sarah_e_200305_phd
Chicago Manual of Style (16th Edition):
Cummins-Sebree, Sarah Elizabeth. “Development of spatial reasoning in young children.” 2003. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019.
http://purl.galileo.usg.edu/uga_etd/cummins-sebree_sarah_e_200305_phd.
MLA Handbook (7th Edition):
Cummins-Sebree, Sarah Elizabeth. “Development of spatial reasoning in young children.” 2003. Web. 18 Aug 2019.
Vancouver:
Cummins-Sebree SE. Development of spatial reasoning in young children. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Aug 18].
Available from: http://purl.galileo.usg.edu/uga_etd/cummins-sebree_sarah_e_200305_phd.
Council of Science Editors:
Cummins-Sebree SE. Development of spatial reasoning in young children. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/cummins-sebree_sarah_e_200305_phd
University of Georgia
29.
Kim, Young-Seog.
Classroom culture and informal reasoning abilities among Korean high school students.
Degree: PhD, Social Science Education, 2005, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/kim_youngseog_200505_phd
► 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.
Advisors/Committee Members: Ronald L. VaSickle.
Subjects/Keywords: Informal Reasoning
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APA (6th Edition):
Kim, Y. (2005). Classroom culture and informal reasoning abilities among Korean high school students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_youngseog_200505_phd
Chicago Manual of Style (16th Edition):
Kim, Young-Seog. “Classroom culture and informal reasoning abilities among Korean high school students.” 2005. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019.
http://purl.galileo.usg.edu/uga_etd/kim_youngseog_200505_phd.
MLA Handbook (7th Edition):
Kim, Young-Seog. “Classroom culture and informal reasoning abilities among Korean high school students.” 2005. Web. 18 Aug 2019.
Vancouver:
Kim Y. Classroom culture and informal reasoning abilities among Korean high school students. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Aug 18].
Available from: http://purl.galileo.usg.edu/uga_etd/kim_youngseog_200505_phd.
Council of Science Editors:
Kim Y. Classroom culture and informal reasoning abilities among Korean high school students. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/kim_youngseog_200505_phd
University of Georgia
30.
Kennedy, Erica Hoy.
Analogical reasoning in Capuchin monkeys (Cebus apella).
Degree: PhD, Psychology, 2006, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/kennedy_erica_h_200608_phd
► Analogical reasoning involves recognizing similarities among object relations when the objects themselves are dissimilar. It has been argued that humans only share the capacity for…
(more)
▼ Analogical
reasoning involves recognizing similarities among object relations when the objects themselves are dissimilar. It has been argued that humans only share the capacity for this kind of
reasoning with apes that have had prior token or language training. This study investigated whether capuchin monkeys can use analogical
reasoning in order to solve a three-dimensional search task that was modeled from a similar methodology used in the developmental literature. The task involved hiding a food item under one of two or three opaque plastic cups of different sizes, and then allowing the
subject to search for food hidden under the cup of analogous size in their own set of cups. Four monkeys were first trained to perform basic match-to-sample with three cups, and then were exposed to a series of relational matching tasks. If subjects reached criterion on these relational matching tasks, they were exposed to relational transfer tasks involving novel stimuli. Three of the monkeys failed to reach criterion on the basic relational matching tasks and therefore were not tested further. One monkey, however, revealed above-chance performance on all tasks, including the series of transfer tasks with novel stimuli. This evidence suggests that, contrary to previous arguments, a member of a New World monkey species with no language training has the capacity to solve an analogical problem.
Advisors/Committee Members: Dorothy Fragaszy.
Subjects/Keywords: Analogical Reasoning
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APA (6th Edition):
Kennedy, E. H. (2006). Analogical reasoning in Capuchin monkeys (Cebus apella). (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kennedy_erica_h_200608_phd
Chicago Manual of Style (16th Edition):
Kennedy, Erica Hoy. “Analogical reasoning in Capuchin monkeys (Cebus apella).” 2006. Doctoral Dissertation, University of Georgia. Accessed August 18, 2019.
http://purl.galileo.usg.edu/uga_etd/kennedy_erica_h_200608_phd.
MLA Handbook (7th Edition):
Kennedy, Erica Hoy. “Analogical reasoning in Capuchin monkeys (Cebus apella).” 2006. Web. 18 Aug 2019.
Vancouver:
Kennedy EH. Analogical reasoning in Capuchin monkeys (Cebus apella). [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Aug 18].
Available from: http://purl.galileo.usg.edu/uga_etd/kennedy_erica_h_200608_phd.
Council of Science Editors:
Kennedy EH. Analogical reasoning in Capuchin monkeys (Cebus apella). [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/kennedy_erica_h_200608_phd
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Open Access Theses and Dissertations
