Heit, Evan; Rotello, Caren M
One of the most important open questions in reasoning research is how inductive reasoning and deductive reasoning are related. In an effort to address this question, we applied methods and concepts from memory research. We used 2 experiments to examine the effects of logical validity and premise-conclusion similarity on evaluation of arguments. Experiment 1 showed 2 dissociations: For a common set of arguments, deduction judgments were more affected by validity, and induction judgments were more affected by similarity. Moreover, Experiment 2 showed that fast deduction judgments were like induction judgments-in terms of being more influenced by similarity and less influenced by validity, compared with slow deduction judgments. These novel results pose challenges for a 1-process account of reasoning and are interpreted in terms of a 2-process account of reasoning, which was implemented as a multidimensional signal detection model and applied to receiver operating characteristic data. PsycINFO Database Record (c) 2010 APA, all rights reserved.
Heit, Evan; Rotello, Caren M.
One of the most important open questions in reasoning research is how inductive reasoning and deductive reasoning are related. In an effort to address this question, we applied methods and concepts from memory research. We used 2 experiments to examine the effects of logical validity and premise-conclusion similarity on evaluation of arguments.…
Evans, Jonathan St B T; Thompson, Valerie A; Over, David E
There has been a paradigm shift in the psychology of deductive reasoning. Many researchers no longer think it is appropriate to ask people to assume premises and decide what necessarily follows, with the results evaluated by binary extensional logic. Most every day and scientific inference is made from more or less confidently held beliefs and not assumptions, and the relevant normative standard is Bayesian probability theory. We argue that the study of "uncertain deduction" should directly ask people to assign probabilities to both premises and conclusions, and report an experiment using this method. We assess this reasoning by two Bayesian metrics: probabilistic validity and coherence according to probability theory. On both measures, participants perform above chance in conditional reasoning, but they do much better when statements are grouped as inferences, rather than evaluated in separate tasks.
There has been a great expansion of research into human reasoning at all of Marr’s explanatory levels. There is a tendency for this work to progress within a level largely ignoring the others which can lead to slippage between levels (Chater et al., 2003). It is argued that recent brain imaging research on deductive reasoning—implementational level—has largely ignored the new paradigm in reasoning—computational level (Over, 2009). Consequently, recent imaging results are reviewed with the focus on how they relate to the new paradigm. The imaging results are drawn primarily from a recent meta-analysis by Prado et al. (2011) but further imaging results are also reviewed where relevant. Three main observations are made. First, the main function of the core brain region identified is most likely elaborative, defeasible reasoning not deductive reasoning. Second, the subtraction methodology and the meta-analytic approach may remove all traces of content specific System 1 processes thought to underpin much human reasoning. Third, interpreting the function of the brain regions activated by a task depends on theories of the function that a task engages. When there are multiple interpretations of that function, interpreting what an active brain region is doing is not clear cut. It is concluded that there is a need to more tightly connect brain activation to function, which could be achieved using formalized computational level models and a parametric variation approach. PMID:25774130
Goel, Vinod; Dolan, Raymond J.
While inductive and deductive reasoning are considered distinct logical and psychological processes, little is known about their respective neural basis. To address this issue we scanned 16 subjects with fMRI, using an event-related design, while they engaged in inductive and deductive reasoning tasks. Both types of reasoning were characterized by…
Szabó, Dávid; Kőrösi, Attila; Bíró, József; Gulyás, András
Our current understanding about the AS level topology of the Internet is based on measurements and inductive-type models which set up rules describing the behavior (node and edge dynamics) of the individual ASes and generalize the consequences of these individual actions for the complete AS ecosystem using induction. In this paper we suggest a third, deductive approach in which we have premises for the whole AS system and the consequences of these premises are determined through deductive reasoning. We show that such a deductive approach can give complementary insights into the topological properties of the AS graph. While inductive models can mostly reflect high level statistics (e.g., degree distribution, clustering, diameter), deductive reasoning can identify omnipresent subgraphs and peering likelihood. We also propose a model, called YEAS, incorporating our deductive analytical findings that produces topologies contain both traditional and novel metrics for the AS level Internet. (paper)
Liew, Janice; Grisham, Jessica R; Hayes, Brett K
This study examined the hypothesis that participants diagnosed with obsessive-compulsive disorder (OCD) show a selective deficit in inductive reasoning but are equivalent to controls in deductive reasoning. Twenty-five participants with OCD and 25 non-clinical controls made inductive and deductive judgments about a common set of arguments that varied in logical validity and the amount of positive evidence provided (premise sample size). A second inductive reasoning task required participants to make forced-choice decisions and rate the usefulness of diverse evidence or non-diverse evidence for evaluating arguments. No differences in deductive reasoning were found between participants diagnosed with OCD and control participants. Both groups saw that the amount of positive evidence supporting a conclusion was an important guide for evaluating inductive arguments. However, those with OCD showed less sensitivity to premise diversity in inductive reasoning than controls. The findings were similar for both emotionally neutral and OCD-relevant stimuli. The absence of a clinical control group means that it is difficult to know whether the deficit in diversity-based reasoning is specific to those with OCD. People with OCD are impaired in some forms of inductive reasoning (using diverse evidence) but not others (use of sample size). Deductive reasoning appears intact in those with OCD. Difficulties using evidence diversity when reasoning inductively may maintain OCD symptoms through reduced generalization of learned safety information. Copyright © 2017 Elsevier Ltd. All rights reserved.
Filshtein, E.L.; Rzasa, P.W.
A module which incorporates the application of deductive reasoning to diagnostics has been developed. This module is a part of a generic diagnostic expert system prototype developed for power plant operations at Combustion Engineering. This paper is one of a series of papers which will describe the activities of the project. Specifically, this paper describes the deductive reasoning module which determines and classifies root cause malfunctions. The concept of 'perfect instruments' is introduced. These instruments are imaginary instruments which bridge the gap between real world inputs and the generic diagnostic shell. The prototype, its application, and future developments are discussed
Asheim, Geir B
"The Consistent Preferences Approach to Deductive Reasoning in Games" presents, applies, and synthesizes what my co-authors and I have called the 'consistent preferences' approach to deductive reasoning in games. Briefly described, this means that the object of the analysis is the ranking by each player of his own strategies, rather than his choice. The ranking can be required to be consistent (in different senses) with his beliefs about the opponent's ranking of her strategies. This can be contrasted to the usual 'rational choice' approach where a player's strategy choice is (in dif
Deductive and inductive reasoning both played an essential part in Freud's construction of psychoanalysis. In this paper, the author explores the happy marriage of empiricism and rationalism in Freud's use of deductive reasoning in the construction of psychoanalytic theory. To do this, the author considers three major amendments Freud made to his theory: (i) infant and childhood sexuality, (ii) the structural theory, and (iii) the theory of signal anxiety. Ultimately, the author argues for, and presents Freud as a proponent of, the epistemological position that he calls critical realism. © 2014 The Psychoanalytic Quarterly, Inc.
Having patterned the character of Sherlock Holmes after one of his professors, Sir Arthur Conan Doyle, himself a physician, incorporated many of the didactic qualities of the 19th century medical diagnostician into the character of Holmes. In this paper I explore Holmes's techniques of deductive reasoning and their basis in 19th and 20th century medical diagnostics. PMID:3887762
Having patterned the character of Sherlock Holmes after one of his professors, Sir Arthur Conan Doyle, himself a physician, incorporated many of the didactic qualities of the 19th century medical diagnostician into the character of Holmes. In this paper I explore Holmes's techniques of deductive reasoning and their basis in 19th and 20th century medical diagnostics.
Lawson, Anton E.
A long-standing and continuing controversy exists regarding the role of induction and deduction in reasoning and in scientific inquiry. Given the inherent difficulty in reconstructing reasoning patterns based on personal and historical accounts, evidence about the nature of human reasoning in scientific inquiry has been sought from a controlled experiment designed to identify the role played by enumerative induction and deduction in cognition as well as from the relatively new field of neural modeling. Both experimental results and the neurological models imply that induction across a limited set of observations plays no role in task performance and in reasoning. Therefore, support has been obtained for Popper's hypothesis that enumerative induction does not exist as a psychological process. Instead, people appear to process information in terms of increasingly abstract cycles of hypothetico-deductive reasoning. Consequently, science instruction should provide students with opportunities to generate and test increasingly complex and abstract hypotheses and theories in a hypothetico-deductive manner. In this way students can be expected to become increasingly conscious of their underlying hypothetico-deductive thought processes, increasingly skilled in their application, and hence increasingly scientifically literate.
Pélissier, Marie-Claude; O'Connor, Kieron P
This study tested the hypothesis that people with obsessive-compulsive disorder (OCD) show an inductive reasoning style distinct from people with generalized anxiety disorder (GAD) and from participants in a non-anxious (NA) control group. The experimental procedure consisted of administering a range of six deductive and inductive tasks and a probabilistic task in order to compare reasoning processes between groups. Recruitment was in the Montreal area within a French-speaking population. The participants were 12 people with OCD, 12 NA controls and 10 people with GAD. Participants completed a series of written and oral reasoning tasks including the Wason Selection Task, a Bayesian probability task and other inductive tasks, designed by the authors. There were no differences between groups in deductive reasoning. On an inductive "bridging task", the participants with OCD always took longer than the NA control and GAD groups to infer a link between two statements and to elaborate on this possible link. The OCD group alone showed a significant decrease in their degree of conviction about an arbitrary statement after inductively generating reasons to support this statement. Differences in probabilistic reasoning replicated those of previous authors. The results pinpoint the importance of examining inference processes in people with OCD in order to further refine the clinical applications of behavioural-cognitive therapy for this disorder.
Faiciuc, Lucia E
The majority of the existing theories explaining deductive reasoning could be included in a classic computationalist approach of the cognitive processes. In fact, deductive reasoning could be seen to be the pinnacle of the symbolic computationalism, its last fortress to be defended in the face of new, dynamic, and ecological perspectives over cognition. But are there weak points in that position regarding deductive reasoning? What would be the reasons for which new perspectives could gain in credibility? What could be their most important tenets? The answers given to those questions in the paper include two main points. The first one is that the present empirical data could not sustain unambiguously one view over the other, that they are obtained in artificial experimental conditions, and that there are data that are not easily explainable using the traditional computationalist paradigm. The second one is that approaching the deductive reasoning from dynamic and ecological perspectives could have significant advantages. The most obvious one is the possibility to integrate more easily the research regarding the deductive reasoning with the results obtained in other domains of the psychology (especially in what respects the lower cognitive processes), in artificial intelligence or in neurophysiology. The reasons for that would be that such perspectives, as they are sketched in the paper, would imply, essentially, processes of second-order pattern formation and recognition (as it is the case for perception), embodied cognition, and dynamic processes as the brain ones are.
Caparos, Serge; Blanchette, Isabelle
Emotional content can have either a deleterious or a beneficial impact on logicality. Using standard deductive-reasoning tasks, we tested the hypothesis that the interplay of two factors - personal relevance and arousal - determines the nature of the effect of emotional content on logicality. Arousal was assessed using measures of skin conductance. Personal relevance was manipulated by asking participants to reason about semantic contents linked to an emotional event that they had experienced or not. Findings showed that (1) personal relevance exerts a positive effect on logicality while arousal exerts a negative effect, and that (2) these effects are independent of each other.
Goel, Vinod; Dolan, Raymond J
While inductive and deductive reasoning are considered distinct logical and psychological processes, little is known about their respective neural basis. To address this issue we scanned 16 subjects with fMRI, using an event-related design, while they engaged in inductive and deductive reasoning tasks. Both types of reasoning were characterized by activation of left lateral prefrontal and bilateral dorsal frontal, parietal, and occipital cortices. Neural responses unique to each type of reasoning determined from the Reasoning Type (deduction and induction) by Task (reasoning and baseline) interaction indicated greater involvement of left inferior frontal gyrus (BA 44) in deduction than induction, while left dorsolateral (BA 8/9) prefrontal gyrus showed greater activity during induction than deduction. This pattern suggests a dissociation within prefrontal cortex for deductive and inductive reasoning.
Rotello, Caren M.; Heit, Evan
In an effort to assess models of inductive reasoning and deductive reasoning, the authors, in 3 experiments, examined the effects of argument length and logical validity on evaluation of arguments. In Experiments 1a and 1b, participants were given either induction or deduction instructions for a common set of stimuli. Two distinct effects were…
Wong, Regine; Niu, Weihua
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed…
Hayes, Brett K; Stephens, Rachel G; Ngo, Jeremy; Dunn, John C
Three-experiments examined the number of qualitatively different processing dimensions needed to account for inductive and deductive reasoning. In each study, participants were presented with arguments that varied in logical validity and consistency with background knowledge (believability), and evaluated them according to deductive criteria (whether the conclusion was necessarily true given the premises) or inductive criteria (whether the conclusion was plausible given the premises). We examined factors including working memory load (Experiments 1 and 2), individual working memory capacity (Experiments 1 and 2), and decision time (Experiment 3), which according to dual-processing theories, modulate the contribution of heuristic and analytic processes to reasoning. A number of empirical dissociations were found. Argument validity affected deduction more than induction. Argument believability affected induction more than deduction. Lower working memory capacity reduced sensitivity to argument validity and increased sensitivity to argument believability, especially under induction instructions. Reduced decision time led to decreased sensitivity to argument validity. State-trace analyses of each experiment, however, found that only a single underlying dimension was required to explain patterns of inductive and deductive judgments. These results show that the dissociations, which have traditionally been seen as supporting dual-processing models of reasoning, are consistent with a single-process model that assumes a common evidentiary scale for induction and deduction. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Kurbel, Sven; Mihaljević, Slobodan
Clinical trial results are often interpreted by inductive reasoning, in a trial design-limited manner, directed toward modifications of the current clinical practice. Deductive reasoning is an alternative in which results of relevant trials are combined in indisputable premises that lead to a conclusion easily testable in future trials. © 2017 WILEY Periodicals, Inc.
The responsibility to promote the growth of deductive reasoning ability of school students through learning mathematics is in the hand of mathematics teachers and particularly primary school mathematics teachers. However, how we can make sure whether teachers are able to do so. To investigate this issue, we conducted a three-step of an exploratory survey study. First, we designed tasks from the Varignon’s theorem. Second, we administered an individual written test involving twenty master students of primary education program, in which they are prospective of and primary school mathematics teachers. Finally, we address the results in the light of Van Hiele theory. The results showed that participated students lack of deductive reasoning ability in the context of geometry. For further research, we wonder whether the designed tasks are also applicable to assess student deductive reasoning ability if the students have acquired appropriate teaching.
Koenig, Cynthia S; Platt, Richard D; Griggs, Richard A
Using the analogical transfer paradigm, the present study investigated the competing explanations of Girotto and Legrenzi (Psychological Research 51: 129-135, 1993) and Griggs, Platt, Newstead, and Jackson (Thinking and Reasoning 4: 1-14, 1998) for facilitation on the SARS version of the THOG problem, a hypothetico-deductive reasoning task. Girotto and Legrenzi argue that facilitation is based on logical analysis of the task [System 2 reasoning in Evans's (Trends in Cognitive Sciences 7: 454-459, 2003) dual-process account of reasoning] while Griggs et al. maintain that facilitation is due to an attentional heuristic produced by the wording of the problem (System 1 reasoning). If Girotto and Legrenzi are correct, then System 2 reasoning, which is volitional and responsible for deductive reasoning, should be elicited, and participants should comprehend the solution principle of the THOG task and exhibit analogical transfer. However, if Griggs et al. are correct, then System 1 reasoning, which is responsible for heuristic problem solving strategies such as an attentional heuristic, should occur, and participants should not abstract the solution principle and transfer should not occur. Significant facilitation (68 and 82% correct) was only observed for the two SARS source problems, but significant analogical transfer did not occur. This lack of transfer suggests that System 1 reasoning was responsible for the facilitation observed in the SARS problem, supporting Griggs et al.'s attentional heuristic explanation. The present results also underscore the explanatory value of using analogical transfer rather than facilitation as the criterion for problem understanding.
Vroling, Maartje S.; de Jong, Peter J.
This study investigated the relationship between belief bias and fear of negative evaluation. Belief bias refers to a bias in deductive reasoning that acts to confirm rather than falsify prior beliefs. Participants (N = 52) with varying levels of fear of negative evaluation completed a belief bias
Majdik, Zoltan P.; Platt, Carrie Anne; Meister, Mark
This paper explores the rhetorical basis of a major paradigm change in meteorology, from a focus on inductive observation to deductive, mathematical reasoning. Analysis of Cleveland Abbe's "The Physical Basis of Long-Range Weather Forecasts" demonstrates how in his advocacy for a new paradigm, Abbe navigates the tension between piety to tradition…
Mozzer, Nilmara Braga; Justi, Rosária
Analogies can play a relevant role in students' learning. However, for the effective use of analogies, teachers should not only have a well-prepared repertoire of validated analogies, which could serve as bridges between the students' prior knowledge and the scientific knowledge they desire them to understand, but also know how to introduce analogies in their lessons. Both aspects have been discussed in the literature in the last few decades. However, almost nothing is known about how teachers draw their own analogies for instructional purposes or, in other words, about how they reason analogically when planning and conducting teaching. This is the focus of this paper. Six secondary teachers were individually interviewed; the aim was to characterize how they perform each of the analogical reasoning subprocesses, as well as to identify their views on analogies and their use in science teaching. The results were analyzed by considering elements of both theories about analogical reasoning: the structural mapping proposed by Gentner and the analogical mechanism described by Vosniadou. A comprehensive discussion of our results makes it evident that teachers' content knowledge on scientific topics and on analogies as well as their pedagogical content knowledge on the use of analogies influence all their analogical reasoning subprocesses. Our results also point to the need for improving teachers' knowledge about analogies and their ability to perform analogical reasoning.
Stephens, Rachel G; Dunn, John C; Hayes, Brett K
Single-process accounts of reasoning propose that the same cognitive mechanisms underlie inductive and deductive inferences. In contrast, dual-process accounts propose that these inferences depend upon 2 qualitatively different mechanisms. To distinguish between these accounts, we derived a set of single-process and dual-process models based on an overarching signal detection framework. We then used signed difference analysis to test each model against data from an argument evaluation task, in which induction and deduction judgments are elicited for sets of valid and invalid arguments. Three data sets were analyzed: data from Singmann and Klauer (2011), a database of argument evaluation studies, and the results of an experiment designed to test model predictions. Of the large set of testable models, we found that almost all could be rejected, including all 2-dimensional models. The only testable model able to account for all 3 data sets was a model with 1 dimension of argument strength and independent decision criteria for induction and deduction judgments. We conclude that despite the popularity of dual-process accounts, current results from the argument evaluation task are best explained by a single-process account that incorporates separate decision thresholds for inductive and deductive inferences. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Ju, Hyunjung; Choi, Ikseon
One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students' clinical reasoning--hypothetico-deductive reasoning (HDR) in particular--through small group discussions. However, few studies have focused on explicit strategies for promoting students' HDR during group discussions in PBL. This paper…
Stenning, K.; van Lambalgen, M.
In Human Reasoning and Cognitive Science, Keith Stenning and Michiel van Lambalgen—a cognitive scientist and a logician—argue for the indispensability of modern mathematical logic to the study of human reasoning. Logic and cognition were once closely connected, they write, but were "divorced" in the
Full Text Available As geographic information interoperability and sharing developing, more and more interoperable OGC (open geospatial consortium Web services (OWS are generated and published through the internet. These services can facilitate the integration of different scientific applications by searching, finding, and utilizing the large number of scientific data and Web services. However, these services are widely dispersed and hard to be found and utilized with executive semantic retrieval. This is especially true when considering the weak semantic description of geographic information service data. Focusing on semantic retrieval and reasoning of the distributed OWS resources, a deductive and semantic reasoning method is proposed to describe and search relevant OWS resources. Specifically, ①description words are extracted from OWS metadata file to generate GISe ontology-database and instance-database based on geographic ontology according to basic geographic elements category, ②a description words reduction model is put forward to implement knowledge reduction on GISe instance-database based on rough set theory and generate optimized instances database, ③utilizing GISe ontology-database and optimized instance-database to implement semantic inference and reasoning of geographic searching objects is used as an example to demonstrate the efficiency, feasibility and recall ration of the proposed description-word-based reduction model.
Lee, Han Su; Park, Jongwon
Finding out about and then understanding the forces acting on a moving object, based on a description of the change in motion of this object, is an important part of the conceptual understanding of Newton's law of motion. Using Hempel's deductive-normative model for scientific explanation, we developed a deductive explanation task (DET),…
The expert systems development within a real time context, requires both to master the necessary reasoning about the time as well as to master the necessary response time for reasoning. Although rigorous temporal logic formalisms exist, strategies for temporal reasoning are either incomplete or else imply unacceptable response times. The first part presents the logic formalism upon which is based the production system. This formalism contains a three-valued logic system with truth-valued matrix, and a deductive system with a formal system. It does a rigorous work for this no standard logic, where the notions of consistency and completeness can be studied. Its development supports itself on the will to formalise the reasoning used at the elaboration time of the strategies to make them more explicit as the natural deduction method. The second part proposes an extension for the source logic formalism to take explicitly the time into account. The approach proposed through 'TANIS', the prototype of such an expert system shell, using a natural reasoning application is proposed. It allows, at the generation time, the implementation within the expert system, of an adapted deduction strategy to the symbolic temporal reasoning which is complete and ease the determination of the response time. (author) [fr
MANAGEMENT OF AN ATYPICAL ANKLE SPRAIN PATIENT THROUGH HYPOTHETICO DEDUCTIVE REASONING MODEL OF CLINICAL REASONING IMPLEMENTED BY INTERNATIONAL CLASSIFICATION OF FUNCTIONING DISABILITY AND HEALTH A CASE STUDY
Mohammad Habibur Rahman
Full Text Available Background: Clinical reasoning is a process by which physiotherapists interacted with patients, their family and other health- care professionals. It is the thinking process that professionals tend to apply in clinical practice. Given that novice as well as expert practitioners prefer to go through some steps while they were dealing with unfamiliar cases. This process is known as hypothetico deductive reasoning. This reasoning approach involved the generation of hypothesis based on clinical data and knowledge and testing of hypothesis through further inquiry. We are expert in musculoskeletal physiotherapy treatment and favoring the atypical history of patient we went through step by step from assessment to discharge Methods: A case based study through hypothetico deductive reasoning model of clinical reasoning. The objective of the study was to investigate the physiotherapy management strategies of an atypical ankle sprain patient through hypothetico deductive reasoning which comprised of cue acquisition, hypothesis generation, cue interpretation and hypothesis evaluation by implementing International Classification of Functioning, Disability and Health (ICF. Results: The patient responded well to treatment as patient reported that 100% swelling decreased, could bear more weight (95% on foot, decrease pain (1 cm on 10 cm VAS scale, improved muscle strength by manual muscle testing by grade V in ankle planter flexors (PF as well as dorsiflexors (DF, invertors as well as evertors and the functional status of patient was improved by 80% according to lower extremity functional scale. Conclusion: Clinical reasoning is an important approach in physiotherapy. It helps the practitioners in decision making and choosing the best alternative options for the well being of patients. We think it is necessary for all practitioners to have sound propositional and non-propositional knowledge in order to provide effective management protocol for patients focusing
Tsujii, Takeo; Sakatani, Kaoru; Masuda, Sayako; Akiyama, Takekazu; Watanabe, Shigeru
This study used off-line repetitive transcranial magnetic stimulation (rTMS) to examine the roles of the superior parietal lobule (SPL) and inferior frontal gyrus (IFG) in a deductive reasoning task. Subjects performed a categorical syllogistic reasoning task involving congruent, incongruent, and abstract trials. Twenty four subjects received magnetic stimulation to the SPL region prior to the task. In the other 24 subjects, TMS was administered to the IFG region before the task. Stimulation lasted for 10min, with an inter-pulse frequency of 1Hz. We found that bilateral SPL (Brodmann area (BA) 7) stimulation disrupted performance on abstract and incongruent reasoning. Left IFG (BA 45) stimulation impaired congruent reasoning performance while paradoxically facilitating incongruent reasoning performance. This resulted in the elimination of the belief-bias. In contrast, right IFG stimulation only impaired incongruent reasoning performance, thus enhancing the belief-bias effect. These findings are largely consistent with the dual-process theory of reasoning, which proposes the existence of two different human reasoning systems: a belief-based heuristic system; and a logic-based analytic system. The present findings suggest that the left language-related IFG (BA 45) may correspond to the heuristic system, while bilateral SPL may underlie the analytic system. The right IFG may play a role in blocking the belief-based heuristic system for solving incongruent reasoning trials. This study could offer an insight about functional roles of distributed brain systems in human deductive reasoning by utilizing the rTMS approach. Copyright © 2011 Elsevier Inc. All rights reserved.
Bilica, Kim; Flores, Margaret
Middle school students make great learning gains when they participate in lessons that invite them to practice their developing scientific reasoning skills; however, designing developmentally appropriate, clear, and structured lessons about scientific thinking and reasoning can be difficult. This challenge can be met through lessons that teach…
Barkl, Sophie; Porter, Amy; Ginns, Paul
Inductive reasoning is a core cognitive process of fluid intelligence, predicting a variety of educational outcomes. The Cognitive Training for Children (CTC) program is an educational intervention designed to develop children's inductive reasoning skills, with previous investigations finding substantial effects of the program on both inductive…
Wanko, Jeffrey J.
To help fifth- through eighth-grade students develop their deductive reasoning skills, the author used a ten-week supplementary curriculum so that students could answer logic questions. The curriculum, a series of lessons built around language-independent logic puzzles, has been used in classrooms of fifth through eighth grades. In most cases,…
Brunetti, M; Perrucci, M G; Di Naccio, M R; Ferretti, A; Del Gratta, C; Casadio, C; Romani, G L
In the literature concerning the study of emotional effect on cognition, several researches highlight the mechanisms of reasoning ability and the influence of emotions on this ability. However, up to now, no neuroimaging study was specifically devised to directly compare the influence on reasoning performance of visual task-unrelated with semantic task-related emotional information. In the present functional fMRI study, we devised a novel paradigm in which emotionally negative vs. neutral visual stimuli (context) were used as primes, followed by syllogisms composed of propositions with emotionally negative vs. neutral contents respectively. Participants, in the MR scanner, were asked to assess the logical validity of the syllogisms. We have therefore manipulated the emotional state and arousal induced by the visual prime as well as the emotional interference exerted by the syllogism content. fMRI data indicated a medial prefrontal cortex deactivation and lateral/dorsolateral prefrontal cortex activation in conditions with negative context. Furthermore, a lateral/dorsolateral prefrontal cortex modulation caused by syllogism content was observed. Finally, behavioral data confirmed the influence of emotional task-related stimuli on reasoning ability, since the performance was worse in conditions with syllogisms involving negative emotions. Therefore, on the basis of these data, we conclude that emotional states can impair the performance in reasoning tasks by means of the delayed general reactivity, whereas the emotional content of the target may require a larger amount of top-down resources to be processed. Copyright © 2014 Elsevier Inc. All rights reserved.
Hackling, Mark; Sherriff, Barbara
Language is critical in the mediation of scientific reasoning, higher-order thinking and the development of scientific literacy. This study investigated how an exemplary primary science teacher scaffolds and supports students' reasoning during a Year 4 materials unit. Lessons captured on video, teacher and student interviews and micro-ethnographic…
accordingly suggest a way to integrate probability and deduction. The nature of deductive reasoning To be rational is to be able to make deductions...3–6] and they underlie mathematics, science, and tech- nology [7–10]. Plato claimed that emotions upset reason- ing. However, individuals in the grip...fundamental to human rationality . So, if counterexamples to its principal predictions occur, the theory will at least explain its own refutation
Nearly half of all graduate students majoring in various disciplines of science today are women, yet men still predominate the faculty makeup at most universities and research institutions. This issue was discussed at length last year in the journal Science and also in the Chemical Engineering News (the ACS weekly publication magazine). The question is: why do so many women decide to major in science but not to pursue a career in science? Over the years I have seen highly capable women quit science for two main reasons. First, intimidation that can be very difficult to deal with when someone is just starting a career in science. Thus, I encourage young women to make a sincere effort to surround themselves with colleagues who are both knowledgeable and considerate. Keep in my mind that you have a choice to choose your future collaborators, so make some smart choices early on and throughout your career. Second, is the need to balance the demands of work with those of family life. Personally, I don't believe a tenure system is fair to young women who wish to have children during this appointment. The level of stress can be very high, which prevents women from applying to a position where they are given only a few short years to prove themselves. Also, try not to make a radical decision (i.e. quit science) if you are too stressed. Talk to more senior women in the field to learn how to better deal with your stress. After all a career in science has many ups and downs, and to survive, one needs to balance the good and bad days. In this talk I will address the questions outlined in the announcement as they relate to me. Overall, my advice to young women who are just starting their scientific careers is to celebrate your accomplishments and learn from your mistakes.
Topcu, Mustafa Sami; Yilmaz-Tuzun, Ozgul; Sadler, Troy D.
The purpose of the study is to explore Turkish preservice science teachers' informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The researchers engaged 39 preservice science teachers in informal reasoning interview and moral decision-making interview protocols. Of the seven socioscientific…
Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.
The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988
This review brings together the literature that pertains to the role of relational reasoning, or the ability to discern meaningful patterns within any stream of information, in the mental work of scientists, medical doctors, and engineers. Existing studies that measure four forms of relational reasoning--analogy, anomaly, antinomy, and…
Libarkin, Julie C.; Schneps, Matthew H.
We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a…
Topçu, Mustafa Sami; Yılmaz-Tüzün, Özgül; Sadler, Troy D.
The purpose of the study is to explore Turkish preservice science teachers' informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The researchers engaged 39 preservice science teachers in informal reasoning interview and moral decision-making interview protocols. Of the seven socioscientific issues, three issues were related to gene therapy, another three were related to human cloning, and one was related to global warming. The data were analyzed using an interpretive qualitative research approach. The characteristic of informal reasoning was determined as multidimensional, and the patterns of informal reasoning emerged as rationalistic, emotive, and intuitive reasoning. The factors influencing informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns.
Haglund, Jesper; Jeppsson, Fredrik; Andersson, Johanna
This exploratory study in a classroom setting investigates first graders' (age 7-8 years, N = 25) ability to perform analogical reasoning and create their own analogies for two irreversible natural phenomena: mixing and heat transfer. We found that the children who contributed actively to a full-class discussion were consistently successful at…
Full Text Available As enhanced fronto-parietal network has been suggested to support reasoning ability of math-gifted adolescents, the main goal of this EEG source analysis is to investigate the temporal binding of the gamma-band (30-60Hz synchronization between frontal and parietal cortices in adolescents with exceptional mathematical ability, including the functional connectivity of gamma neurocognitive network, the temporal dynamics of fronto-parietal network (phase-locking durations and network lability in time domain, and the self-organized criticality of synchronizing oscillation. Compared with the average-ability subjects, the math-gifted adolescents show a highly integrated fronto-parietal network due to distant gamma phase-locking oscillations, which is indicated by lower modularity of the global network topology, more connector bridges between the frontal and parietal cortices and less connector hubs in the sensorimotor cortex. The time-domain analysis finds that, while maintaining more stable phase dynamics of the fronto-parietal coupling, the math-gifted adolescents are characterized by more extensive fronto-parietal connection reconfiguration. The results from sample fitting in the power-law model further find that the phase-locking durations in the math-gifted brain abides by a wider interval of the power-law distribution. This phase-lock distribution mechanism could represent a relatively optimized pattern for the functional binding of frontal-parietal network, which underlies stable fronto-parietal connectivity and increases flexibility of timely network reconfiguration.
Mayes, Robert Lee; Forrester, Jennifer Harris; Christus, Jennifer Schuttlefield; Peterson, Franziska Isabel; Bonilla, Rachel; Yestness, Nissa
The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression was created with three progress variables: quantification act, quantitative interpretation, and quantitative modeling. An iterative research design was used as it…
Lawson, Anton E.
Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important advanced reasoning schemata are linked by these processes and should be made a part of science instruction designed to improve students' reasoning abilities.Concerning students' development and use of formal reasoning, Linn (1982) calls for research into practical issues such as the roles of task-specific knowledge and individual differences in performance, roles not emphasized by Piaget in his theory and research. From a science teacher's point of view, this is good advice. Accordingly, this article will expand upon some of the issues raised by Linn in a discussion of the nature of advanced reasoning which attempts to reconcile the apparent contradiction between students' differential use of advanced reasoning schemata in varying contexts with the notion of a general stage of formal thought. Two key questions will be discussed: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? The underlying assumption of the present discussion is that, among other things, science instruction should concern itself with the improvement of students' reasoning abilities (cf. Arons, 1976; Arons & Karplus, 1976; Bady, 1979; Bauman, 1976; Educational Policies Commission, 1966; Herron, 1978; Karplus, 1979; Kohlberg & Mayer, 1972; Moshman & Thompson, 1981; Lawson, 1979; Levine & linn, 1977; Pallrand, 1977; Renner & Lawson, 1973; Sayre & Ball, 1975; Schneider & Renner, 1980; Wollman, 1978). The questions are of interest because to
Robert L. Mayes
Full Text Available Quantitative reasoning is a complex concept with many definitions and a diverse account in the literature. The purpose of this article is to establish a working definition of quantitative reasoning within the context of science, construct a quantitative reasoning framework, and summarize research on key components in that framework. Context underlies all quantitative reasoning; for this review, environmental science serves as the context.In the framework, we identify four components of quantitative reasoning: the quantification act, quantitative literacy, quantitative interpretation of a model, and quantitative modeling. Within each of these components, the framework provides elements that comprise the four components. The quantification act includes the elements of variable identification, communication, context, and variation. Quantitative literacy includes the elements of numeracy, measurement, proportional reasoning, and basic probability/statistics. Quantitative interpretation includes the elements of representations, science diagrams, statistics and probability, and logarithmic scales. Quantitative modeling includes the elements of logic, problem solving, modeling, and inference. A brief comparison of the quantitative reasoning framework with the AAC&U Quantitative Literacy VALUE rubric is presented, demonstrating a mapping of the components and illustrating differences in structure. The framework serves as a precursor for a quantitative reasoning learning progression which is currently under development.
Waldrip, Bruce; Prain, Vaughan
Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.
Karahan, Engin; Roehrig, Gillian
Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in Journal of Research in Science Teaching 41:513-536, 2004; Zeidler et al. in Journal of Research in Science Teaching 46:74-101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments (Sadler in Journal of Research in Science Teaching 41:513-536, 2004). Lee and Witz (International Journal of Science Education 31:931-960, 2009) highlighted the need for detailed case studies that would focus on how students respond to teachers' practices of teaching SSI. This study presents case studies that investigated the development of secondary school students' science understanding and their socioscientific reasoning within SSI-based learning environments. A multiple case study with embedded units of analysis was implemented for this research because of the contextual differences for each case. The findings of the study revealed that students' understanding of science, including scientific method, social and cultural influences on science, and scientific bias, was strongly influenced by their experiences in SSI-based learning environments. Furthermore, multidimensional SSI-based science classes resulted in students having multiple reasoning modes, such as ethical and economic reasoning, compared to data-driven SSI-based science classes. In addition to portraying how participants presented complexity, perspectives, inquiry, and skepticism as aspects of socioscientific reasoning (Sadler et al. in Research in Science Education 37:371-391, 2007), this study proposes the inclusion of three additional aspects for the socioscientific reasoning theoretical construct: (1) identification of social domains affecting the SSI, (2) using cost and benefit analysis for evaluation of claims, and (3) understanding that SSIs and scientific studies around them are context-bound.
Julie C. LIBARKIN
Full Text Available We report on interviews conducted with twenty-one elementary school children (grades 1-5 about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a wide array of earth science concepts, from rock formation to the Earth’s interior. We analyzed interview data primarily to determine whether or not young children are capable of inferring understanding of the past based on present-day observation (retrodictive reasoning in the context of Earth science. This work provides a basis from which curricula for teaching earth and environmental sciences can emerge, and suggests that new studies into the retrodictive reasoning abilities of young children are needed, including curricula that encourage inference of the past from modern observations.
Piburn, Michael D.
Students display a number of misconceptions when asked to reason about logical propositions. Rather than being random, these misconceptions are stereotypic, and relate to age, ability, and success in science. The grades in science achieved by tenth-grade general science students from two parochial single-sex schools in Australia correlated with their scores on the Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the biconditional and implication, higher on the disjunction, and highest on the conjunction. Success in science was predicted most strongly by the disjunction and biconditional subtests. Knowledge of the way in which a person reasons about logical propositions provides additional insights into the transformations information is subjected to as it is integrated into mental schemata.
Markovits, Henry; Brisson, Janie; de Chantal, Pier-Luc
One of the major debates concerning the nature of inferential reasoning is between counterexample-based theories such as mental model theory and probabilistic theories. This study looks at conclusion updating after the addition of statistical information to examine the hypothesis that deductive reasoning cannot be explained by probabilistic…
Remigio, Krisette B.; Yangco, Rosanelia T.; Espinosa, Allen A.
The study examined the reasoning skills of first year high school students after learning general science concepts through analogies. Two intact heterogeneous sections were randomly assigned to Analogy-Enhanced Instruction (AEI) group and Non Analogy-Enhanced (NAEI) group. Various analogies were incorporated in the lessons of the AEI group for…
This book covers work written by leading scholars from different schools within the research area of paraconsistency. The authors critically investigate how contemporary paraconsistent logics can be used to better understand human reasoning in science and mathematics. Offering a variety of perspectives, they shed a new light on the question of whether paraconsistent logics can function as the underlying logics of inconsistent but useful scientific and mathematical theories. The great variety of paraconsistent logics gives rise to various, interrelated questions, such as what are the desiderata a paraconsistent logic should satisfy, is there prospect of a universal approach to paraconsistent reasoning with axiomatic theories, and to what extent is reasoning about sets structurally analogous to reasoning about truth. Furthermore, the authors consider paraconsistent logic’s status as either a normative or descriptive discipline (or one which falls in between) and which inconsistent but non-trivial axiomatic th...
Full Text Available BACKGROUND: As biologists increasingly rely upon computational tools, it is imperative that they be able to appropriately apply these tools and clearly understand the methods the tools employ. Such tools must have access to all the relevant data and knowledge and, in some sense, "understand" biology so that they can serve biologists' goals appropriately and "explain" in biological terms how results are computed. METHODOLOGY/PRINCIPAL FINDINGS: We describe a deduction-based approach to biocomputation that semiautomatically combines knowledge, software, and data to satisfy goals expressed in a high-level biological language. The approach is implemented in an open source web-based biocomputing platform called BioDeducta, which combines SRI's SNARK theorem prover with the BioBike interactive integrated knowledge base. The biologist/user expresses a high-level conjecture, representing a biocomputational goal query, without indicating how this goal is to be achieved. A subject domain theory, represented in SNARK's logical language, transforms the terms in the conjecture into capabilities of the available resources and the background knowledge necessary to link them together. If the subject domain theory enables SNARK to prove the conjecture--that is, to find paths between the goal and BioBike resources--then the resulting proofs represent solutions to the conjecture/query. Such proofs provide provenance for each result, indicating in detail how they were computed. We demonstrate BioDeducta by showing how it can approximately replicate a previously published analysis of genes involved in the adaptation of cyanobacteria to different light niches. CONCLUSIONS/SIGNIFICANCE: Through the use of automated deduction guided by a biological subject domain theory, this work is a step towards enabling biologists to conveniently and efficiently marshal integrated knowledge, data, and computational tools toward resolving complex biological queries.
What makes a good experiment? Although experimental evidence plays an essential role in science, as Franklin argues, there is no algorithm or simple set of criteria for ranking or evaluating good experiments, and therefore no definitive answer to the question. Experiments can, in fact, be good in any number of ways: conceptually good, methodologically good, technically good, and pedagogically important. And perfection is not a requirement: even experiments with incorrect results can be good, though they must, he argues, be methodologically good, providing good reasons for belief in their results. Franklin revisits the same important question he posed in his 1981 article in the British Journal for the Philosophy of Science, when it was generally believed that the only significant role of experiment in science was to test theories. But experiments can actually play a lot of different roles in sciencethey can, for example, investigate a subject for which a theory does not exist, help to articulate an existing ...
Soare, Richard J.
Despite its ubiquity in planetary science, analogue-based reasoning largely has geomorphology and posit rules of use that facilitate the evaluation of Q y, I present four hypotheses concerning aeolian, fluvial and periglacial processes on Mars. Each of these hypotheses is evaluated in terms of the analogical rules presented. The fourth hypothesis is original to this thesis and suggests that a periglacial landscape comprising pingos and small-scale polygonal ground exists in an impact crater located in northwest Utopia Planitia.
Orban, Kristina; Ekelin, Maria; Edgren, Gudrun; Sandgren, Olof; Hovbrandt, Pia; Persson, Eva K
Outcome- or competency-based education is well established in medical and health sciences education. Curricula are based on courses where students develop their competences and assessment is also usually course-based. Clinical reasoning is an important competence, and the aim of this study was to monitor and describe students' progression in professional clinical reasoning skills during health sciences education using observations of group discussions following the case method. In this qualitative study students from three different health education programmes were observed while discussing clinical cases in a modified Harvard case method session. A rubric with four dimensions - problem-solving process, disciplinary knowledge, character of discussion and communication - was used as an observational tool to identify clinical reasoning. A deductive content analysis was performed. The results revealed the students' transition over time from reasoning based strictly on theoretical knowledge to reasoning ability characterized by clinical considerations and experiences. Students who were approaching the end of their education immediately identified the most important problem and then focused on this in their discussion. Practice knowledge increased over time, which was seen as progression in the use of professional language, concepts, terms and the use of prior clinical experience. The character of the discussion evolved from theoretical considerations early in the education to clinical reasoning in later years. Communication within the groups was supportive and conducted with a professional tone. Our observations revealed progression in several aspects of students' clinical reasoning skills on a group level in their discussions of clinical cases. We suggest that the case method can be a useful tool in assessing quality in health sciences education.
This book describes recent multidisciplinary research at the confluence of the fields of logic programming, database theory and human-computer interaction. The goal of this effort was to develop the basis of a deductive spreadsheet, a user productivity application that allows users without formal training in computer science to make decisions about generic data in the same simple way they currently use spreadsheets to make decisions about numerical data. The result is an elegant design supported by the most recent developments in the above disciplines.The first half of the book focuses on the
Popov, S V
The concept of natural deductions was investigated by the author in his analysis of the complexity of deductions in propositional computations (1975). Here some natural deduction systems are considered, and an analytical procedure proposed which results in a deduction diagram for each system. Each diagram takes the form of an orientated, charge graph, features of which can be used to establish the equivalence of classes of deductions. For each of the natural deduction systems considered, a system of equivalent transformation schemes is derived, which is complete with respect to the given definition of equivalence. 2 references.
Full Text Available Scientific inquiry is typically focused on particular questions about particular objects and properties. This leads to a multiplicity of models which, even when they draw on a single, consistent body of concepts and principles, often employ different methods and assumptions to model different systems. Pluralists have remarked on how scientists draw on different assumptions to model different systems, different aspects of systems and systems under different conditions and defended the value of distinct, incompatible models within science at any given time. (Cartwright, 1999; Chang, 2012 Paraconsistentists have proposed logical strategies to avoid trivialization when inconsistencies arise by a variety of means.(Batens, 2001; Brown, 1990; Brown, 2002 Here we examine how chunk and permeate, a simple approach to paraconsistent reasoning which avoids heterodox logic by confining commitments to separate contexts in which reasoning with them is taken to be reliable while allowing ‘permeation’ of some conclusions into other contexts, can help to systematize pluralistic reasoning across the boundaries of plural contexts, using regional climate models as an example.(Benham et al., 2014; Brown & Priest 2004, 2015 The result is a kind of unity for science—but a unity achieved by the constrained exchange of specified information between different contexts, rather than the closure of all commitments under some paraconsistent consequence relation.
Nossum, R.T. [Imperial College of Science, Technology and Medicine, London (United Kingdom)
We review the class of Semiotic Models put forward by Pospelov, as well as the Labelled Deductive Systems developed by Gabbay, and construct an embedding of Semiotic Models into Labelled Deductive Systems.
Full Text Available Background and Objectives: Annually, a large amount of fees that are paid by hospitals, will not be reimbursed as deductions by health insurance which imposes irreparable financial losses on hospitals. The purpose of this study was to determine the amount of deductions imposed on social security and health insurance`s bills and its causes related to inpatients in two hospitals affiliated with Tabriz University of Medical Sciences. Material and Methods: This was a cross-sectional study conducted in Alavi and Madani hospitals affiliated with Tabriz University of Medical Sciences by using 2015 data. Researcher-designed checklist was used for data collecting. According to population size, census method and random sampling were used in Alavi and Madani hospitals, respectively. Gathered data were analyzed through descriptive statistics assisted by Excel v.13 software. Results: In the studied hospitals, most of the deductions in the Alavi and Madani hospitals were related to charge of surgeon and angioplasty, respectively. Also, in Alavi Hospital among deductions factors, the most repeated one was extra application in contrary to determined tariffs. In both hospitals, the role of the human factor in cases of error cannot be denied. Extra applications, inaccuracy in registration costs and lack of knowledge of the approved insurance tariffs are the main important factors influential on the deduction. Conclusion: Due to high rates of preventable deductions in both hospitals and being given the multiplicity and variety of services offered at the health centers, establishing income monitoring unit in hospitals and use of experienced staff is inevitable.
Vendetti, Michael S.; Matlen, Bryan J.; Richland, Lindsey E.; Bunge, Silvia A.
Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must…
C. Daisy Nambikkai; Dr. A.Veliappan
The present study aims to find out the relationship between emotional intelligence and reasoning ability of the higher secondary students. Among the population, 724 samples of higher secondary students were selected randomly from Puducherry region. Findings of the study were i) significant difference is found between male and female higher secondary students in their reasoning ability in science on analogical reasoning, classification as reasoning, eclectic reasoning, deductive reasoning and ...
Löwe, B.; Pacuit, E.; Romeijn, J.W.
Probabilistic methods are increasingly becoming an important tool in a variety of disciplines including computer science, mathematics, artificial intelligence, epistemology, game and decision theory and linguistics. In addition to the discussion on applications of probabilistic methods there is an
Matthew H. Schneps; Julie C. Libarkin
We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a wide array of earth science concepts, from rock formation to the Earth’s interior. We analyzed interview data primarily to determine whether or not ...
The book provides an in-depth and uniform treatment of a mathematical model for reasoning robotic agents. The book also contains an introduction to a programming method and system based on this model. The mathematical model, known as the "Fluent Calculus,'' describes how to use classical first-order logic to set up symbolic models of dynamic worlds and to represent knowledge of actions and their effects. Robotic agents use this knowledge and their reasoning facilities to make decisions when following high-level, long-term strategies. The book covers the issues of reasoning about sensor input, acting under incomplete knowledge and uncertainty, planning, intelligent troubleshooting, and many other topics. The mathematical model is supplemented by a programming method which allows readers to design their own reasoning robotic agents. The usage of this method, called "FLUX,'' is illustrated by many example programs. The book includes the details of an implementation of FLUX using the standard programming language...
Karahan, Engin; Roehrig, Gillian
Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in "Journal of Research in Science Teaching" 41:513-536, 2004; Zeidler et al. in "Journal of Research in Science Teaching" 46:74-101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments…
Porter, John R; Wollenweber, Bernd
In this chapter, we wish to reflect on some of the issues we see as affecting our work, how we see the ethos of our research institutions changing, the role of science in an age in which ‘experts’ are seen as an unnecessary luxury who stand in the way of popular and populist movements but in which......, at the same time, people crave the products invented, developed and produced by such ‘experts’. We take a structured approach that uses the norms of science defined by the social scientist Robert Merton (the so-called Mertonian norms) and examine how each of them is affected by the current climate for science...
Steinberg, Richard; Cormier, Sebastien
This study reports on a content course for science immersion teacher candidates that emphasized authentic practice of science and thinking scientifically in the context of introductory astrophysics. We explore how 122 science teacher candidates spanning three cohorts did and did not reason scientifically and how this evolved in our program. Our…
Waldrip, Bruce; Prain, Vaughan
Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…
Dudczak, Craig A.
At least some of the reasoning processes involved in argumentation rely on inferences which do not fit within the traditional categories of inductive or deductive reasoning. The reasoning processes involved in plausibility judgments have neither the formal certainty of deduction nor the imputed statistical probability of induction. When utilizing…
Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning.
Ju, Hyunjung; Choi, Ikseon; Yoon, Bo Young
Hypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students' argumentation according to each phase of HDR in PBL. Participants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated. During small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments. The results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students' arguments in PBL, including promoting students' comprehension of the structure of argumentation for HDR processes and questioning.
... 26 Internal Revenue 2 2010-04-01 2010-04-01 false When depreciation deduction is allowable. 1.167... Corporations § 1.167(a)-10 When depreciation deduction is allowable. (a) A taxpayer should deduct the proper depreciation allowance each year and may not increase his depreciation allowances in later years by reason of...
May, David B.; Hammer, David; Roy, Patricia
Expert scientific inquiry involves the generation and use of analogies. How and when students might develop this aspect of expertise has implications for understanding how and when instruction might facilitate that development. In a study of K-8 student inquiry in physical science, we are examining cases of spontaneous analogy generation. In the case we present here, a third-grader generates an analogy and modifies it to reconcile his classmates' counterarguments, allowing us to identify in these third-graders specific aspects of nascent expertise in analogy use. Promoting abilities and inclinations such as these children display requires that educators recognize and respond to them.
Parusniková, Zuzana; Agassi, J.
Roč. 24, č. 4 (2017), s. 526-545 ISSN 1335-0668 Institutional support: RVO:67985955 Keywords : Joseph Agassi * interview Subject RIV: AA - Philosophy ; Religion http://klemens.sav.sk/fiusav/organon/?q=sk/reason- science -criticism
Jeong, T H
Display holography holds a distinction that makes it appealing to a wide audience. It can be appreciated at a deep level by people of all ages and in all fields of endeavor. It provides a unique opportunity for us to gather in an intimate location to learn, enjoy, and enlighten one another. This paper offers demonstrations to explore the relationships between art and science, esthetics and mathematics, and the dualities that exist in nature. On the practical level, a visual model for deep understanding of holography and a proposal for 'making holograms that sell' will be presented. In writing this article, the author acknowledges the fact that for this symposium, a Proceeding will be published as well as a set of audio-visual recordings. With that in mind, this article represents largely the printable contents, leaving the audio-visual part as 'performance' to be electronically recorded.
Mathematics and its relation to the physical universe have been the topic of speculation since the days of Pythagoras. Several different views of the nature of mathematics have been considered: Realism—mathematics exists and is discovered; Logicism—all mathematics may be deduced through pure logic; Formalism—mathematics is just the manipulation of formulas and rules invented for the purpose; Intuitionism—mathematics comprises mental constructs governed by self evident rules. The debate among the several schools has major importance in understanding what Eugene Wigner called, The Unreasonable Effectiveness of Mathematics in the Natural Sciences. In return, this `Unreasonable Effectiveness' suggests a possible resolution of the debate in favor of Realism. The crucial element is the extraordinary predictive capacity of mathematical structures descriptive of physical theories.
Full Text Available This study aims to determine students’ decision making strategy to answer TIMSS science reasoning test in cognitive reasoning domain. This research is quantitative descriptive research. The result shows that students tend to use compensatory strategy for decision making in solving multiple-choice questions and use rational category to answer essay questions. The result shows that more than half of students have been able to answer the questions TIMSS science tests correctly.
Fanetti, Tina M.
As the world continues to rapidly change, students are faced with the need to develop flexible skills, such as science reasoning that will help them thrive in the new knowledge economy. Prensky (2001), Gee (2003), and Van Eck (2007) have all suggested that the way to engage learners and teach them the necessary skills is through digital games, but empirical studies focusing on popular games are scant. One way digital games, especially video games, could potentially be useful if there were a flexible and inexpensive method a student could use at their convenience to improve selected science reasoning skills. Problem-solving video games, which require the use of reasoning and problem solving to answer a variety of cognitive challenges could be a promising method to improve selected science reasoning skills. Using think-aloud protocols and interviews, a qualitative study was carried out with a small sample of college students to examine what impact two popular video games, Professor Layton and the Curious Village and Professor Layton and the Diabolical Box, had on specific science reasoning skills. The subject classified as an expert in both gaming and reasoning tended to use more higher order thinking and reasoning skills than the novice reasoners. Based on the assessments, the science reasoning of college students did not improve during the course of game play. Similar to earlier studies, students tended to use trial and error as their primary method of solving the various puzzles in the game and additionally did not recognize when to use the appropriate reasoning skill to solve a puzzle, such as proportional reasoning.
Dimitriyadis, I.; Öney, Ü. N.
This study is an extension to a simulation study that has been developed to determine ruin probabilities in health insurance. The study concentrates on inpatient and outpatient benefits for customers of varying age bands. Loss distributions are modelled through the Allianz tool pack for different classes of insureds. Premiums at different levels of deductibles are derived in the simulation and ruin probabilities are computed assuming a linear loading on the premium. The increase in the probability of ruin at high levels of the deductible clearly shows the insufficiency of proportional loading in deductible premiums. The PH-transform pricing rule developed by Wang is analyzed as an alternative pricing rule. A simple case, where an insured is assumed to be an exponential utility decision maker while the insurer's pricing rule is a PH-transform is also treated.
Yopp, David A.
Mathematical proof is an expression of deductive reasoning (drawing conclusions from previous assertions). However, it is often inductive reasoning (conclusions drawn on the basis of examples) that helps learners form their deductive arguments, or proof. In addition, not all inductive arguments generate more formal arguments. This article draws a…
Haraguchi, Makoto; 原口, 誠
A formalism of analogical reasoning is presented. The analogical reasoning can be considered as a deduction with a function of transforming logical rules. From this viewpoint, the reasoning is defined in terms of deduction, and is therefore realized in a logic programming system. The reasoning system is described as an extension of Prolog interpreter.
MOHD AFIFI BAHURUDIN SETAMBAH
Full Text Available The lack of reasoning skills has been recognized as one of the contributing factors to the declined achievement in the Trends in Mathematics and Science Studies (TIMSS and Programme for International Student Assessment (PISA assessments in Malaysia. The use of socio-scientific issues (SSI as a learning strategy offers the potential of improving the level of students' reasoning skills and consequently improves students’ achievement in science subjects. This study examined the development of a measurement model of reasoning skills among science students based on SSI using the analysis of moment structure (AMOS approach before going to second level to full structured equation modelling (SEM. A total of 450 respondents were selected using a stratified random sampling. Results showed a modified measurement model of reasoning skills consisting of the View Knowledge (VK was as a main construct. The items that measure the level of pre-reflection of students fulfilled the elements of unidimensionality, validity, and reliability. Although the level of student reasoning skills was still low but this development of measurement model could be identified and proposed teaching methods that could be adopted to improve students’ reasoning skills.
Effectively Access, Transform, Manipulate, Visualize, and Reason about Data and ComputationData Science in R: A Case Studies Approach to Computational Reasoning and Problem Solving illustrates the details involved in solving real computational problems encountered in data analysis. It reveals the dynamic and iterative process by which data analysts approach a problem and reason about different ways of implementing solutions. The book's collection of projects, comprehensive sample solutions, and follow-up exercises encompass practical topics pertaining to data processing, including: Non-standar
Dowd, Jason E; Thompson, Robert J; Schiff, Leslie A; Reynolds, Julie A
Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this study of undergraduate thesis writing in biology at two universities, we examine how scientific reasoning exhibited in writing (assessed using the Biology Thesis Assessment Protocol) relates to general and specific critical-thinking skills (assessed using the California Critical Thinking Skills Test), and we consider implications for instruction. We find that scientific reasoning in writing is strongly related to inference , while other aspects of science reasoning that emerge in writing (epistemological considerations, writing conventions, etc.) are not significantly related to critical-thinking skills. Science reasoning in writing is not merely a proxy for critical thinking. In linking features of students' writing to their critical-thinking skills, this study 1) provides a bridge to prior work suggesting that engagement in science writing enhances critical thinking and 2) serves as a foundational step for subsequently determining whether instruction focused explicitly on developing critical-thinking skills (particularly inference ) can actually improve students' scientific reasoning in their writing. © 2018 J. E. Dowd et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Ozturk, Nilay; Yilmaz-Tuzun, Ozgul
This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science
Daho, Hocine El-Habib; University of Oran; Benhamamouch, Djillali; University of Oran
Abstract State Machines (ASMs, for short) provide a practical new computational model which has been applied in the area of software engineering for systems design and analysis. However, reasoning about ASM models occurs, not within a formal deductive system, but basically in the classical informal proofs style of mathematics. Several formal veriﬁcation approaches for proving correctness of ASM models have been investigated. In this paper we consider the use of the TLA+logic for the deductive...
Foltz, Carol; And Others
Studied 100 adolescents' approaches to problem-solving proofs and reasoning competence tasks. Found that a formal level of reasoning competence is associated with a deductive approach. Results support the notion of a cognitive development progression from an inductive approach to a deductive approach. (ETB)
Gierasimczuk, N.; van der Maas, H.L.J.; Raijmakers, M.E.J.
The paper is concerned with the psychological relevance of a logical model for deductive reasoning. We propose a new way to analyze logical reasoning in a deductive version of the Mastermind game implemented within a popular Dutch online educational learning system (Math Garden). Our main goal is to
Koenig, Kathleen; Schen, Melissa; Bao, Lei
Development of a scientifically literate citizenry has become a national focus and highlights the need for K-12 students to develop a solid foundation of scientific reasoning abilities and an understanding of nature of science, along with appropriate content knowledge. This implies that teachers must also be competent in these areas; but…
Zheng, R. Z.; Yang, W.; Garcia, D.; McCadden, E. P.
The present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north-east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) multimedia without analogy; (c) analogy without…
Dowd, Jason E.; Thompson, Robert J., Jr.; Schif, Leslie A.; Reynolds, Julie A.
Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this…
Alshamali, Mahmoud A.; Daher, Wajeeh M.
This study aimed at identifying the levels of scientific reasoning of upper primary stage (grades 4-7) science teachers based on their use of a problem-solving strategy. The study sample (N = 138; 32 % male and 68 % female) was randomly selected using stratified sampling from an original population of 437 upper primary school teachers. The…
Stanhope, Liz; Ziegler, Laura; Haque, Tabassum; Le, Laura; Vinces, Marcelo; Davis, Gregory K.; Zieffler, Andrew; Brodfuehrer, Peter; Preest, Marion; Belitsky, Jason M.; Umbanhowar, Charles, Jr.; Overvoorde, Paul J.
Multiple reports highlight the increasingly quantitative nature of biological research and the need to innovate means to ensure that students acquire quantitative skills. We present a tool to support such innovation. The Biological Science Quantitative Reasoning Exam (BioSQuaRE) is an assessment instrument designed to measure the quantitative…
Jensen, Jamie L.; Neeley, Shannon; Hatch, Jordan B.; Piorczynski, Ted
The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and…
Tuncay, Busra; Yilmaz-Tuzun, Ozgul; Tuncer-Teksoz, Gaye
The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants' written statements regarding their concerns about the presented environmental problems and the statements were labeled as…
Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question’s relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus questions. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.
DEDUCTIVE SYNTHESIS OF THE I - UNIFICATION ALGORITHM Zohar Manna Richard Waldinger I F? Computer Science Department Artificial Intelligence Center...theorem proving," Artificial Intelligence Journal, Vol. 9, No. 1, pp. 1-35. Boyer, R. S. and J S. Moore [Jan. 19751, "Proving theorems about LISP...d’Intelligence Artificielle , U.E.R. de Luminy, Universit6 d’ Aix-Marseille II. Green, C. C. [May 1969], "Application of theorem proving to problem
Alexei V. Dujov
Full Text Available In this article a study and methodological foundations of the structure of taxes and fees. Disclosed the concept of elements of tax and duty. Focuses on the nature of the concept of «tax deduction». Provides legal and the author’s interpretation of the term «tax deduction». Examples of application of a tax deduction in the value-added tax and the tax to incomes of physical persons. the conclusions about the multilateral nature of the tax deduction.
Game theory is central to understanding human behavior and relevant to all of the behavioral sciences-from biology and economics, to anthropology and political science. However, as The Bounds of Reason demonstrates, game theory alone cannot fully explain human behavior and should instead complement other key concepts championed by the behavioral disciplines. Herbert Gintis shows that just as game theory without broader social theory is merely technical bravado, so social theory without game theory is a handicapped enterprise. This edition has been thoroughly revised and updated. Reinvigorati
TUNCAY, Busra; YILMAZ-TUZUN, Ozgul; TUNCER-TEKSOZ, Gaye
The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants’ written statements regarding their concerns about the presented environmental problems and the statements were labeled as ecocentric, anthropocentric, and non-environmental according to their meanings. Then, descriptive and inferential analyses were conducted ...
Rivera Maulucci, Maria S.
One of the central challenges globalization and immigration present to education is how to construct school language policies, procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language experience narratives along Elena's developmental trajectory of becoming an urban science teacher. Elena reflects upon her early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms. The findings from Elena's early schooling experiences provide an analysis of the linkages between Elena's developing English proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena's experiences as a preservice teacher in two elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections between language learning and science learning. I propose the language experience narrative, as a subset of the life story, as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate future language practices.
Schen, Melissa S.
Scientific reasoning is a skill of critical importance to those students who seek to become professional scientists. Yet, there is little research on the development of such reasoning in science majors. In addition, scientific reasoning is often investigated as two separate entities: hypothetico-deductive reasoning and argumentation, even though these skills may be linked. With regard to argumentation, most investigations look at its use in discussing socioscientific issues, not in analyzing scientific data. As scientists often use the same argumentation skills to develop and support conclusions, this avenue needs to be investigated. This study seeks to address these issues and establish a baseline of both hypothetico-deductive reasoning and argumentation of scientific data of biology majors through their engagement in introductory biology coursework. This descriptive study investigated the development of undergraduates' scientific reasoning skills by assessing them multiple times throughout a two-quarter introductory biology course sequence for majors. Participants were assessed at the beginning of the first quarter, end of the first quarter, and end of the second quarter. A split-half version of the revised Lawson Classroom Test of Scientific Reasoning (LCTSR) and a paper and pencil argumentation instrument developed for this study were utilized to assess student hypothetico-deductive reasoning and argumentation skills, respectively. To identify factors that may influence scientific reasoning development, demographic information regarding age, gender, science coursework completed, and future plans was collected. Evidence for course emphasis on scientific reasoning was found in lecture notes, assignments, and laboratory exercises. This study did not find any trends of improvement in the students' hypothetico-deductive reasoning or argumentation skills either during the first quarter or over both quarters. Specific difficulties in the control of variables and
Pillow, Bradford H; Pearson, Raeanne M; Hecht, Mary; Bremer, Amanda
Children and adults rated their own certainty following inductive inferences, deductive inferences, and guesses. Beginning in kindergarten, participants rated deductions as more certain than weak inductions or guesses. Deductions were rated as more certain than strong inductions beginning in Grade 3, and fourth-grade children and adults differentiated strong inductions, weak inductions, and informed guesses from pure guesses. By Grade 3, participants also gave different types of explanations for their deductions and inductions. These results are discussed in relation to children's concepts of cognitive processes, logical reasoning, and epistemological development.
Graves, Joseph L; Reiber, Chris; Thanukos, Anna; Hurtado, Magdalena; Wolpaw, Terry
Evolutionary science is indispensable for understanding biological processes. Effective medical treatment must be anchored in sound biology. However, currently the insights available from evolutionary science are not adequately incorporated in either pre-medical or medical school curricula. To illuminate how evolution may be helpful in these areas, examples in which the insights of evolutionary science are already improving medical treatment and ways in which evolutionary reasoning can be practiced in the context of medicine are provided. In order to facilitate the learning of evolutionary principles, concepts derived from evolutionary science that medical students and professionals should understand are outlined. These concepts are designed to be authoritative and at the same time easily accessible for anyone with the general biological knowledge of a first-year medical student. Thus we conclude that medical practice informed by evolutionary principles will be more effective and lead to better patient outcomes.Furthermore, it is argued that evolutionary medicine complements general medical training because it provides an additional means by which medical students can practice the critical thinking skills that will be important in their future practice. We argue that core concepts from evolutionary science have the potential to improve critical thinking and facilitate more effective learning in medical training. © The Author(s) 2016. Published by Oxford University Press on behalf of the Foundation for Evolution, Medicine, and Public Health.
... OF CONGRESS COPYRIGHT ARBITRATION ROYALTY PANEL RULES AND PROCEDURES COPYRIGHT ARBITRATION ROYALTY PANEL RULES OF PROCEDURE Royalty Fee Distribution Proceedings § 251.73 Deduction of costs of... distributions of royalty fees are made, deduct the reasonable costs incurred by the Library of Congress and the...
Chaudhri, Vinay K; Elenius, Daniel; Goldenkranz, Andrew; Gong, Allison; Martone, Maryann E; Webb, William; Yorke-Smith, Neil
Using knowledge representation for biomedical projects is now commonplace. In previous work, we represented the knowledge found in a college-level biology textbook in a fashion useful for answering questions. We showed that embedding the knowledge representation and question-answering abilities in an electronic textbook helped to engage student interest and improve learning. A natural question that arises from this success, and this paper's primary focus, is whether a similar approach is applicable across a range of life science textbooks. To answer that question, we considered four different textbooks, ranging from a below-introductory college biology text to an advanced, graduate-level neuroscience textbook. For these textbooks, we investigated the following questions: (1) To what extent is knowledge shared between the different textbooks? (2) To what extent can the same upper ontology be used to represent the knowledge found in different textbooks? (3) To what extent can the questions of interest for a range of textbooks be answered by using the same reasoning mechanisms? Our existing modeling and reasoning methods apply especially well both to a textbook that is comparable in level to the text studied in our previous work (i.e., an introductory-level text) and to a textbook at a lower level, suggesting potential for a high degree of portability. Even for the overlapping knowledge found across the textbooks, the level of detail covered in each textbook was different, which requires that the representations must be customized for each textbook. We also found that for advanced textbooks, representing models and scientific reasoning processes was particularly important. With some additional work, our representation methodology would be applicable to a range of textbooks. The requirements for knowledge representation are common across textbooks, suggesting that a shared semantic infrastructure for the life sciences is feasible. Because our representation overlaps
... 42 Public Health 3 2010-10-01 2010-10-01 false Payroll deductions. 417.158 Section 417.158 Public....158 Payroll deductions. Each employing entity that provides payroll deductions as a means of paying... employee's contribution, if any, to be paid through payroll deductions. [59 FR 49841, Sept. 30, 1994] ...
Christiansen, Ellen Tove
The aim of this paper is to position interaction design and information architecture in relation to design of interfaces to ICT applications meant to serve the goal of supporting users’ reasoning, be it learning applications or self-service applications such as citizen self-service. Interaction...... with such applications comprises three forms of reasoning: deduction, induction and abduction. Based on the work of Gregory Bateson, it is suggested that the disciplines of interaction design and information architecture are complementary parts of information processes. To show that abduction, induction and deduction...
Harris, Emily Mae
This dissertation presents three interrelated studies examining opportunities for student learning through contributory citizen science (CS), where students collect and contribute data to help generate new scientific knowledge. I draw on sociocultural perspectives of learning to analyze three cases where teachers integrated CS into school science, one third grade, one fourth grade, and one high school Marine Biology classroom. Chapter 2 is a conceptual investigation of the opportunities for students to engage in scientific reasoning practices during CS data collection activities. Drawing on science education literature and vignettes from case studies, I argue that the teacher plays an important role in mediating opportunities for students to engage in investigative, explanatory, and argumentative practices of science through CS. Chapter 3 focuses on teacher framing of CS, how teachers perceive what is going on (Goffman, 1974) and how they communicate that to students as they launch CS tasks. Through analysis of videos and interviews of two upper elementary school teachers, I found that teachers frame CS for different purposes. These framings were influenced by teachers' goals, orientations towards science and CS, planning for instruction, and prior knowledge and experience. Chapter 4 examines how students demonstrate agency with environmental science as they explore their personal interests across their third grade classroom, school garden, and science lab contexts, through the lens of social practice theory (Holland, Lachicotte, Skinner, & Cain, 1998). Through analysis of classroom observations, student interviews, teacher interviews and important moments for three focal students, I found that student agency was enabled and constrained by the different cultures of the classroom, garden, and science lab. Despite affordances of the garden and science lab, the teachers' epistemic authority in the classroom permeated all three contexts, constraining student agency. In
Shen, Ji; Sung, Shannon; Zhang, Dongmei
Students need to think and work across disciplinary boundaries in the twenty-first century. However, it is unclear what interdisciplinary thinking means and how to analyze interdisciplinary interactions in teamwork. In this paper, drawing on multiple theoretical perspectives and empirical analysis of discourse contents, we formulate a theoretical framework that helps analyze interdisciplinary reasoning and communication (IRC) processes in interdisciplinary collaboration. Specifically, we propose four interrelated IRC processes-integration, translation, transfer, and transformation, and develop a corresponding analytic framework. We apply the framework to analyze two meetings of a project that aims to develop interdisciplinary science assessment items. The results illustrate that the framework can help interpret the interdisciplinary meeting dynamics and patterns. Our coding process and results also suggest that these IRC processes can be further examined in terms of interconnected sub-processes. We also discuss the implications of using the framework in conceptualizing, practicing, and researching interdisciplinary learning and teaching in science education.
Yacoubian, Hagop Azad
This study, primarily theoretical in nature, explores a philosophically and pedagogically reasonable way of addressing nature of science (NOS) in school science. NOS encompasses what science is and how scientific knowledge develops. I critically evaluate consensus frameworks of NOS in school science, which converge contentious philosophical viewpoints into general NOS-related ideas. I argue that they (1) lack clarity in terms of how NOS-related ideas could be applied for various ends, (2) portray a distorted image of the substantive content of NOS and the process of its development, and (3) lack a developmental trajectory for how to address NOS at different grade levels. As a remedy to these problems, I envision a NOS curriculum that (1) explicates and targets both NOS as an educational end and NOS as a means for socioscientific decision making, (2) has critical thinking as its foundational pillar, and (3) provides a developmental pathway for NOS learning using critical thinking as a progression unit. Next, I illustrate a framework for addressing NOS in school science referred to as the critical thinking—nature of science (CT-NOS) framework. This framework brings together the first two of the three elements envisioned in the NOS curriculum. I address the third element by situating the CT-NOS framework in a developmental context, borrowing from the literature on learning progressions in science and using critical thinking as a progression unit. Finally, I present an empirical study of experienced secondary science teachers’ views of a NOS lesson prepared using the CT-NOS framework. The teachers attended a professional development workshop at which the lesson, and the characteristics of the CT-NOS framework, were presented. The analysis of the qualitative data revealed that most teachers found the lesson to be somewhat feasible for a secondary science classroom, useful or somewhat useful to their students, and interesting. The teachers focused on 14 features of
Park, Do-Yong; Park, Mira
The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…
Nornoo, Adwoa O.; Jackson, Jonathan; Axtell, Samantha
Objective. To determine whether there is a correlation between pharmacy students? scores on the Health Science Reasoning Test (HSRT) and their grade on a package insert assignment designed to assess critical thinking.
Chen, Ho-Yuan; Jang, Syh-Jong
This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons for using…
Rivet, Ann E.; Kastens, Kim A.
In recent years, science education has placed increasing importance on learners' mastery of scientific reasoning. This growing emphasis presents a challenge for both developers and users of assessments. We report on our effort around the conceptualization, development, and testing the validity of an assessment of students' ability to reason around…
Cox, Wendy C; McLaughlin, Jacqueline E
To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.
Robert L. Mayes
Full Text Available The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR learning progression, with associated QR assessments in the content areas of biodiversity, water, and carbon, was developed based on three QR progress variables: quantification act, quantitative interpretation, and quantitative modeling. Diagnostic instruments were developed specifically for the progress variable quantitative interpretation (QI, each consisting of 96 Likert-scale items. Each content version of the instrument focused on three scale levels (macro scale, micro scale, and landscape scale and four elements of QI identified in prior research (trend, translation, prediction, and revision. The QI assessments were completed by 362, 6th to 12th grade students in three U.S. states. Rasch (1960/1980 measurement was used to determine item and person measures for the QI instruments, both to examine validity and reliability characteristics of the instrument administration and inform the evolution of the learning progression. Rasch methods allowed identification of several QI instrument revisions, including modification of specific items, reducing number of items to avoid cognitive fatigue, reconsidering proposed item difficulty levels, and reducing Likert scale to 4 levels. Rasch diagnostics also indicated favorable levels of instrument reliability and appropriate targeting of item abilities to student abilities for the majority of participants. A revised QI instrument is available for STEM researchers and educators.
Yuksel, Ibrahim; Ates, Salih
The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.
Mirza, Noeman A; Akhtar-Danesh, Noori; Noesgaard, Charlotte; Martin, Lynn; Staples, Eric
To describe an analysis of the concept of abductive reasoning. In the discipline of nursing, abductive reasoning has received only philosophical attention and remains a vague concept. In addition to deductive and inductive reasoning, abductive reasoning is not recognized even in prominent nursing knowledge development literature. Therefore, what abductive reasoning is and how it can inform nursing practice and education was explored. Concept analysis. Combinations of specific keywords were searched in Web of Science, CINAHL, PsychINFO, PubMed, Medline and EMBASE. The analysis was conducted in June 2012 and only literature before this period was included. No time limits were set. Rodger's evolutionary method for conducting concept analysis was used. Twelve records were included in the analysis. The most common surrogate term was retroduction, whereas related terms included intuition and pattern and similarity recognition. Antecedents consisted of a complex, puzzling situation and a clinician with creativity, experience and knowledge. Consequences included the formation of broad hypotheses that enhance understanding of care situations. Overall, abductive reasoning was described as the process of hypothesis or theory generation and evaluation. It was also viewed as inference to the best explanation. As a new approach, abductive reasoning could enhance reasoning abilities of novice clinicians. It can not only incorporate various ways of knowing but also its holistic approach to learning appears to be promising in problem-based learning. As nursing literature on abductive reasoning is predominantly philosophical, practical consequences of abductive reasoning warrant further research. © 2014 John Wiley & Sons Ltd.
This article describes an activity that one science teacher uses with her eighth grade class on the first day of school. Wanting to start the year off "right" (whatever that is), this teacher purposely plans to model the thinking behavior she expects from her students and to let them have some fun to settle those first-day jitters. She also wants…
Ebenezer, Jazlin; Kaya, Osman Nafiz; Kasab, Dimma
The purpose of this investigation was to qualitatively describe high school students' reasons for their science dispositions (attitude, perception, and self-confidence) based on their long-term experience with innovative technology-embedded environmental research projects. Students in small groups conducted research projects in and out of school with the help of their teachers and community experts (scientists and engineers). During the 3-year period of this nationally funded project, a total of 135 students from five schools in a mid-west State participated in research activities. Of the 135 students, 53 students were individually interviewed to explore reasons for their science dispositions. Students' reasons for each disposition were grouped into categories, and corresponding frequency was converted to a percentage. The categories of reasons were not only attributed to the use of innovative technologies in environmental research but also the contexts and events that surrounded it. The reasons that influenced students' science dispositions positively were because engaging in environmental research projects with technology contributed to easing fear and difficulty, building a research team, disseminating findings, communicating with the community, researching with scientists, training by teachers, and acknowledging teachers' knowledge. These results advanced how and why students develop science dispositions in the positive direction, which are as follows: building science teacher capacity, developing a community of inquirers, and committing to improve pedagogical practices.
Rips, L J
According to one view of reasoning, people can evaluate arguments in at least two qualitatively different ways: in terms of their deductive correctness and in terms of their inductive strength. According to a second view, assessments of both correctness and strength are a function of an argument's position on a single psychological continuum (e.g., subjective conditional probability). A deductively correct argument is one with the maximum value on this continuum; a strong argument is one with a high value. The present experiment tested these theories by asking participants to evaluate the same set of arguments for correctness and strength. The results produced an interaction between type of argument and instructions: In some conditions, participants judged one argument deductively correct more often than a second, but judged the second argument inductively strong more often than the first. This finding supports the view that people have distinct ways to evaluate arguments.
John Greene; Michael Jacobson
Forestland owners whose timber has been destroyed may be eligible to take a deduction for the loss on their federal income tax. The loss must be physical in nature and caused by an identifiable event or combination of events that has run its course. There are two types of losses from natural events. Casualty losses are sudden, unexpected, and unusual - as from a fire...
... companies, other than mutual fire insurance companies described in § 1.831-1, are also allowed a deduction... TAXES Other Insurance Companies § 1.832-2 Deductions. (a) The deductions allowable are specified in... capital losses provided in subchapter P (section 1201 and following), chapter 1 of the Code, insurance...
Terrell, Dudley J.; Johnston, J. M.
This paper analyzes the traditional concepts of logic and reasoning from the perspective of radical behaviorism and in the terms of Skinner's treatment of verbal behavior. The topics covered in this analysis include the proposition, premises and conclusions, logicality and rules, and deductive and inductive reasoning.
Constantin Sergiu-Bogdan Constantin
Full Text Available Romania must comply with the VAT Directive, the judgments of the Court of Justice of theEuropean Union and the European Court of Human Rights on VAT matter, that includes the matterof VAT deduction. The right to deduct VAT, in principle, cannot be limited for a taxable person andit is an abuse of law made by tax authorities when refusing this right. There are exceptions though,when the substantive and/or formal requirements are not met, the taxable person was involved in aVAT fraud or its supplier incorrectly drawn-up the invoice. The substantive requirements are: thepurchases must be from a taxable person and must be used for taxable activities. The formalrequirements are the obligations relating to accounting, invoicing and tax declarations. If taxauthorities discover a VAT fraud or/and that a VAT liability has not been declared they must takeimmediate measures, impose compliance and collect the corresponding sums from the responsibleperson.
Full Text Available This article reconstructs the principal moments of Dieter Henrich's work on Immanuel Kant's theoretical philosophy. Henrich seeks to clarify and regain the fundaments of Kant's theory of knowledge - from which his followers, according to him, have distanced themselves - based on the analysis of the "transcendental deduction of the categories". Firstly, Henrich investigates the proof structure of deduction, comparing the first and the second edition of Critique of Pure Reason. Secondly, he investigates, in the Kantian argument, the relationship between the identity principle of self-consciousness and objectivity. Finally, extending the comparison to Critique of Practical Reason, Henrich elucidates the program and methodology in deduction, showing that the idea of a legitimating fact, borrowed from the juridical notion of a deduction, becomes the fundamental element. We analyse the problems raised by the conception of a philosophical argument based on fundamental "facts".
Russ, Rosemary S.; Scherr, Rachel E.; Hammer, David; Mikeska, Jamie
Science education reform has long focused on assessing student inquiry, and there has been progress in developing tools specifically with respect to experimentation and argumentation. We suggest the need for attention to another aspect of inquiry, namely "mechanistic reasoning." Scientific inquiry focuses largely on understanding causal…
Franz, Timothy M.; Green, Kris H.
This case study examined the development and evaluation of an interdisciplinary first-year learning community designed to stimulate scientific reasoning and critical thinking. Designed to serve the needs of scholarship students majoring in mathematics and natural sciences, the six-credit learning community course was writing-intensive and…
Wasserman, Nicholas H.; Rossi, Dara
The recent trend to unite mathematically related disciplines (science, technology, engineering, and mathematics) under the broader umbrella of STEM education has advantages. In this new educational context of integration, however, STEM teachers need to be able to distinguish between sufficient proof and reasoning across different disciplines,…
Romano, John L.; Netland, Jason D.
The theory of reasoned action and planned behavior (TRA/PB) is a model of behavior change that has been extensively studied in the health sciences but has had limited exposure in the counseling psychology literature. The model offers counseling psychologists a framework to conceptualize prevention research and practice. The model is important to…
Miguel A. Gutierrez-Naranjo
Full Text Available In computational processes based on backwards chaining, a rule of the type is seen as a procedure which points that the problem can be split into the problems. In classical devices, the subproblems are solved sequentially. In this paper we present some questions that circulated during the Second Brainstorming Week related to the application of the parallelism of P systems to computation based on backwards chaining on the example of inferential deductive process.
Sternberg, Robert J.
The goal of this unified theory of human reasoning is to specify what constitutes reasoning and to characterize the psychological distinction between inductive and deductive reasoning. The theory views reasoning as the controlled and mediated application of three processes (encoding, comparison and selective combination) to inferential rules. (JAZ)
Rodriguez-Garcia, Miguel Angel; Hoehndorf, Robert
' semantic content remains a challenge.We developed a method to transform ontologies into graphs using an automated reasoner while taking into account all relations between classes. Searching for (existential) patterns in the deductive closure of ontologies
Bolton, Jonathan W
Clinical reasoning comprises a variety of different modes of inference. The modes that are practiced will be influenced by the sociological characteristics of the clinical settings and the tasks to be performed by the clinician. This article presents C.S. Peirce's typology of modes of inference: deduction, induction and abduction. It describes their differences and their roles as stages in scientific argument. The article applies the typology to reasoning in clinical settings. The article describes their differences, and their roles as stages in scientific argument. It then applies the typology to reasoning in typical clinical settings. Abduction is less commonly taught or discussed than induction and deduction. However, it is a common mode of inference in clinical settings, especially when the clinician must try to make sense of a surprising phenomenon. Whether abduction is followed up with deductive and inductive verification is strongly influenced by situational constraints and the cognitive and psychological stamina of the clinician. Recognizing the inevitability of abduction in clinical practice and its value to discovery is important to an accurate understanding of clinical reasoning. © 2015 John Wiley & Sons, Ltd.
Haeusler, Edward; Paiva, Valeria
This collection of papers celebrating the contributions of Swedish logician Dag Prawitz to Proof Theory, has been assembled from those presented at the Natural Deduction conference organized in Rio de Janeiro to honour his seminal research. Dag Prawitz’s work forms the basis of intuitionistic type theory and his inversion principle constitutes the foundation of most modern accounts of proof-theoretic semantics in Logic, Linguistics and Theoretical Computer Science. The range of contributions includes material on the extension of natural deduction with higher-order rules, as opposed to higher-order connectives, and a paper discussing the application of natural deduction rules to dealing with equality in predicate calculus. The volume continues with a key chapter summarizing work on the extension of the Curry-Howard isomorphism (itself a by-product of the work on natural deduction), via methods of category theory that have been successfully applied to linear logic, as well as many other contributions fr...
Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin
Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.
Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and…
Hayes, Brett K; Heit, Evan; Swendsen, Haruka
Inductive reasoning entails using existing knowledge or observations to make predictions about novel cases. We review recent findings in research on category-based induction as well as theoretical models of these results, including similarity-based models, connectionist networks, an account based on relevance theory, Bayesian models, and other mathematical models. A number of touchstone empirical phenomena that involve taxonomic similarity are described. We also examine phenomena involving more complex background knowledge about premises and conclusions of inductive arguments and the properties referenced. Earlier models are shown to give a good account of similarity-based phenomena but not knowledge-based phenomena. Recent models that aim to account for both similarity-based and knowledge-based phenomena are reviewed and evaluated. Among the most important new directions in induction research are a focus on induction with uncertain premise categories, the modeling of the relationship between inductive and deductive reasoning, and examination of the neural substrates of induction. A common theme in both the well-established and emerging lines of induction research is the need to develop well-articulated and empirically testable formal models of induction. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.
Chvalovský, Karel; Cintula, Petr
Roč. 58, č. 3 (2012), s. 236-243 ISSN 0942-5616 R&D Projects: GA ČR GAP202/10/1826 Grant - others:Austrian Science Fund (FWF)(AT) START Y544-N23 Institutional research plan: CEZ:AV0Z10300504 Keywords : Local Deduction Theorem * BCI-logic * Substructural logics * Rule of contraction Subject RIV: BA - General Mathematics Impact factor: 0.376, year: 2012
Brase, Gary L; Hill, W Trey
Bayesian reasoning, defined here as the updating of a posterior probability following new information, has historically been problematic for humans. Classic psychology experiments have tested human Bayesian reasoning through the use of word problems and have evaluated each participant's performance against the normatively correct answer provided by Bayes' theorem. The standard finding is of generally poor performance. Over the past two decades, though, progress has been made on how to improve Bayesian reasoning. Most notably, research has demonstrated that the use of frequencies in a natural sampling framework-as opposed to single-event probabilities-can improve participants' Bayesian estimates. Furthermore, pictorial aids and certain individual difference factors also can play significant roles in Bayesian reasoning success. The mechanics of how to build tasks which show these improvements is not under much debate. The explanations for why naturally sampled frequencies and pictures help Bayesian reasoning remain hotly contested, however, with many researchers falling into ingrained "camps" organized around two dominant theoretical perspectives. The present paper evaluates the merits of these theoretical perspectives, including the weight of empirical evidence, theoretical coherence, and predictive power. By these criteria, the ecological rationality approach is clearly better than the heuristics and biases view. Progress in the study of Bayesian reasoning will depend on continued research that honestly, vigorously, and consistently engages across these different theoretical accounts rather than staying "siloed" within one particular perspective. The process of science requires an understanding of competing points of view, with the ultimate goal being integration.
Robbins, Dennis; Ford, K. E. Saavik
The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York and the American Museum of Natural History (AMNH), has developed and offers hands-on workshops to undergraduate faculty on teaching science thought and practices. These professional development workshops emphasize a curriculum and pedagogical strategies that uses computers and other digital devices in a laboratory environment to teach students fundamental topics, including: proportional reasoning, control of variables thinking, experimental design, hypothesis testing, reasoning with data, and drawing conclusions from graphical displays. Topics addressed here are rarely taught in-depth during the formal undergraduate years and are frequently learned only after several apprenticeship research experiences. The goal of these workshops is to provide working and future faculty with an interactive experience in science learning and teaching using modern technological tools.
Louwerse, Frances H.
A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…
Clegg, Tamara Lynnette
My research centers upon designing transformative learning environments and supporting technologies. Kitchen Science Investigators (KSI) is an out-of-school transformative learning environment we designed to help young people learn science through cooking. My dissertation considers the question, "How can we design a learning environment in which…
Bellová, Renata; Melicherčíková, Danica; Tomčík, Peter
Background: The results of international studies have concluded the low level of science literacy in natural science subjects of Slovak students. These studies also showed that this state can be positively influenced by various innovations, which are implemented into the teaching process of above-mentioned subjects.
Taylor, Amy; Jones, Gail
The "National Science Education Standards" emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there…
Egger, A. E.
The Next Generation Science Standards (NGSS) promote a fundamental shift in the way science is taught. The new focus is on three-dimensional learning, which brings science and engineering practices together with disciplinary core ideas and cross-cutting concepts. A key component is performance expectations rather than bullet lists of content that students should know. One of the stated goals is that "all students should have sufficient knowledge of science and engineering to engage in public discussions on related issues." While the NGSS were developed for K-12, college instructors benefit from familiarity with them in two critical ways: first, they provide a research-based and clearly articulated approach to three-dimensional learning that applies across the grade spectrum, and second, future K-12 teachers are sitting in their college-level science courses, and awareness of the skills those future teachers need can help direct course design. More specifically, while most college-level science courses make use of the science and engineering practices described in the NGSS, few offer explicit instruction in them or how they intertwine with disciplinary core ideas and cross-cutting concepts. Yet this explicit instruction is critical to building scientific literacy in future teachers—and all students. Many textbooks and laboratory courses limit a discussion of the process of science to one chapter or exercise, and expect students to be able to apply those concepts. In contrast, new resources from Visionlearning (http://www.visionlearning.com), InTeGrate (http://serc.carleton.edu/integrate), and other projects hosted at the Science Education Resource Center (http://serc.carleton.edu) were developed with explicit and pervasive integration of the nature and practices of science in mind. These freely available, classroom-tested and reviewed resources support instructors in introductory/general education courses as well as teacher preparation and more advanced courses.
... companies, other than mutual fire insurance companies described in section 831(a)(3)(A) and the regulations... TAXES Other Insurance Companies § 1.832-5 Deductions. (a) The deductions allowable are specified in... capital losses provided in subchapter P (section 1201 and following), chapter 1 of the Code, insurance...
... 34 Education 1 2010-07-01 2010-07-01 false Deductions process. 32.10 Section 32.10 Education Office of the Secretary, Department of Education SALARY OFFSET TO RECOVER OVERPAYMENTS OF PAY OR ALLOWANCES FROM DEPARTMENT OF EDUCATION EMPLOYEES § 32.10 Deductions process. (a) Debts must be collected in...
Reasoning about systems is necessary for understanding many modern issues that face society and is important for future scientists and all citizens. Systems thinking may allow students to make connections and identify common themes between seemingly different situations and phenomena, and is relevant to the focus on cross-cutting concepts in…
Martin, Anita M.; Abd-El-Khalick, Fouad; Mustari, Elisa; Price, Ray
This is one of the first studies to examine the educational entrepreneur in K-12 public schools and the first to present an instrument designed to measure entrepreneurial thinking among teachers using a type of reasoning, effectual reasoning, which has been proposed in the business literature on entrepreneurs. This study situates entrepreneurial thinking within the K-12 education arena and examines the relationship between high school and middle school teachers' use of effectual reasoning and their corresponding implementation of high, medium, or low levels of innovation in STEM areas within their classrooms, districts, or across districts. Our findings correlated higher use of effectual reasoning, a component of entrepreneurial thinking, with higher levels of implementation of innovations among teachers within an NSF grant, Entrepreneurial Leadership in STEM Teaching and learning, which centered on deeper content, reform-oriented pedagogies, and entrepreneurial thinking. We found that high innovators viewed uncertainty' differently than low innovators by associating it with more positive cognitive structures and that innovators at different levels hold distinct notions of what constitutes high and low risk innovations. Contrary to the common notion that entrepreneurs are high-risk takers, results reveal that the types of innovations perceived by high innovators as low risk are viewed as high risk by low innovators. Furthermore, the results are consistent with the idea that entrepreneurs do certain types of things to lower/manage the risk of innovations before and, if necessary, during the implementation of an innovation. NSF: Award 0831820
Wanko, Jeffrey J.
Working with language-independent logic structures can help students develop both inductive and deductive reasoning skills. The Japanese publisher Nikoli (with resources available both in print and online) produces a treasure trove of language-independent logic puzzles. The Nikoli print resources are mostly in Japanese, creating the extra…
Phillips Paddy A
Full Text Available Abstract Background A better theoretical base for understanding professional behaviour change is needed to support evidence-based changes in medical practice. Traditionally strategies to encourage changes in clinical practices have been guided empirically, without explicit consideration of underlying theoretical rationales for such strategies. This paper considers a theoretical framework for reasoning from within psychology for identifying individual differences in cognitive processing between doctors that could moderate the decision to incorporate new evidence into their clinical decision-making. Discussion Parallel dual processing models of reasoning posit two cognitive modes of information processing that are in constant operation as humans reason. One mode has been described as experiential, fast and heuristic; the other as rational, conscious and rule based. Within such models, the uptake of new research evidence can be represented by the latter mode; it is reflective, explicit and intentional. On the other hand, well practiced clinical judgments can be positioned in the experiential mode, being automatic, reflexive and swift. Research suggests that individual differences between people in both cognitive capacity (e.g., intelligence and cognitive processing (e.g., thinking styles influence how both reasoning modes interact. This being so, it is proposed that these same differences between doctors may moderate the uptake of new research evidence. Such dispositional characteristics have largely been ignored in research investigating effective strategies in implementing research evidence. Whilst medical decision-making occurs in a complex social environment with multiple influences and decision makers, it remains true that an individual doctor's judgment still retains a key position in terms of diagnostic and treatment decisions for individual patients. This paper argues therefore, that individual differences between doctors in terms of
Sladek, Ruth M; Phillips, Paddy A; Bond, Malcolm J
A better theoretical base for understanding professional behaviour change is needed to support evidence-based changes in medical practice. Traditionally strategies to encourage changes in clinical practices have been guided empirically, without explicit consideration of underlying theoretical rationales for such strategies. This paper considers a theoretical framework for reasoning from within psychology for identifying individual differences in cognitive processing between doctors that could moderate the decision to incorporate new evidence into their clinical decision-making. Parallel dual processing models of reasoning posit two cognitive modes of information processing that are in constant operation as humans reason. One mode has been described as experiential, fast and heuristic; the other as rational, conscious and rule based. Within such models, the uptake of new research evidence can be represented by the latter mode; it is reflective, explicit and intentional. On the other hand, well practiced clinical judgments can be positioned in the experiential mode, being automatic, reflexive and swift. Research suggests that individual differences between people in both cognitive capacity (e.g., intelligence) and cognitive processing (e.g., thinking styles) influence how both reasoning modes interact. This being so, it is proposed that these same differences between doctors may moderate the uptake of new research evidence. Such dispositional characteristics have largely been ignored in research investigating effective strategies in implementing research evidence. Whilst medical decision-making occurs in a complex social environment with multiple influences and decision makers, it remains true that an individual doctor's judgment still retains a key position in terms of diagnostic and treatment decisions for individual patients. This paper argues therefore, that individual differences between doctors in terms of reasoning are important considerations in any
Buckingham, Brandy L. E.
The goal of science education is to prepare students to make decisions about the complicated socioscientific issues that are an inescapable part of modern life, from personal medical decisions to evaluating a political candidate's environmental platform. We cannot expect adults to maintain a deep conceptual understanding of the current state of every branch of science that might prove relevant to their lives, so we must prepare them to rely on other knowledge to make these decisions. Epistemological beliefs about scientific knowledge--what it is, its purpose, how it is constructed--are one type of knowledge that could be brought to bear when evaluating scientific claims. Complicating this situation is the fact that most adults will get most of their information about these socioscientific issues from the news media. Journalists do not have the same goals or norms as scientists, and this media lens can distort scientific issues. This dissertation addresses the question of whether we can assess epistemological change in a way that gives us meaningful information about how people will apply their epistemological understanding of science when they make decisions in the real world. First, I designed a written assessment made up of performance tasks to assess middle school students' implicit epistemological beliefs, and looked at whether we can use such an assessment to see epistemological change over two years. I then gave the same students news articles about whether there is a link between vaccines and autism and looked at their reasoning about this issue and how the journalistic features of two different articles impacted their reasoning. Finally, I examined the external validity of the epistemology assessment by looking at whether it predicted anything about students' responses to the news articles. While I was able to find evidence of differences between eighth graders' and sixth graders' use of epistemological resources within the performance tasks, I found that
Follette, Katherine; Dokter, Erin; Buxner, Sanlyn
The Quantitative Reasoning for College Science (QuaRCS) Assessment is a validated assessment instrument that was designed to measure changes in students' quantitative reasoning skills, attitudes toward mathematics, and ability to accurately assess their own quantitative abilities. It has been administered to more than 5,000 students at a variety of institutions at the start and end of a semester of general education college science instruction. I will begin by briefly summarizing our published work surrounding validation of the instrument and identification of underlying attitudinal factors (composite variables identified via factor analysis) that predict 50% of the variation in students' scores on the assessment. I will then discuss more recent unpublished work, including: (1) Development and validation of an abbreviated version of the assessment (The QuaRCS Light), which results in marked improvements in students' ability to maintain a high effort level throughout the assessment and has broad implications for quantitative reasoning assessments in general, and (2) Our efforts to revise the attitudinal portion of the assessment to better assess math anxiety level, another key factor in student performance on numerical assessments.
Oon, Pey-Tee; Subramaniam, R.
This study explored an under-researched area in science education-the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of subjects, participated in this study. A survey method was adopted and the Rasch model was used to analyse the data. Overall, Business Studies was ranked as the predominant choice; nonetheless, scientific programmes such as Science, Engineering, and Mathematics are generally still well liked by the students. When gender differences were examined, we found that students largely followed gender-typical programme preferences, in which males tend to incline towards Engineering while females tend to incline towards Arts and Social Sciences. Students prefer a university programme based on their individual interest and ability, with career aspiration and remuneration coming next. Interestingly, females place greater emphasis on career aspiration than males. Some implications of the study are discussed.
Clowser, Anthony; Jones, Susan Wyn; Lewis, John
This study investigates whether the Cognitive Acceleration through Science Education (CASE) scheme could be used to meet the demands of the Literacy and Numeracy Framework (LNF). The LNF is part of the Welsh Government's improvement strategy in response to perceived poor performance in the Programme for International Student Assessment (PISA)…
This is a theoretical paper that addresses the challenge of educational access to the Humanities and Social Sciences. It plots a theoretical quest to develop an explicit pedagogy to give "disadvantaged" students in the Humanities ways of working successfully with texts. In doing so it draws on Bernstein, Moore and Maton's work to…
Arons, A. B.
Describes special factors and procedures which are utilized in an introductory physical science course for nonscience majors. It is designed to enable students who are at a concrete or transitional stage to attain the formal operational level of development. (Author/SL)
Political ethics is a concept that is increasingly emerging in current public debate about the risks of technolgy. A risk that cannot be limited in time or in space, the risk we have got used to call the 'risk to be reasonably accepted', seems unacceptable. Energy generation and supply may not be given higher priority than life and health. It would be high time to prove courage and efficiency by opposing the 'nuclear laws of inertia', stopping nuclear technoloy, and admitting one's own feeling of insecurity. (DG) [de
Full Text Available The work concerns formal verification of workflow-oriented software models using the deductive approach. The formal correctness of a model’s behaviour is considered. Manually building logical specifications, which are regarded as a set of temporal logic formulas, seems to be a significant obstacle for an inexperienced user when applying the deductive approach. A system, along with its architecture, for deduction-based verification of workflow-oriented models is proposed. The process inference is based on the semantic tableaux method, which has some advantages when compared with traditional deduction strategies. The algorithm for automatic generation of logical specifications is proposed. The generation procedure is based on predefined workflow patterns for BPMN, which is a standard and dominant notation for the modeling of business processes. The main idea behind the approach is to consider patterns, defined in terms of temporal logic, as a kind of (logical primitives which enable the transformation of models to temporal logic formulas constituting a logical specification. Automation of the generation process is crucial for bridging the gap between the intuitiveness of deductive reasoning and the difficulty of its practical application when logical specifications are built manually. This approach has gone some way towards supporting, hopefully enhancing, our understanding of deduction-based formal verification of workflow-oriented models.
Full Text Available The globalization is associated with an increased data to be processed from E-commerce transactions. The specialists are looking for different solutions, such as BigData, Hadoop, Datawarehoues, but it seems that the future is the predicative logic implemented through deductive database technology. It has to be done the swift from imperative languages, to not declaratively languages used for the application development. The deductive databases are very useful in the student teaching programs, too. Thus, the article makes a consistent literature review in the field and shows practical examples of using predicative logic in deductive systems, in order to integrate different kind of data types.
Dowd, Jason E.; Duncan, Tanya; Reynolds, Julie A.
A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers. PMID:26538388
Liu, X.; Fang, K.
A theoretical study in fuzzy reasoning on Horn Set is presented in this paper. The authors first introduce the concepts of λ-Horn Set of clauses and λ-Input Half Lock deduction. They then use the λ-resolution method to discuss fuzzy reasoning on λ-Horn set of clauses. It is proved that the proposed λ-Input Half Lock resolution method is complete with the rules in certain format
Holbert, Nathan Ryan
Video games have recently become a popular space for educational design due to their interactive and engaging nature and the ubiquity of the gaming experience among youth. Though many researchers argue video games can provide opportunities for learning, educational game design has focused on the classroom rather than the informal settings where games are typically played. Educational games have been moderately successful at achieving learning gains on standardized items, but have failed to show improvements on related but distal problems. In this dissertation I develop and assess a new design principle, called constructible authentic representations for creating informal gaming experiences that players will actively draw on when reasoning in formal and real world contexts. These games provide players with opportunities to engage in meaningful construction with components that integrate relevant concepts to create in-game representations that visually and epistemologically align with related tools and representations utilized in the target domain. In the first phase of the dissertation, I observed children playing popular video games to better understand what in-game representations children attend to and how interactions with these representations contribute to intuitive ideas of encountered STEM content. Results from this study fed into the iterative design of two prototype video games, FormulaT Racing and Particles!, intending to give players useful knowledge resources for reasoning about kinematics and the particulate nature of matter respectively. Designed games encourage players to utilize and refine intuitive ideas about target content through the construction of domain relevant representations. To assess the effectiveness of these designs I conducted two studies of children ages 7-14 playing prototype games in informal settings. An analysis of pre- and post-game clinical interviews, domain specific tasks, and video and logging data of gameplay suggests
... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Intercompany losses and deductions. 1.108-3... Intercompany losses and deductions. (a) General rule. This section applies to certain losses and deductions... attributes to which section 108(b) applies, a loss or deduction not yet taken into account under section 267...
... 42 Public Health 2 2010-10-01 2010-10-01 false Deduction from civil service annuities. 408.44... § 408.44 Deduction from civil service annuities. (a) Responsibility for deductions. If an enrollee is... service annuity, the premiums are deducted from that annuity by the Office of Personnel Management (OPM...
Kirkman, Thomas W.; Jensen, Ellen
The Quantitative Reasoning for College Science (QuaRCS) Assessment aims to measure the pre-algebra mathematical skills that are often part of "general education" science courses like Astro 101. In four majors STEM classes, we report comparisons between QuaRCS metrics, ACT math, GPAO, and the course grade. In three of four classes QuaRCS QR score and ACT math were statistically significantly correlated (with r˜.6), however in the fourth course —a senior-level microbiology course— there was no statistically significantly correlation (in fact, rPhysics courses showed fractional sigma gains in QR, self-estimated math fluency and math importance, but not all of those increases were statistically significant. Using a QuaRCS map relating the questions to skill areas, we found graph reading, percentages, and proportional reasoning to be the most misunderstood skills in all four courses. QuaRCS, Follette, et al.,2015, DOI: http://dx.doi.org/10.5038/1936-46220.127.116.11
Davis, Consuella Artiemese
This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in
Great Demand for Data from New "Virtual Observatory" Summary Due to a happy coincidence, the ESO/ST-ECF Science Archive Facility is celebrating three different milestones at the same time: * its 10th anniversary since the establishment in 1991 * the 10,000th request for data , and * the signing-up of active user number 2000 . This Archive contains over 8 Terabytes (1 Terabyte = 1 million million bytes) of valuable observational data from the NASA/ESA Hubble Space Telescope (HST), the ESO Very Large Telescope (VLT) and other ESO telescopes . Its success paves the way for the establishment of "Virtual Observatories" from which first-class data can be obtained by astronomers all over the world. This greatly enhances the opportunities for more (young) scientists to participate in front-line research. PR Photo 34/00 : Front-page of a new brochure, describing the ESO/ST-ECF Science Archive Facility. Just 10 years ago, on the 1st of January 1991, the ESO/ST-ECF (European Southern Observatory/Space Telescope-European Coordinating Facility) Science Archive Facility opened. It has since served the astronomical community with gigabyte after gigabyte of high-quality astronomical data from some of the world's leading telescopes. The Archive, which is located in Garching, just outside Munich (Germany), contains data from the 2.4-m NASA/ESA Hubble Space Telescope , as well as from several ESO telescopes: the four 8.2-m Unit Telescopes of the Very Large Telescope (VLT) at the Paranal Observatory , and the 3.5-m New Technology Telescope (NTT) , the 3.6-m telescope and the MPG/ESO 2.2-m telescope at La Silla. The Archive is a continuously developing project - in terms of amounts of data stored, the number of users and in particular because of the current dramatic development of innovative techniques for data handling and storage. In the year 2000 more than 2 Terabytes (2000 Gigabytes) of data were distributed to users worldwide. The archiving of VLT data has been described in ESO PR
A preliminary prototype of a simple explanation system was constructed. Although the system, based on the idea of storytelling, did not incorporate all of the principles of simple explanation, it did demonstrate the potential of the approach. The system incorporated a hypertext system, an inference engine, and facilities for constructing contrast type explanations. The continued development of such a system should prove to be valuable. By extending the resources of the expert system paradigm, the knowledge engineer is not forced to learn a new set of skills, and the domain knowledge already acquired by him is not lost. Further, both the beginning user and the more advanced user can be accommodated. For the beginning user, corrective explanations and ES explanations provide facilities for more clearly understanding the way in which the system is functioning. For the more advanced user, the instance and state explanations allow him to focus on the issues at hand. The simple model of explanation attempts to exploit and show how the why and how facilities of the expert system paradigm can be extended by attending to the pragmatics of explanation and adding texture to the ordinary pattern of reasoning in a rule based system.
Conner, AnnaMarie; Singletary, Laura M.; Smith, Ryan C.; Wagner, Patty Anne; Francisco, Richard T.
We combine Peirce's rule, case, and result with Toulmin's data, claim, and warrant to differentiate between deductive, inductive, abductive, and analogical reasoning within collective argumentation. In this theoretical article, we illustrate these kinds of reasoning in episodes of collective argumentation using examples from one…
Johnson-Laird, P N; Khemlani, Sangeet S; Goodwin, Geoffrey P
This review addresses the long-standing puzzle of how logic and probability fit together in human reasoning. Many cognitive scientists argue that conventional logic cannot underlie deductions, because it never requires valid conclusions to be withdrawn - not even if they are false; it treats conditional assertions implausibly; and it yields many vapid, although valid, conclusions. A new paradigm of probability logic allows conclusions to be withdrawn and treats conditionals more plausibly, although it does not address the problem of vapidity. The theory of mental models solves all of these problems. It explains how people reason about probabilities and postulates that the machinery for reasoning is itself probabilistic. Recent investigations accordingly suggest a way to integrate probability and deduction. Copyright © 2015 Elsevier Ltd. All rights reserved.
... 26 Internal Revenue 7 2010-04-01 2010-04-01 true Allowance of deduction for depletion. 1.611-1... depletion. (a) Depletion of mines, oil and gas wells, other natural deposits, and timber—(1) In general... mines, oil and gas wells, other natural deposits, and timber, a reasonable allowance for depletion. In...
Selker, J. S.
Noting that cool phone in your pocket, and your car have more sensors and wireless capabilities than your new Campbell weather station, does it ever feel like there is a mismatch between the world of science and that of consumer products? How can we understand our place in the "sensing ecosystem," and sort between the transformative opportunities of sensing technology and technological land mines that will expend your budget and be unreliable? Here I review the impact of three technological frameworks on biogeochemical observation: distributed fiber optic sensing; low-power radio and GSM communication; and 3-D printing. From the fiber optic sensing applications in air, soil, rivers, oceans and wells, we see that this truly does qualify as a revolutionary observational platform. Specifically, it densely spans the critical 0.1 m to 10,000 m spatial scales and 1 to 1,000,000 s temporal scales, providing opportunity to address long-standing fundamental open questions. This is placed in contrast to the unfulfilled promises touted by the self-organizing mesh network radio technology. We argue that this outcome reflects a lack of candor of technology insiders in the selling of this technology with respect to the potential given the 1/r^3 energy of radio communication combined with the challenges of environmental settings for wave propagation (e.g., intense rain, snow laden branches, and long periods of low solar radiation). This is contrasted with the excellent outcomes of GSM-based monitoring approaches that leveraged the massive infrastructure of cellular telephones. Finally, I will venture to explain why open-source 3-D printing technology will provide the next transformative opportunity for Biogeosicences by re-inventing point-sensing instrumentation.
Fumero, Ascensión; Santamaría, Carlos; Johnson-Laird, P N
Certain problems are ambiguous and allow deductive or inductive conclusions, for example, If you follow this diet then you lose weight. Ann did not lose weight. Why not? Conscientious individuals who are less open to experience should focus on possibilities consistent with the premises, and make a deduction: Ann did not follow this diet. But, those who are open to experience and not conscientious should go beyond these possibilities, and make an induction, for example, Ann gave up exercising. In an experiment, a group who recalled autobiographical episodes in which they were conscientious and not open to experience made more deductions than a group who recalled episodes in which they had the opposite characteristics. A control group made about equal proportions of deductions and inductions. These results were predicted by the theory that reasoners envisage possibilities, and can focus on those possibilities consistent with the premises or on possibilities outside the premises.
Nornoo, Adwoa O; Jackson, Jonathan; Axtell, Samantha
Objective. To determine whether there is a correlation between pharmacy students' scores on the Health Science Reasoning Test (HSRT) and their grade on a package insert assignment designed to assess critical thinking. Methods. The HSRT was administered to first-year pharmacy students during a critical-thinking course in the spring semester. In the same semester, a required package insert assignment was completed in a pharmacokinetics course. To determine whether there was a relationship between HSRT scores and grades on the assignment, a Spearman's rho correlation test was performed. Results. A very weak but significant positive correlation was found between students' grades on the assignment and their overall HSRT score (r=0.19, p critical-thinking skills in pharmacy students.
Myers, J. D.
The Earth's seven billion humans are consuming a growing proportion of the world's ecosystem products and services. Human activity has also wrought changes that rival the scale of many natural geologic processes, e.g. erosion, transport and deposition, leading to recognition of a new geological epoch, the Anthropocene. Because of these impacts, several natural systems have been pushed beyond the planetary boundaries that made the Holocene favorable for the expansion of humanity. Given these human-induced stresses on natural systems, global citizens will face an increasing number of grand challenges. Unfortunately, traditional discipline-based introductory science courses do little to prepare students for these complex, scientifically-based and technologically-centered challenges. With NSF funding, an introductory, integrated science course stressing quantitative reasoning and social context has been created at UW. The course (GEOL1600: Global Sustainability: Managing the Earth's Resources) is a lower division course designed around the energy-water-climate (EWC) nexus and integrating biology, chemistry, Earth science and physics. It melds lectures, lecture activities, reading questionnaires and labs to create a learning environment that examines the EWT nexus from a global through regional context. The focus on the EWC nexus, while important socially and intended to motivate students, also provides a coherent framework for identifying which disciplinary scientific principles and concepts to include in the course: photosynthesis and deep time (fossil fuels), biogeochemical cycles (climate), chemical reactions (combustion), electromagnetic radiation (solar power), nuclear physics (nuclear power), phase changes and diagrams (water and climate), etc. Lecture activities are used to give students the practice they need to make quantitative skills routine and automatic. Laboratory exercises on energy (coal, petroleum, nuclear power), water (in Bangladesh), energy
Ortoleva, Peter J.
Illustrative embodiments of systems and methods for the deductive multiscale simulation of macromolecules are disclosed. In one illustrative embodiment, a deductive multiscale simulation method may include (i) constructing a set of order parameters that model one or more structural characteristics of a macromolecule, (ii) simulating an ensemble of atomistic configurations for the macromolecule using instantaneous values of the set of order parameters, (iii) simulating thermal-average forces and diffusivities for the ensemble of atomistic configurations, and (iv) evolving the set of order parameters via Langevin dynamics using the thermal-average forces and diffusivities.
Ronelus, Wednaud J.
The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this
Rosyidi, A. H.; Kohar, A. W.
Exploring student teachers’ proof ability is crucial as it is important for improving the quality of their learning process and help their future students learn how to construct a proof. Hence, this study aims at exploring at the proof schemes of student teachers in the beginning of their studies. Data were collected from 130 proofs resulted by 65 Indonesian student teachers on two proof tasks involving algebraic inequality. To analyse, the proofs were classified into the refined proof schemes level proposed by Lee (2016) ranging from inductive, which only provides irrelevant inferences, to deductive proofs, which consider addressing formal representation. Findings present several examples of each of Lee’s level on the student teachers’ proofs spanning from irrelevant inferences, novice use of examples or logical reasoning, strategic use examples for reasoning, deductive inferences with major and minor logical coherence, and deductive proof with informal and formal representation. Besides, it was also found that more than half of the students’ proofs coded as inductive schemes, which does not meet the requirement for doing the proof for the proof tasks examined in this study. This study suggests teacher educators in teacher colleges to reform the curriculum regarding proof learning which can accommodate the improvement of student teachers’ proving ability from inductive to deductive proof as well from informal to formal proof.
Niemi, Timo; Jarvelin, Kalervo
Discusses deductive databases and database management systems (DBMS) and introduces a framework for advanced query formulation for end users. Recursive processing is described, a sample extensional database is presented, query types are explained, and criteria for advanced query formulation from the end user's viewpoint are examined. (31…
... its importation, and any Federal excise tax on, or measured by the value of, the merchandise for which... paragraph (c)(3) of this section, the value added by the processing of the merchandise after importation to...) of this section, deductions made for the value added by that processing will be based on objective...
Lee, Hyunju; Chang, Hyunsook; Choi, Kyunghee; Kim, Sung-Won; Zeidler, Dana L.
Character and values are the essential driving forces that serve as general guides or points of reference for individuals to support decision-making and to act responsibly about global socioscientific issues (SSIs). Based on this assumption, we investigated to what extent pre-service science teachers (PSTs) of South Korea possess character and values as global citizens; these values include ecological worldview, socioscientific accountability, and social and moral compassion. Eighteen PSTs participated in the SSI programs focusing on developing character and values through dialogical and reflective processes. SSIs were centered on the use of nuclear power generation, climate change, and embryonic stem cell research. The results indicated that PSTs showed three key elements of character and values, but failed to apply consistent moral principles on the issues and demonstrated limited global perspectives. While they tended to approach the issues with emotion and sympathy, they nonetheless failed to perceive themselves as major moral agents who are able to actively resolve large-scale societal issues. This study also suggests that the SSI programs can facilitate socioscientific reasoning to include abilities such as recognition of the complexity of SSIs, examine issues from multiple perspectives, and exhibit skepticism about information.
Kortenkamp, Stephen J.; Brock, Laci
Scale model solar systems have been used for centuries to help educate young students and the public about the vastness of space and the relative sizes of objects. We have adapted the classic scale model solar system activity into a student-driven project for an undergraduate general education astronomy course at the University of Arizona. Students are challenged to construct and use their three dimensional models to demonstrate an understanding of numerous concepts in planetary science, including: 1) planetary obliquities, eccentricities, inclinations; 2) phases and eclipses; 3) planetary transits; 4) asteroid sizes, numbers, and distributions; 5) giant planet satellite and ring systems; 6) the Pluto system and Kuiper belt; 7) the extent of space travel by humans and robotic spacecraft; 8) the diversity of extrasolar planetary systems. Secondary objectives of the project allow students to develop better spatial reasoning skills and gain familiarity with technology such as Excel formulas, smart-phone photography, and audio/video editing.During our presentation we will distribute a formal description of the project and discuss our expectations of the students as well as present selected highlights from preliminary submissions.
... Deductions for Entertainment Use of Business Aircraft AGENCY: Internal Revenue Service (IRS), Treasury... business aircraft for entertainment. These final regulations affect taxpayers that deduct expenses for... section 274 of the Internal Revenue Code (Code) of deductions for the use of business aircraft for...
... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Deduction from pay. 512.22 Section 512.22... 1982 Salary Offset § 512.22 Deduction from pay. (a) Deduction by salary offset, from an employee's disposable current pay, shall be subject to the following circumstances: (1) When funds are available, the...
... 29 Labor 4 2010-07-01 2010-07-01 false Deduction from pay. 1450.23 Section 1450.23 Labor... OWED THE UNITED STATES Salary Offset § 1450.23 Deduction from pay. (a) Deduction by salary offset, from an employee's current disposable pay, shall be subject to the following conditions: (1) Ordinarily...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1000.86 Section 1000... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE GENERAL PROVISIONS OF FEDERAL MILK MARKETING ORDERS Administrative Assessment and Marketing Service Deduction § 1000.86 Deduction for...
... tax purposes. Section 642(g) has no application to deductions for taxes, interest, business expenses... 642(g) is applicable to deductions for interest, business expenses, and other items not accrued at the... administration expenses under section 2053(a)(2). Although deductible under section 2053(a)(3) in determining the...
Csapó, Beno; Molnár, Gyöngyvér; Nagy, József
This study explores the potential of using online tests for the assessment of school readiness and for monitoring early reasoning. Four tests of a face-to-face-administered school readiness test battery (speech sound discrimination, relational reasoning, counting and basic numeracy, and deductive reasoning) and a paper-and-pencil inductive…
Making sense of mathematical concepts and solving mathematical problems may demand different forms of reasoning. These could be either domain-based, such as algebraic, geometric or statistical reasoning, while others are more general such as inductive/deductive reasoning. This article aims at giving visibility to a particular form of reasoning…
Fernando Rudy Hiller
Full Text Available The first objective of this paper is to present an interpretation of Groundwork III which aims to establish two main points: first, that Kant offers there a theoretically-grounded deduction (in Kantian sense of freedom/morality-as-autonomy; second, that Kant also offers a separate deduction of the categorical imperative. Thus, contrary to what several commentators have claimed, Groundwork III contains a theoretically-grounded double deduction. The second objective of the paper is to examine and criticize in detail one crucial step in these deductions, namely, Kant’s inference from the speculative spontaneity of reason to the noumenal existence of the subject as a free will. I show that Kant himself came to reject this inference in the B edition of the Critique of Pure Reason, and argue that this explains Kant’s rejection, in the Critique of Practical Reason, of the deduction of the moral law he previously offered. Thus, contrary to the “reconciliationist” reading, there is indeed a great reversal in the latter work.
A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes
Torres, Hector Neftali, Sr.
The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This
When ordinary people - mathematicians among them - take something to follow (deductively) from something else, they are exposing the backbone of our self-ascribed ability to reason. This book investigates the connection between that ordinary notion of consequence and the formal analogues invented by logicians.
Full Text Available Tax savings and the discount rate we use to calculate their value are involved in the calculation of cost of capital. Based on previous findings, we derive a general approach to cash flow valuation that take into account any kind of tax shields related to the financing decision of a firm and any date when they are earned. They can be used to introduce any type of externality that creates value through tax savings not captured by neither the cost of debt nor the cost of equity. This paper develops the formulations for the cost of capital when dividends, interest on equity or monetary correction of equity are deductible as it happens in Brazil. It shows that when properly done most known valuation methods are consistent and give identical results. Also, the paper argues that when dividends are tax deductible, optimal leverage is lower and equity value is higher.
Ricco, Robert B.; Overton, Willis F.
Many current psychological models of reasoning minimize the role of deductive processes in human thought. In the present paper, we argue that deduction is an important part of ordinary cognition and we propose that a dual systems Competence [image omitted] Procedural processing model conceptualized within relational developmental systems theory…
Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.
Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology
How can we advance knowledge? Which methods do we need in order to make new discoveries? How can we rationally evaluate, reconstruct and offer discoveries as a means of improving the ‘method’ of discovery itself? And how can we use findings about scientific discovery to boost funding policies, thus fostering a deeper impact of scientific discovery itself? The respective chapters in this book provide readers with answers to these questions. They focus on a set of issues that are essential to the development of types of reasoning for advancing knowledge, such as models for both revolutionary findings and paradigm shifts; ways of rationally addressing scientific disagreement, e.g. when a revolutionary discovery sparks considerable disagreement inside the scientific community; frameworks for both discovery and inference methods; and heuristics for economics and the social sciences.
Nuhfer, Edward B; Cogan, Christopher B; Kloock, Carl; Wood, Gregory G; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W
After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.
This review focuses on the issue of how neuroimaging studies address theoretical accounts of reasoning, through the lens of the method of forward inference (Henson, 2005, 2006). After theories of deductive and inductive reasoning are briefly presented, the method of forward inference for distinguishing between psychological theories based on brain imaging evidence is critically reviewed. Brain imaging studies of reasoning, comparing deductive and inductive arguments, comparing meaningful versus non-meaningful material, investigating hemispheric localization, and comparing conditional and relational arguments, are assessed in light of the method of forward inference. Finally, conclusions are drawn with regard to future research opportunities. PMID:25620926
This review focuses on the issue of how neuroimaging studies address theoretical accounts of reasoning, through the lens of the method of forward inference (Henson, 2005, 2006). After theories of deductive and inductive reasoning are briefly presented, the method of forward inference for distinguishing between psychological theories based on brain imaging evidence is critically reviewed. Brain imaging studies of reasoning, comparing deductive and inductive arguments, comparing meaningful versus non-meaningful material, investigating hemispheric localization, and comparing conditional and relational arguments, are assessed in light of the method of forward inference. Finally, conclusions are drawn with regard to future research opportunities.
Lawrence, Lettie Carol
The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between
Sidgwick believed that, when impartial reasons conflict with self-interested reasons, there are no truths about their relative strength. There are such truths, I claim, but these truths are imprecise. Many self-interested reasons are decisively outweighed by conflicting impar-tial moral reasons. But we often have sufficient self-interested reasons to do what would make things go worse, and we sometimes have sufficient self-interested reasons to act wrongly. If we reject Act Consequentialism, ...
Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.
After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612
Edward B. Nuhfer
Full Text Available After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs, we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI. In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a first-generation student, b English as a native language, and c interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.
... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Deduction for certain foreign death taxes. 20... § 20.2053-10 Deduction for certain foreign death taxes. (a) General rule. A deduction is allowed the... for foreign death taxes. (b) Condition for allowance of deduction. (1) The deduction is not allowed...
Thoron, Andrew C.; Myers, Brian E.
The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student scientific reasoning. Scientific reasoning is defined as the use of the scientific method, inductive, and deductive reasoning to develop and test hypothesis. Developing scientific reasoning skills can provide learners with a connection to the…
Holbert, Nathan R.; Wilensky, Uri
While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has proved challenging. In this paper we present a design principle for creating educational video games that enables players to draw on knowledge resources…
Cramer-Petersen, Claus Lundgaard; Ahmed-Kristensen, Saeema
to investigate idea generation sessions of two industry cases. Reasoning was found to appear in sequences of alternating reasoning types where the initiating reasoning type was decisive. The study found that abductive reasoning led to more radical ideas, whereas deductive reasoning led to ideas being for project...... requirements, but having a higher proportion being rejected as not valuable. The study sheds light on the conditions that promote these reasoning types. The study is one of the first of its kind and advances an understanding of reasoning in design by empirical means and suggests a relationship between......Reasoning is at the core of design activity and thinking. Thus, understanding and explaining reasoning in design is fundamental to understand and support design practice. This paper investigates reasoning in design and its relationship to varying foci at the stage of idea generation and subsequent...
Hayes, Brett K; Heit, Evan
Inductive reasoning entails using existing knowledge to make predictions about novel cases. The first part of this review summarizes key inductive phenomena and critically evaluates theories of induction. We highlight recent theoretical advances, with a special emphasis on the structured statistical approach, the importance of sampling assumptions in Bayesian models, and connectionist modeling. A number of new research directions in this field are identified including comparisons of inductive and deductive reasoning, the identification of common core processes in induction and memory tasks and induction involving category uncertainty. The implications of induction research for areas as diverse as complex decision-making and fear generalization are discussed. This article is categorized under: Psychology > Reasoning and Decision Making Psychology > Learning. © 2017 Wiley Periodicals, Inc.
... 29 Labor 3 2010-07-01 2010-07-01 false Deductions from wages. 783.45 Section 783.45 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR STATEMENTS OF GENERAL... TO EMPLOYEES EMPLOYED AS SEAMEN Computation of Wages and Hours § 783.45 Deductions from wages. Where...
Oosterbeek, H.; Leuven, E.
Dutch employers can claim an extra tax deduction when they train employees older than age 40. This discontinuity in a firm's training cost is exploited to identify the tax deduction's effects on training participation and of training participation on wages. The results show that the training rate of
... deduction are selected by the taxpayer in the year the properties are placed in service. This selection must... no selection is made, the total carryover of disallowed deduction is apportioned equally over the... restaurant business. During 1992, ABC purchases and places in service two items of section 179 property—a...
... 1.615-4 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES (CONTINUED) Natural Resources § 1.615-4 Limitation of amount deductible. (a) Taxable... lease with respect to certain coal lands. A has deducted exploration expenditures under section 615 for...
... that are paid from funds appropriated for fire suppression or pest control or otherwise offset federal... 25 Indians 1 2010-04-01 2010-04-01 false Forest management deductions. 163.25 Section 163.25... Forest Management and Operations § 163.25 Forest management deductions. (a) Pursuant to the provisions of...
... 5 Administrative Personnel 2 2010-01-01 2010-01-01 false Deductions from pay. 831.1003 Section 831.1003 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS (CONTINUED) RETIREMENT CSRS Offset § 831.1003 Deductions from pay. (a) Except as otherwise provided in this...
... 29 Labor 1 2010-07-01 2010-07-01 true Prohibited payroll deductions. 3.9 Section 3.9 Labor Office of the Secretary of Labor CONTRACTORS AND SUBCONTRACTORS ON PUBLIC BUILDING OR PUBLIC WORK FINANCED IN WHOLE OR IN PART BY LOANS OR GRANTS FROM THE UNITED STATES § 3.9 Prohibited payroll deductions...
... deductible before determining total income before interest charges. (b) Records shall be so maintained by...) UNIFORM SYSTEM OF ACCOUNTS FOR MUTUAL SERVICE COMPANIES AND SUBSIDIARY SERVICE COMPANIES, PUBLIC UTILITY HOLDING COMPANY ACT OF 1935 Income and Expense Accounts § 256.426.5 Other deductions. (a) This account...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1131.86 Section 1131... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE ARIZONA MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1131.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1030.86 Section 1030... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE UPPER MIDWEST MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1030.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1005.86 Section 1005... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE APPALACHIAN MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1005.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1007.86 Section 1007... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE SOUTHEAST MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1007.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1001.86 Section 1001... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE NORTHEAST MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1001.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1126.86 Section 1126... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE SOUTHWEST MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1126.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1032.86 Section 1032... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE CENTRAL MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1032.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1006.86 Section 1006... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE FLORIDA MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1006.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1124.86 Section 1124... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE PACIFIC NORTHWEST MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1124.86...
... 7 Agriculture 9 2010-01-01 2009-01-01 true Deduction for marketing services. 1033.86 Section 1033... SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE MILK IN THE MIDEAST MARKETING AREA Order Regulating Handling Administrative Assessment and Marketing Service Deduction § 1033.86...
Direct incentives and punishments are the most common instruments to fight tax evasion. The theoretical literature disregarded indirect schemes, such as itemised deductions, in which an agent has an interest in that other agents declare their revenue. Itemised deductions provide an incentive for
... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Deductions from regular annuity rate. 226.35... COMPUTING EMPLOYEE, SPOUSE, AND DIVORCED SPOUSE ANNUITIES Computing a Spouse or Divorced Spouse Annuity § 226.35 Deductions from regular annuity rate. The regular annuity rate of the spouse and divorced...
Kahn, Sami; Zeidler, Dana L.
Functional scientific literacy demands an informed citizenry capable of negotiating controversial socioscientific issues (SSI). Perspective taking is critical to SSI implementation as it enables understanding of the diverse cognitive and emotional perspectives of others. Science teacher educators must therefore facilitate teachers' promotion of…
Guenther, Agnes; Garbuio, Massimo; Eisenbart, Boris
Strategic tools and frameworks mostly analyse past developments to predict future potentials and rely primarily on deductive/inductive logics. While these logics help decision-makers, they limit the pool of strategic options; resulting strategies often lack novelty. Building on the idea that ‘good......’ and ‘bad’ strategies can be differentiated and that out-of-the-boxthinking creates novel strategies, we analyse differences in strategies’ underlying logics. We develop and test a coding scheme to assess reasoning, in particular abductive reasoning. Furthermore, we introduce the notion of observation set...... and show how analogies, anomalies and paradoxes prompt abductive reasoning and create strategic options....
Lawrence, Emma; Peters, Emmanuelle
Reasoning biases have been identified in deluded patients, delusion-prone individuals, and believers in the paranormal. This study examined content-specific reasoning and delusional ideation in believers in the paranormal. A total of 174 members of the Society for Psychical Research completed a delusional ideation questionnaire and a deductive reasoning task. The reasoning statements were manipulated for congruency with paranormal beliefs. As predicted, individuals who reported a strong belief in the paranormal made more errors and displayed more delusional ideation than skeptical individuals. However, no differences were found with statements that were congruent with their belief system, confirming the domain-specificity of reasoning. This reasoning bias was limited to people who reported a belief in, rather than experience of, paranormal phenomena. These results suggest that reasoning abnormalities may have a causal role in the formation of unusual beliefs. The dissociation between experiences and beliefs implies that such abnormalities operate at the evaluative, rather than the perceptual, stage of processing.
Full Text Available This paper presents a useful application of a generalized approach to the modelling of human and humanoid motion using the deductive approach. It starts with formulating a completely general problem and deriving different real situations as special cases. The concept and the software realization are verified by comparing the results with the ones obtained using “classical” software for one well-known particular problem – biped walking. New applicability and potentials of the proposed method are demonstrated by simulation of a selected example – the long jump. The simulated motion included jumping and landing on the feet (after a jump. Additional analysis is done in the paper regarding the joint torque and joint angle during the jumping. Separate stages of the simulation are defined and explained.
Full Text Available If multidisciplinarity is necessary, first, for studying the widest possible set of communication phenomena (organizational, in groups, interpersonal, media, computer-mediated communication... and, secondly, for grasping the complexity of the different moments of the same phenomenon of communication (production, content, reception, circulation ..., methodological pluralism is also important. However, French research in communication sciences leaves in the shade a number of phenomena and moments of communication that could be better understood thanks to the experimental method. We will underline that the epistemological issues related to rational use of the experimental method in communication sciences are not negligible: it allows the study of objects that cannot be investigated with other methods and offers the opportunity to build knowledge by the refutation of hypotheses and theoretical propositions. We will clarify some epistemological misunderstandings concerning this method. First, it is actually a method of studying complex systems and communication processes. Secondly, its use is not incompatible with constructivism.
Full Text Available Clause learning is the key component of modern SAT solvers, while conflict analysis based on the implication graph is the mainstream technology to generate the learnt clauses. Whenever a clause in the clause database is falsified by the current variable assignments, the SAT solver will try to analyze the reason by using different cuts (i.e., the Unique Implication Points on the implication graph. Those schemes reflect only the conflict on the current search subspace, does not reflect the inherent conflict directly involved in the rest space. In this paper, we propose a new advanced clause learning algorithm based on the conflict analysis and the logical deduction, which reconstructs a linear logical deduction by analyzing the relationship of different decision variables between the backjumping level and the current decision level. The logical deduction result is then added into the clause database as a newly learnt clause. The resulting implementation in Minisat improves the state-of-the-art performance in SAT solving.
Simpson, Jane; Cove, Jennifer; Fineberg, Naomi; Msetfi, Rachel M; J Ball, Linden
The aim of this study was to investigate the inductive and deductive reasoning abilities of people with obsessive-compulsive disorder (OCD). Following previous research, it was predicted that people with OCD would show different abilities on inductive reasoning tasks but similar abilities to controls on deductive reasoning tasks. A two-group comparison was used with both groups matched on a range of demographic variables. Where appropriate, unmatched variables were entered into the analyses as covariates. Twenty-three people with OCD and 25 control participants were assessed on two tasks: an inductive reasoning task (the 20-questions task) and a deductive reasoning task (a syllogistic reasoning task with a content-neutral and content-emotional manipulation). While no group differences emerged on several of the parameters of the inductive reasoning task, the OCD group did differ on one, and arguably the most important, parameter by asking fewer correct direct-hypothesis questions. The syllogistic reasoning task results were analysed using both correct response and conclusion acceptance data. While no main effects of group were evident, significant interactions indicated important differences in the way the OCD group reasoned with content neutral and emotional syllogisms. It was argued that the OCD group's patterns of response on both tasks were characterized by the need for more information, states of uncertainty, and doubt and postponement of a final decision.
Khemlani, Sangeet S.; Barbey, Aron K.; Johnson-Laird, Philip N.
This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex. PMID:25389398
Khemlani, Sangeet S; Barbey, Aron K; Johnson-Laird, Philip N
This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex.
Full Text Available This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex.
Full Text Available Introduction: The Nationwide Medical Sciences Students purpose of the Olympiad is to discover student’s talents and encourage them to study. It seems that holding regional Olympiad exams to select students for the National Olympiad can help us to maintain fairness. The aim of this study is Management of Holding and Evaluating Clinical Reasoning Exams Using a Comprehensive System of Electronic Clinical Reasoning Exams. Methods: Study was carried out in 2013 at the University of Medical Sciences on 750 students, 250 question designers, 37 responsibles. The nationwide universities held regional exams for the Student Olympiad in the area of clinical reasoning on specific dates and times. A quality review of the exams was done to study the strengths and weaknesses and to eliminate shortcomings and problems. Therefore, a researcher created a questionnaire with a reliability of R= 0.86 and validity was confirmed by experts, which was then loaded into the system. The collected data were analyzed using SPSS and descriptive statistics (Percent, Average, standard deviation. Results: The multimedia educational quality of the system, with an average of 69.36 ±22.79, the students and faculty members evaluated as good, with averages of 64.30 ±23.48 and 67.28 ± 22.43, respectively. The quality of the exam was evaluated as excellent by faculty members, with an average of 94.63 ±16.60 and 59.52 ±27.46, by the students. Conclusion: Evaluating the quality of the system’s performance and its ability to assess students will lead to a clarification of its strengths and weaknesses. Finally, result in the creation of a high quality evaluation system.
Throughout the 1970s and 1980s, the Prince Edward Island Right to Life Association (RTLA) lobbied medical professionals, hospital boards, politicians, and neighbours to prevent the Charlottetown and Summerside hospital corporations, the only abortion providers on the Island, to eliminate their Therapeutic Abortion Committees. Because abortion committees were not mandatory and only hospital boards were responsible for establishing committees at accredited hospitals, the RTLA elected pro-life members to the boards and voted against abortion committee bylaws to establish barriers to abortion access. By holding key positions within the hospital corporations, pro-life activists ensured that abortion provisions were no longer legally or medically permissible in Island hospitals. This article draws on RTLA and government records, newspaper articles, as well as interviews with pro-life activists, to highlight the avenues through which the organization created a prominent social movement. By contesting the scientific reasoning for abortion, the RTLA quickly became a countermovement not only to the pro-choice movement, but also to the mainstream medical community.
Rani, K. V.
Reasoning ability is the 'problem solving skills' or 'analytical ability' or 'deductive and inductive reasoning'. Academic achievement is the total score one achieved at school, college, or university from class, laboratory, library, or field work. The objectives of the study were to explore the relationship between reasoning ability and academic…
Full Text Available In this paper the authors venture beyond one of the fundamental assumptions in the non-monotonic reasoning community, namely that non-monotonic entailment is supra-classical. They investigate reasoning which uses an infra-classical entailment...
Moore, J. Christopher; Rubbo, Louis J.
We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.
Paans, Wolter; Sermeus, Walter; Nieweg, Roos Mb; Krijnen, Wim P; van der Schans, Cees P
This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the accuracy of nursing diagnoses.Knowledge sources can support nurses in deriving diagnoses. A nurse's disposition toward critical thinking and reasoning skills is also thought to influence the accuracy of his or her nursing diagnoses. A randomised factorial design was used in 2008-2009 to determine the effect of knowledge sources. We used the following instruments to assess the influence of ready knowledge, disposition, and reasoning skills on the accuracy of diagnoses: (1) a knowledge inventory, (2) the California Critical Thinking Disposition Inventory, and (3) the Health Science Reasoning Test. Nurses (n = 249) were randomly assigned to one of four factorial groups, and were instructed to derive diagnoses based on an assessment interview with a simulated patient/actor. The use of a predefined record structure resulted in a significantly higher accuracy of nursing diagnoses. A regression analysis reveals that almost half of the variance in the accuracy of diagnoses is explained by the use of a predefined record structure, a nurse's age and the reasoning skills of `deduction' and `analysis'. Improving nurses' dispositions toward critical thinking and reasoning skills, and the use of a predefined record structure, improves accuracy of nursing diagnoses.
J. Christopher Moore
Full Text Available We have found that non-STEM (science, technology, engineering, and mathematics majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.
... 26 Internal Revenue 3 2010-04-01 2010-04-01 false Disallowance of deduction for gifts. 1.274-3... TAX (CONTINUED) INCOME TAXES Items Not Deductible § 1.274-3 Disallowance of deduction for gifts. (a) In general. No deduction shall be allowed under section 162 or 212 for any expense for a gift made...
... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Deduction for certain State death taxes. 20... § 20.2053-9 Deduction for certain State death taxes. (a) General rule. A deduction is allowed a... death taxes. However, see section 2058 to determine the deductibility of state death taxes by estates to...
Oaksford, Mike; Chater, Nick
According to Aristotle, humans are the rational animal. The borderline between rationality and irrationality is fundamental to many aspects of human life including the law, mental health, and language interpretation. But what is it to be rational? One answer, deeply embedded in the Western intellectual tradition since ancient Greece, is that rationality concerns reasoning according to the rules of logic--the formal theory that specifies the inferential connections that hold with certainty between propositions. Piaget viewed logical reasoning as defining the end-point of cognitive development; and contemporary psychology of reasoning has focussed on comparing human reasoning against logical standards. Bayesian Rationality argues that rationality is defined instead by the ability to reason about uncertainty. Although people are typically poor at numerical reasoning about probability, human thought is sensitive to subtle patterns of qualitative Bayesian, probabilistic reasoning. In Chapters 1-4 of Bayesian Rationality (Oaksford & Chater 2007), the case is made that cognition in general, and human everyday reasoning in particular, is best viewed as solving probabilistic, rather than logical, inference problems. In Chapters 5-7 the psychology of "deductive" reasoning is tackled head-on: It is argued that purportedly "logical" reasoning problems, revealing apparently irrational behaviour, are better understood from a probabilistic point of view. Data from conditional reasoning, Wason's selection task, and syllogistic inference are captured by recasting these problems probabilistically. The probabilistic approach makes a variety of novel predictions which have been experimentally confirmed. The book considers the implications of this work, and the wider "probabilistic turn" in cognitive science and artificial intelligence, for understanding human rationality.
... DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Self-Employment Income § 404.1085 Net operating loss deduction. When determining your net earnings from self-employment...
... equipment plus a two foot maximum working space on each side of the equipment, if available, is deductible.... (ix) Oil skin lockers. (x) Pantries. (xi) Recreation rooms. (xii) Smoking rooms. (xiii) Galleys below...
Parente, Virginia; Ferreira, Doneivan; Moutinho dos Santos, Edmilson; Luczynski, Estanislau
Dealing with the decommissioning of petroleum installations is a relatively new challenge to most producer countries. It is natural to expect that industry's experience in building platforms is much greater than the one of dismantling them. Even if manifold and varied efforts are underway towards establishing international 'best practices' standards in this sector, countries still enjoy rather extensive discretionary power as they practice a particular national style in the regulation of decommissioning activities in their state's jurisdiction. The present paper offers a broad panorama of this discussion, concentrating mainly on two controversial aspects. The first one analyses the ex-ante deductibility of decommissioning costs as they constitute an ex-post expense. The second discussion refers to the assignment of decommissioning responsibility in the case of transfer of exploration and production rights to new lessees during the project's life. Finally the paper applies concepts commonly used in project financing as well as structures generally used in organising pension funds to develop insights into these discussions
Full Text Available We present a symbolic tool that provides robust algebraic methods to handle automatic deduction tasks for a dynamic geometry construction. The main prototype has been developed as two different worksheets for the open source computer algebra system Sage, corresponding to two different ways of coding a geometric construction. In one worksheet, diagrams constructed with the open source dynamic geometry system GeoGebra are accepted. In this worksheet, Groebner bases are used to either compute the equation of a geometric locus in the case of a locus construction or to determine the truth of a general geometric statement included in the GeoGebra construction as a boolean variable. In the second worksheet, locus constructions coded using the common file format for dynamic geometry developed by the Intergeo project are accepted for computation. The prototype and several examples are provided for testing. Moreover, a third Sage worksheet is presented in which a novel algorithm to eliminate extraneous parts in symbolically computed loci has been implemented. The algorithm, based on a recent work on the Groebner cover of parametric systems, identifies degenerate components and extraneous adherence points in loci, both natural byproducts of general polynomial algebraic methods. Detailed examples are discussed.
Parente, V.; Santos, M. dos [University of Sao Paulo (Brazil). Instituto de Electrotecnica; Ferreira, D. [State University of Campinas (Brazil). Dept. of Geology and Natural Resources; Luczynski, E. [Grupo de Estudos e Pesquisas Economico-Energeticas, Belem (Brazil)
Dealing with the decommissioning of petroleum installations is a relatively new challenge to most producer countries. It is natural to expect that industry's experience in building platforms is much greater than the one of dismantling them. Even if manifold and varied efforts are underway towards establishing international ''best practices'' standards in this sector, countries still enjoy rather extensive discretionary power as they practice a particular national style in the regulation of decommissioning activities in their state's jurisdiction. The present paper offers a broad panorama of this discussion, concentrating mainly on two controversial aspects. The first one analyses the ex-ante deductibility of decommissioning costs as they constitute an ex-post expense. The second discussion refers to the assignment of decommissioning responsibility in the case of transfer of exploration and production rights to new lessees during the project's life. Finally the paper applies concepts commonly used in project financing as well as structures generally used in organising pension funds to develop insights into these discussions. (author)
Janko Gorter; Paul Schilp
This paper provides new field evidence on risk preferences over small stakes. Using unique population and survey data on deductible choice in Dutch universal health insurance, we find that risk preferences are a dominant factor in decision aking. In fact, our results indicate that risk preferences are both statistically and quantitatively more significant in explaining deductible choice behavior than risk type. This finding contrasts with classical expected utility theory, as it implies risk ...
Science is a disciplined practice about knowing puzzling observations and unknown phenomena. Scientific knowledge of the product is applied to develop technological artifacts and solve complex problems in society. Scientific practices are undeniably relevant to our economy, civic activity, and personal lives, and thus public education should help children acquire scientific knowledge and recognize the values in relation to their own lives and civil society. Likewise, developing scientific thinking skills is valuable not only for becoming a scientist, but also for becoming a citizen who is able to critically evaluate everyday information, select and apply only the trustworthy, and make wise judgments in their personal and cultural goals as well as for obtaining jobs that require complex problem solving and creative working in the current knowledge-based economy and rapid-changing world. To develop students' scientific thinking, science instruction should focus not only on scientific knowledge and inquiry processes, but also on its epistemological aspects including the forms of causal explanations and methodological choices along with epistemic aims and values under the social circumstances in focal practices. In this perspective, disciplinary knowledge involves heterogeneous elements including material, cognitive, social, and cultural ones and the formation differs across practices. Without developing such discipline-specific knowledge, students cannot enough deeply engage in scientific "practices" and understand the true values of scientific enterprises. In this interest, this dissertation explores instructional approaches to make student engagement in scientific investigations more authentic or disciplinary. The present dissertation work is comprised of three research questions as stand-alone studies written for separate publication. All of the studies discuss different theoretical aspects related to disciplinary engagement in epidemiologic inquiry and student
Campbell, Stephen R.; Handscomb, Kerry; Zaparyniuk, Nicholas E.; Sha, Li; Cimen, O. Arda; Shipulina, Olga V.
Geometry is required for many secondary school students, and is often learned, taught, and assessed more in a heuristic image-based manner, than as a formal axiomatic deductive system. Students are required to prove general theorems, but diagrams are usually used. It follows that understanding how students engage in perceiving and reasoning about…
Full Text Available Statement of Problem: Tooth extraction is always considered as the final treatment option in dentistry."nConsidering the numerous advances in dentistry, nowadays the preservation of the permanent teeth until old"nage is common. However, in most economically poor countries or those without security service insurance,"nthe high rate of extraction, particularly among restorable teeth, is regrettable."nPurpose: The aim of the present study was to determine the reasons for tooth extraction among patients"nreferred to the faculty of Dentistry, Tehran University of Medical Sciences in 2002."nMaterials and Methods: This descriptive and cross-sectional study was conducted on 320 patients. The"ninformation about patient's general knowledge, oral health status, tooth location and causes of extraction were"ncollected and recorded in a questionnaire. The data were submitted to statistical Chi-Square test."nResults: No statistically significant difference was found between two genders in their mentioned causes for"nextraction. The most prevalent reasons were as follows: Caries (50%, Periodontal diseases (16.6%. Absence"nof an acceptable occlusion, prosthetic problems, patient's request, etc... make up the remaining 33.4% of the"nreasons."nConclusion: According to this study, it is suggested to investigate extraction etiology at the society level and"nif similar results are obtained, necessary steps should be taken to prevent caries and periodontal problems as"nthe major mentioned causes for tooth extraction.
Dole, Shelley; Hilton, Annette; Hilton, Geoff
Proportional reasoning is widely acknowledged as a key to success in school mathematics, yet students’ continual difficulties with proportion-related tasks are well documented. This paper draws on a large research study that aimed to support 4th to 9th grade teachers to design and implement tasks...
Psicologia , 4(3), 183-198. 94 Guyote, M.J. and Sternberg, R.J. (1981). A transitive-chain theory of syllogistic reasoning. Cognitive Psychology, 13(4), 461...personal connections. Journal of Social Psychology, 20, 39-59. Newell, A. (1990). Unified Theories of Cognition. Cambridge, Massachusetts: Harvard
Tylén, Kristian; Fusaroli, Riccardo; Stege Bjørndahl, Johanne
of representational artifacts for purposes of thinking and communicating is discussed in relation to C.S. Peirce’s notion of diagrammatical reasoning. We propose to extend Peirce’s original ideas and sketch a conceptual framework that delineates different kinds of diagram manipulation: Sometimes diagrams...
Much has been written on the role of causal notions and causal reasoning in the so-called 'special sciences' and in common sense. But does causal reasoning also play a role in physics? Mathias Frisch argues that, contrary to what influential philosophical arguments purport to show, the answer is yes. Time-asymmetric causal structures are as integral a part of the representational toolkit of physics as a theory's dynamical equations. Frisch develops his argument partly through a critique of anti-causal arguments and partly through a detailed examination of actual examples of causal notions in physics, including causal principles invoked in linear response theory and in representations of radiation phenomena. Offering a new perspective on the nature of scientific theories and causal reasoning, this book will be of interest to professional philosophers, graduate students, and anyone interested in the role of causal thinking in science.
Analogical reasoning is known as a powerful mode for drawing plausible conclusions and solving problems. It has been the topic of a huge number of works by philosophers, anthropologists, linguists, psychologists, and computer scientists. As such, it has been early studied in artificial intelligence, with a particular renewal of interest in the last decade. The present volume provides a structured view of current research trends on computational approaches to analogical reasoning. It starts with an overview of the field, with an extensive bibliography. The 14 collected contributions cover a large scope of issues. First, the use of analogical proportions and analogies is explained and discussed in various natural language processing problems, as well as in automated deduction. Then, different formal frameworks for handling analogies are presented, dealing with case-based reasoning, heuristic-driven theory projection, commonsense reasoning about incomplete rule bases, logical proportions induced by similarity an...
Discussing Faiciuc's paper, I first tackle the problem of fallacies in deductive reasoning showing how, in a possible world theory, non correct forms of reasoning can be useful strategies for discovery, providing these strategies remain at a hypothesis level. Secondly, everyday reasoning and its specificity in comparison to logical-normative one are analyzed. This topic stresses the notion of interpretation and, in this context, the role of the community and of cultural canons shared by the subject. From this point of view, reasoning does not occur, only, in the brain of a person but in everyday exchanges occurring between individuals and the history of their community.
of clues and a practice puzzle. A neutral topic (ordering food at a bakery) was chosen for the puzzle to avoid referencing information that might be...Differences 2007, 42(3), 409–418. “Harry Potter Movies at the Box Office”. Box Office Mojo, http://boxofficemojo.com/ franchises /chart/?id
... 1.617-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES (CONTINUED) Natural Resources § 1.617-2 Limitation on amount deductible. (a... 1967, 1968, 1969, and 1970 A had exploration costs of $80,000 all with respect to coal deposits located...
....642(f)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Estates, Trusts, and Beneficiaries § 1.642(f)-1 Amortization deductions. An estate... respect to qualified railroad rolling stock as defined in section 184(d), with respect to certified coal...
... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Account 435, Extraordinary deductions. 367.4350 Section 367.4350 Conservation of Power and Water Resources FEDERAL ENERGY REGULATORY COMMISSION, DEPARTMENT OF ENERGY REGULATIONS UNDER THE PUBLIC UTILITY HOLDING COMPANY ACT OF 2005, FEDERAL POWER ACT AND NATURAL GAS ACT...
Soiferman, L. Karen
This discussion paper compares and contrasts "inductive" and "deductive" research approaches as described by Trochim (2006) and Plano Clark and Creswell (2007). It also examines the "exploratory" and "confirmatory" approaches by Onwueghuzie and Leech (2005) with respect to the assumption each holds about the nature of knowledge. The paper starts…
Starting from the radial Schroedinger equation and using the Cauchy-Schwarz inequality, expressions have been derived for bounds for phase-shifts in potential scattering and the deductions are verified in special cases such as the spherically symmetric square-well potential, where exact solutions are already known. (K.B.)
Leuven, E.; Oosterbeek, H.
To stimulate investment in training by individuals, the Dutch tax system allows a deduction of direct training expenditures from taxable income. This paper investigates to what extent the resulting cost reduction encourages training investments. Two different identification strategies are used. The
Bottiglieri, William A.; Reville, Patrick J.
Trade or business expenses are deductible if they are ordinary and necessary with respect to the trade or business in which they were incurred. Treasury Regulations bring education expenses into this purview but only if they maintain or improve skills already acquired or allow a taxpayer to maintain his current position. Related travel expenses in…
Leo, Teresa J.; Perez-del-Notario, Pedro; Raso, Miguel A.
A new general procedure for deriving the Gibbs energy of mixing is developed through general thermodynamic considerations, and the ideal-solution model is obtained as a special particular case of the general one. The deduction of the Gibbs energy of mixing for the ideal-solution model is a rational one and viewed suitable for advanced students who…
Fokkink, W.J.; Verhoef, C.
We set up a formal framework to describe term deduction systems, such as transition system specifications in the style of Plotkin, and conditional term rewriting systems. This framework has the power to express many-sortedness, general binding mechanisms and substitutions, among other notions such
... 29 Labor 1 2010-07-01 2010-07-01 true Wage payments-deductions from wages paid. 4.168 Section 4... Standards Compliance with Compensation Standards § 4.168 Wage payments—deductions from wages paid. (a) The wage requirements of the Act will not be met where unauthorized deductions, rebates, or refunds reduce...
... 7 Agriculture 1 2010-01-01 2010-01-01 false Procedures for salary offset: when deductions may... Salary Offset § 3.81 Procedures for salary offset: when deductions may begin. (a) Deductions to liquidate... Offset Salary to collect from the employee's current pay. (b) If the employee filed a petition for a...
... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Procedures for salary offset: When deductions... § 361.11 Procedures for salary offset: When deductions may begin. (a) Deductions to liquidate an... a debt is completed, offset shall be made from subsequent payments of any nature (e.g., final salary...
Hoppe, H. Ulrich
Examines the deductive approach to error diagnosis for intelligent tutoring systems. Topics covered include the principles of the deductive approach to diagnosis; domain-specific heuristics to solve the problem of generalizing error patterns; and deductive diagnosis and the hypertext-based learning environment. (Contains 26 references.) (JLB)
... 29 Labor 9 2010-07-01 2010-07-01 false Interpretive Bulletin Relating to Payroll Deduction IRAs... SECURITY ACT OF 1974 § 2509.99-1 Interpretive Bulletin Relating to Payroll Deduction IRAs. (a) Scope. This...), as applied to payroll deduction programs established by employers 1 for the purpose of enabling...
... 38 Pensions, Bonuses, and Veterans' Relief 1 2010-07-01 2010-07-01 false Authorization for deduction of premiums from compensation, retirement pay, or pension. 8.5 Section 8.5 Pensions, Bonuses, and... Authorization for deduction of premiums from compensation, retirement pay, or pension. Deductions from benefits...
... (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES China Trade Act Corporations § 1.941-1 Special deduction for China Trade Act corporations. In addition to the deductions from taxable income otherwise allowed such a corporation, a China Trade Act corporation is, under certain conditions, allowed an additional deduction in...
... 26 Internal Revenue 9 2010-04-01 2010-04-01 false Deductions allowed nonresident alien individuals... (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Nonresident Aliens and Foreign Corporations § 1.873-1 Deductions allowed nonresident alien individuals. (a) General provisions—(1) Allocation of deductions. In...
... A issues a callable 20-year convertible bond at face for $1,000 bearing interest at 10 percent per... 26 Internal Revenue 3 2010-04-01 2010-04-01 false Limitation on deduction of bond premium on... deduction of bond premium on repurchase. (a) Limitation—(1) General rule. No deduction is allowed to the...
Rodolfo Canto Sáenz
Full Text Available This work suggests the incorporation of practical reason in the design, implementation and evaluation of public policies, alongside instrumental rationality. It takes two proposals that today point in this direction: Rawls distinction between reasonable (practical reason and rational (instrumental reason and what this author calls the CI Procedure (categorical imperative procedure and Habermas model of deliberative democracy. The main conclusion is that the analysis of public policies can not be limited to rather narrow limits of science, but requires the contribution of political and moral philosophy.
Zhan, Naijun; Zhao, Hengjun
This book presents a state-of-the-art technique for formal verification of continuous-time Simulink/Stateflow diagrams, featuring an expressive hybrid system modelling language, a powerful specification logic and deduction-based verification approach, and some impressive, realistic case studies. Readers will learn the HCSP/HHL-based deductive method and the use of corresponding tools for formal verification of Simulink/Stateflow diagrams. They will also gain some basic ideas about fundamental elements of formal methods such as formal syntax and semantics, and especially the common techniques applied in formal modelling and verification of hybrid systems. By investigating the successful case studies, readers will realize how to apply the pure theory and techniques to real applications, and hopefully will be inspired to start to use the proposed approach, or even develop their own formal methods in their future work.
Mohammad Akram Alzu’bi
• What is the effect of inductive method on grammar achievement compared with deductive method at elementary stage? To answer the questions of the study, the researcher prepares two programs based on inductive and deductive methods for each level based on its syllabus. The sample consists 180 students; eighty at the 1st year level in English departments at university level and one hundred at the elementary stage. The participants of the study consisted of four assigned sections. Firstly, at the university level, two colleges are randomly selected out of the eighteen faculties of Albalqa' Applied University; two sections are randomly selected; one group is randomly assigned as the 1st experimental group (by using inductive method and the second experimental group (by using deductive method. Similar process is adopted in the case of school students at the elementary stage. The relevant pre-tests are administered to the students of both groups at each stage (university and school to make sure that the groups are equivalent at the time of starting the experiment. The researcher designs two grammar achievement tests as the instruments of this study (one for the elementary stage and one for university level. The instrument of each stage consists of two achievement tests (pre- test and post-test. At the end of the treatment period, relevant post-tests are administered to the students of both the groups. The results of the study revealed that there were significant statistical differences at (α≤0.09 among the grammar performance means of both groups at both levels due to inductive method. Keywords: Inductive method, Deductive method, Elementary stage, University level, Academic achievement
Roč. 159, č. 10 (2008), s. 1153-1164 ISSN 0165-0114 R&D Projects: GA AV ČR KJB100300502 Institutional research plan: CEZ:AV0Z10300504 Keywords : deductive fuzzy logic * fuzzy elements * gradual sets * entropy of fuzzy sets * aggregation * membership degrees * methodology of fuzzy mathematics Subject RIV: BA - General Mathematics Impact factor: 1.833, year: 2008
Full Text Available Herewith, a fairly old concept is published for the first time and named "Lucas Interpretation". This has been implemented in a prototype, which has been proved useful in educational practice and has gained academic relevance with an emerging generation of educational mathematics assistants (EMA based on Computer Theorem Proving (CTP. Automated Theorem Proving (ATP, i.e. deduction, is the most reliable technology used to check user input. However ATP is inherently weak in automatically generating solutions for arbitrary problems in applied mathematics. This weakness is crucial for EMAs: when ATP checks user input as incorrect and the learner gets stuck then the system should be able to suggest possible next steps. The key idea of Lucas Interpretation is to compute the steps of a calculation following a program written in a novel CTP-based programming language, i.e. computation provides the next steps. User guidance is generated by combining deduction and computation: the latter is performed by a specific language interpreter, which works like a debugger and hands over control to the learner at breakpoints, i.e. tactics generating the steps of calculation. The interpreter also builds up logical contexts providing ATP with the data required for checking user input, thus combining computation and deduction. The paper describes the concepts underlying Lucas Interpretation so that open questions can adequately be addressed, and prerequisites for further work are provided.
Lee, JuHee; Lee, Young Joo; Bae, JuYeon; Seo, Minjeong
As complex chronic diseases are increasing, nurses' prompt and accurate clinical reasoning skills are essential. However, little is known about the reasoning skills of registered nurses. This study aimed to determine how registered nurses use their clinical reasoning skills and to identify how the reasoning process proceeds in the complex clinical situation of hospital setting. A qualitative exploratory design was used with a think-aloud method. A total of 13 registered nurses (mean years of experience=11.4) participated in the study, solving an ill-structured clinical problem based on complex chronic patients cases in a hospital setting. Data were analyzed using deductive content analysis. Findings showed that the registered nurses used a variety of clinical reasoning skills. The most commonly used skill was 'checking accuracy and reliability.' The reasoning process of registered nurses covered assessment, analysis, diagnosis, planning/implementation, and evaluation phase. It is critical that registered nurses apply appropriate clinical reasoning skills in complex clinical practice. The main focus of registered nurses' reasoning in this study was assessing a patient's health problem, and their reasoning process was cyclic, rather than linear. There is a need for educational strategy development to enhance registered nurses' competency in determining appropriate interventions in a timely and accurate fashion. Copyright © 2016 Elsevier Ltd. All rights reserved.
Cramer-Petersen, Claus L.; Ahmed-Kristensen, Saeema
Reasoning is argumentative and is at the core of design activity and thinking. Understanding the influence of reasoning on the value of ideas is key to support design practice. The paper aims to show the effect of verbal reasoning on the value of ideas. Protocol analyses of four industry cases...... doing idea generation shows that framing by certainty and deductive reasoning lead to useful incremental ideas while framing by uncertainty and abductive reasoning lead to radical ideas. The paper concludes that the way of framing ideas is indicative of how ideas add value to on-going design processes....
Tytler, Russell; Peterson, Suzanne
This paper explores the scientific reasoning of 14 children across their first two years of primary school. Children's view of experimentation, their approach to exploration, and their negotiation of competing knowledge claims, are interpreted in terms of categories of epistemological reasoning. Children's epistemological reasoning is distinguished from their ability to control variables. While individual children differ substantially, they show a relatively steady growth in their reasoning, with some contextual variation. A number of these children are reasoning at a level well in advance of curriculum expectations, and it is argued that current recommended practice in primary science needs to be rethought. The data is used to explore the relationship between reasoning and knowledge, and to argue that the generation and exploration of ideas must be the key driver of scientific activity in the primary school.
Petty, Michael Eugene
Science education has a rich history of studies into the impact of analogical reasoning upon researcher and student alike. These have focused on how induction and deduction are utilized in determining the appropriateness of the analogy being scrutinized. Research in artificial intelligence has demonstrated that human cognition cannot be modeled with only inductive and deductive forms of logic. Charles S. Peirce proposed abduction as a form of logic central to the process of inquiry and discovery. This involves reasoning from observation to best explanation or hypothesis. Peirce's Theory of Signs provided the theoretical foundation and a model of abduction developed by Shank and Cunningham from Peirce's theory offered the conceptual basis for the study. This study uses discourse analysis to attempt to understand the abductive reasoning processes of two groups of students as they interpret new information concerning the political and scientific perspective of the Greening Earth Society and the Center for Disease Control in an authentic, undergraduate-level classroom setting. The five students were members of a capstone course in science education for pre-service elementary education majors who had an interest in science education. The entire class was comprised of fourteen students partitioned into five groups for the culminating exercise for the course. Analysis was carried out using journal entries, audiotapes of planning sessions, a brief summary of their understanding, and videotapes of the mock Senate hearings. The results demonstrated that different members of the group arrived at their understanding using different pathways suggested by the model. While some proceeded linearly, others skipped some stages and later came back to find supportive evidence to strengthen their beliefs. The model is useful in understanding their abductive processes and may provide insight into how we might consider the process in the design of future curriculum for elementary science
Wright, Barlow C.
Ever since its popularisation by Piaget around 60 years ago, transitive reasoning (deductively-inferring A greater than C from premises A greater than B and B greater than C) has been of psychological interest both as a mental phenomenon and as a tool in areas of psychological discourse. However, the focus of interest in it has shifted…
National Council of Teachers of Mathematics, 2010
Classically, geometry has been the subject in which students encounter mathematical proof based on formal deduction. Attention to proof in the geometry curriculum is strengthened by a focus on reasoning and sense making. This book examines the four key elements (conjecturing about geometric objects, construction and evaluation of geometric…
Wilcox, Gabrielle; Schroeder, Meadow
Psychoeducational assessment involves collecting, organizing, and interpreting a large amount of data from various sources. Drawing upon psychological and medical literature, we review two main approaches to clinical reasoning (deductive and inductive) and how they synergistically guide diagnostic decision-making. In addition, we discuss how the…
Moussessian, A.; Blankenship, D. D.; Plaut, J. J.; Patterson, G. W.; Gim, Y.; Schroeder, D. M.; Soderlund, K. M.; Grima, C.; Young, D. A.; Chapin, E.
The science goal of the Europa multiple flyby mission is to "explore Europa to investigate its habitability". One of the primary instruments selected for the scientific payload is a multi-frequency, multi-channel ice penetrating radar system. This "Radar for Europa Assessment and Sounding: Ocean to Near-surface (REASON)" would revolutionize our understanding of Europa's ice shell by providing the first direct measurements of its surface character and subsurface structure. REASON addresses key questions regarding Europa's habitability, including the existence of any liquid water, through the innovative use of radar sounding, altimetry, reflectometry, and plasma/particles analyses. These investigations require a dual-frequency radar (HF and VHF frequencies) instrument with concurrent shallow and deep sounding that is designed for performance robustness in the challenging environment of Europa. The flyby-centric mission configuration is an opportunity to collect and transmit minimally processed data back to Earth and exploit advanced processing approaches developed for terrestrial airborne data sets. The observation and characterization of subsurface features beneath Europa's chaotic surface require discriminating abundant surface clutter from a relatively weak subsurface signal. Finally, the mission plan also includes using REASON as a nadir altimeter capable of measuring tides to test ice shell and ocean hypotheses as well as characterizing roughness across the surface statistically to identify potential follow-on landing sites. We will present a variety of measurement concepts for addressing these challenges.
Ragni, Marco; Franzmeier, Imke; Maier, Simon; Knauff, Markus
The psychology of reasoning is currently transitioning from the study of deductive inferences under certainty to inferences that have degrees of uncertainty in both their premises and conclusions; however, only a few studies have explored the cortical basis of uncertain reasoning. Using transcranial magnetic stimulation (TMS), we show that areas in the right superior parietal lobe (rSPL) are necessary for solving spatial relational reasoning problems under conditions of uncertainty. Twenty-four participants had to decide whether a single presented order of objects agreed with a given set of indeterminate premises that could be interpreted in more than one way. During the presentation of the order, 10-Hz TMS was applied over the rSPL or a sham control site. Right SPL TMS during the inference phase disrupted performance in uncertain relational reasoning. Moreover, we found differences in the error rates between preferred mental models, alternative models, and inconsistent models. Our results suggest that different mechanisms are involved when people reason spatially and evaluate different kinds of uncertain conclusions. Copyright © 2016 Elsevier Inc. All rights reserved.
Full Text Available This paper regards the Jelly View technology, which provides a new, practical methodology for knowledge decomposition, storage, and retrieval within Relational Database Management Systems (RDBMS. Intensional Knowledge clauses (rules are decomposed and stored in the RDBMS founding reusable components. The results of the rule-based processing are visible as regular views, accessible through SQL. From the end-user point of view the processing capability becomes unlimited (arbitrarily complex queries can be constructed using Intensional Knowledge, while the most external queries are expressed with standard SQL. The RDBMS functionality becomes extended toward that of the Deductive Databases
Rodriguez-Garcia, Miguel Angel
Ontologies are representations of a conceptualization of a domain. Traditionally, ontologies in biology were represented as directed acyclic graphs (DAG) which represent the backbone taxonomy and additional relations between classes. These graphs are widely exploited for data analysis in the form of ontology enrichment or computation of semantic similarity. More recently, ontologies are developed in a formal language such as the Web Ontology Language (OWL) and consist of a set of axioms through which classes are defined or constrained. While the taxonomy of an ontology can be inferred directly from the axioms of an ontology as one of the standard OWL reasoning tasks, creating general graph structures from OWL ontologies that exploit the ontologies\\' semantic content remains a challenge.We developed a method to transform ontologies into graphs using an automated reasoner while taking into account all relations between classes. Searching for (existential) patterns in the deductive closure of ontologies, we can identify relations between classes that are implied but not asserted and generate graph structures that encode for a large part of the ontologies\\' semantic content. We demonstrate the advantages of our method by applying it to inference of protein-protein interactions through semantic similarity over the Gene Ontology and demonstrate that performance is increased when graph structures are inferred using deductive inference according to our method. Our software and experiment results are available at http://github.com/bio-ontology-research-group/Onto2Graph .Onto2Graph is a method to generate graph structures from OWL ontologies using automated reasoning. The resulting graphs can be used for improved ontology visualization and ontology-based data analysis.
Rodríguez-García, Miguel Ángel; Hoehndorf, Robert
Ontologies are representations of a conceptualization of a domain. Traditionally, ontologies in biology were represented as directed acyclic graphs (DAG) which represent the backbone taxonomy and additional relations between classes. These graphs are widely exploited for data analysis in the form of ontology enrichment or computation of semantic similarity. More recently, ontologies are developed in a formal language such as the Web Ontology Language (OWL) and consist of a set of axioms through which classes are defined or constrained. While the taxonomy of an ontology can be inferred directly from the axioms of an ontology as one of the standard OWL reasoning tasks, creating general graph structures from OWL ontologies that exploit the ontologies' semantic content remains a challenge. We developed a method to transform ontologies into graphs using an automated reasoner while taking into account all relations between classes. Searching for (existential) patterns in the deductive closure of ontologies, we can identify relations between classes that are implied but not asserted and generate graph structures that encode for a large part of the ontologies' semantic content. We demonstrate the advantages of our method by applying it to inference of protein-protein interactions through semantic similarity over the Gene Ontology and demonstrate that performance is increased when graph structures are inferred using deductive inference according to our method. Our software and experiment results are available at http://github.com/bio-ontology-research-group/Onto2Graph . Onto2Graph is a method to generate graph structures from OWL ontologies using automated reasoning. The resulting graphs can be used for improved ontology visualization and ontology-based data analysis.
Full Text Available This paper analyzes the reasoning processes in mathematical tasks of two students in the 9th year of elementary school and two students in the second year of college. It also focuses the representation and meaningfulness, given their close relation with the mathematical reasoning. Results presented are based on two qualitative and interpretive studies which resort to several data sources. These results show that mastering of the algebraic language by the students in the 9th year is still insufficient to promptly solve the problems proposed, which does not occur with the college students though. All students use inductive initial strategies. However, one of the students in the 9th year and both college students revealed clearly their capability to reason deductively. The signification levels vary considerably, and several students have shown skills to build or mobilize relevant meanings. The model of analysis presented, articulating reasoning, representations and meaningfulness proved itself a promising tool to study the students’ reasoning processes.
Willis, Brian H; Beebee, Helen; Lasserson, Daniel S
This is an overview of the principles that underpin philosophy of science and how they may provide a framework for the diagnostic process. Although philosophy dates back to antiquity, it is only more recently that philosophers have begun to enunciate the scientific method. Since Aristotle formulated deduction, other modes of reasoning including induction, inference to best explanation, falsificationism, theory-laden observations and Bayesian inference have emerged. Thus, rather than representing a single overriding dogma, the scientific method is a toolkit of ideas and principles of reasoning. Here we demonstrate that the diagnostic process is an example of science in action and is therefore subject to the principles encompassed by the scientific method. Although a number of the different forms of reasoning are used readily by clinicians in practice, without a clear understanding of their pitfalls and the assumptions on which they are based, it leaves doctors open to diagnostic error. We conclude by providing a case example from the medico-legal literature in which diagnostic errors were made, to illustrate how applying the scientific method may mitigate the chance for diagnostic error.
Examines the demise of the Icelandic Social Science Curriculum Project (SSCP) as an example of progressive educational reform thwarted by neofundamentalist ideologies. States that the paper goes beyond Jerome Bruner's 1984 account of the rise and fall of "Man: A Course of Study" to provide a deeper analysis of the politics of…
..., and the deduction for, amounts paid to maintain certain students as members of the taxpayer's... money, the amount of the contribution is the fair market value of the property at the time of the... performing donated services is deductible. Similarly, out-of-pocket transportation expenses necessarily...
... salary expenses. 1.280C-1 Section 1.280C-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... certain deductions for wage or salary expenses. If an employer elects to claim the targeted jobs credit... deduction for wage or salary expenses paid or incurred in the year the credit is earned by the amount...
... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Procedures for salary offset: when deductions may begin. 17.134 Section 17.134 Housing and Urban Development Office of the Secretary, Department... Government Salary Offset Provisions § 17.134 Procedures for salary offset: when deductions may begin. (a...
K.P.M. Winssen van (Kayleigh); R.C. van Kleef (Richard); W.P.M.M. van de Ven (Wynand)
textabstractIn health insurance, voluntary deductibles are offered to the insured in return for a premium rebate. Previous research has shown that 11 % of the Dutch insured opted for a voluntary deductible (VD) in health insurance in 2014, while the highest VD level was financially profitable for
... 29 Labor 1 2010-07-01 2010-07-01 true Payroll deductions permissible with the approval of the Secretary of Labor. 3.6 Section 3.6 Labor Office of the Secretary of Labor CONTRACTORS AND SUBCONTRACTORS ON....6 Payroll deductions permissible with the approval of the Secretary of Labor. Any contractor or...
... including deductions with respect to depreciation, depletion, amortization, or amortizable bond premiums... reserve by a taxpayer on the reserve method of treating bad debts, it was not deducted, and it is... of such recovery exclusion, consideration must be given to the effect of net operating loss...
... deductions for exempt farmers' cooperatives. 1.1382-3 Section 1.1382-3 Internal Revenue INTERNAL REVENUE... Patrons § 1.1382-3 Taxable income of cooperatives; special deductions for exempt farmers' cooperatives. (a) In general. (1) Section 1382(c) provides that in determining the taxable income of a farmers', fruit...
... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Deductions with respect to noncash fringe... Individuals and Corporations § 1.162-25T Deductions with respect to noncash fringe benefits (temporary). (a) Employer. If an employer includes the value of a noncash fringe benefit in an employee's gross income, the...
... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Deductions with respect to noncash fringe... Corporations § 1.162-25 Deductions with respect to noncash fringe benefits. (a) [Reserved] (b) Employee. If an employer provides the use of a vehicle (as defined in § 1.61-21(e)(2)) to an employee as a noncash fringe...
... Deduction for Qualified Film and Television Production Costs; Correction AGENCY: Internal Revenue Service... Register on Wednesday, October 19, 2011 (76 FR 64816) relating to deductions for the cost of producing film and television productions. DATES: This correction is effective on November 18, 2011, and is...
... Deduction for Qualified Film and Television Production Costs AGENCY: Internal Revenue Service (IRS... regulations relating to deductions for the costs of producing film and television productions. Those temporary... production costs. (a) * * * (1) * * * (ii) [The text of this proposed amendment to Sec. 1.181- 1(a)(1)(ii) is...
... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Additional first year depreciation deduction. 1... Corporations § 1.168(k)-1 Additional first year depreciation deduction. (a) Scope and definitions—(1) Scope. This section provides the rules for determining the 30-percent additional first year depreciation...
... surviving spouse. (a) In general. The value, for the purpose of the marital deduction, of any deductible... expenses could include executor commissions and attorney fees (except to the extent of commissions or fees... executor properly makes an election under section 2056(b)(7) to treat as qualified terminable interest...
...' Relief DEPARTMENT OF VETERANS AFFAIRS NATIONAL SERVICE LIFE INSURANCE Premiums § 8.4 Deduction of insurance premiums from compensation, retirement pay, or pension. The insured under a National Service life insurance policy which is not lapsed may authorize the monthly deduction of premiums from disability...
Coderre, S; Mandin, H; Harasym, P H; Fick, G H
Cognitive psychology research supports the notion that experts use mental frameworks or "schemes", both to organize knowledge in memory and to solve clinical problems. The central purpose of this study was to determine the relationship between problem-solving strategies and the likelihood of diagnostic success. Think-aloud protocols were collected to determine the diagnostic reasoning used by experts and non-experts when attempting to diagnose clinical presentations in gastroenterology. Using logistic regression analysis, the study found that there is a relationship between diagnostic reasoning strategy and the likelihood of diagnostic success. Compared to hypothetico-deductive reasoning, the odds of diagnostic success were significantly greater when subjects used the diagnostic strategies of pattern recognition and scheme-inductive reasoning. Two other factors emerged as independent determinants of diagnostic success: expertise and clinical presentation. Not surprisingly, experts outperformed novices, while the content area of the clinical cases in each of the four clinical presentations demonstrated varying degrees of difficulty and thus diagnostic success. These findings have significant implications for medical educators. It supports the introduction of "schemes" as a means of enhancing memory organization and improving diagnostic success.
Full Text Available The aim of this contribution is to present an experimental study about calibration in deductive reasoning tasks. Calibration is defi ned as the empirical convergence or divergence between the objective and the subjective success. The underconfi dence bias is understood as the dominance of the former over the latter. The hypothesis of this study states that the form of the propositions presented in the experiment is critical for calibration phenomena. Affi rmative and negative propositions are distinguished in their cognitive processing. Results suggests that monotonous compound propositions are prone to underconfi dence. An heuristic approach to this phenomenon is proposed. The activation of a monotony heuristic would produce an illusion of simplicity that generates the calibration bias. These evidence is analysed in the context of the metacognitive modeling of calibration phenomena.
I shall first introduce the idea of reasoning, and of defeasible reasoning in particular. I shall then argue that cognitive agents need to engage in defeasible reasoning for coping with a complex and changing environment. Consequently, defeasibility is needed in practical reasoning, and in particular in legal reasoning
Willem Adrianus de Bruijn
Full Text Available The purpose of this paper is to demonstrate that an imperative demand for an existence in harmony with Nature is created when the costs incurred for such an existence can be deducted from taxable income. All reasonable consumers who pay income taxes will then be driven to buy tax-deductible products. Producers will have to satisfy this demand. They will also have to justify their products’ characteristics, which assure sustainable development and to identify the costs which are associated with these qualities. The consumer needs to know which percentage of the purchase price he paid corresponds with the environmental cost free quality of the merchandise, in order for him to deduct the consequent amount from his taxable income. The theory underlying the deductibility of costs of living from taxable income is based on the following three assumptions: The goal of development is constantly determined by the purchases of consumers. Currently, the only goal with which consumers spend their income seems to be the one of consuming more. The recurring ecological crises reveal that it is impossible to continue to consume more of limited resources without eventually exhausting them. One of the functions of the consumer in the economy is to maintain a way of living which assures sustainable development. The principle of efficiency of economy, according to which the efficient place to manage any cost is at the source of the revenues which costs sustain. This paper also presents a practical and feasible application of our ideas. The creation of a way of living qualifies as research if it is achieved within the context of a scientific project with the cooperation of, in particular, academic institutions. Such a project could be operated within the context of the UNECE 1998 Aarhus Convention on Access to Information, Public Participation in Decision-making and Access to Justice in Environmental Matters, signed by Romania on 25 June 1998 and already ratified
Stollstorff, Melanie; Bean, Stephanie E; Anderson, Lindsay M; Devaney, Joseph M; Vaidya, Chandan J
Reasoning often occurs under emotionally charged, opinion-laden circumstances. The belief-bias effect indexes the extent to which reasoning is based upon beliefs rather than logical structure. We examined whether emotional content increases this effect, particularly for adults genetically predisposed to be more emotionally reactive. SS/SL(G) carriers of the serotonin transporter genotype (5-HTTLPR) were less accurate selectively for evaluating emotional relational reasoning problems with belief-logic conflict relative to L(A)L(A) carriers. Trait anxiety was positively associated with emotional belief-bias, and the 5-HTTLPR genotype significantly accounted for the variance in this association. Thus, deductive reasoning, a higher cognitive ability, is sensitive to differences in emotionality rooted in serotonin neurotransmitter function.
Benatar, Solomon R; Benatar, David
The history of bioethics in the Faculty of Health Sciences of the University of Cape Town (UCT) follows a similar pattern to elsewhere. At first, bioethics received little formal attention, but there has been a flowering of interest over the last few decades. There has also been a shift from a professionally insular view of bioethics to one informed by non-medical disciplines. While this pattern is to be found in many parts of the world, there are some distinctive, but not unique, features of bioethics at South Africa's oldest medical school.
Full Text Available Although there is a prima facie strong case for a close connection between the meaning and inferential role of certain expressions, this connection seems seriously threatened by the semantic and logical paradoxes which rely on these inferential roles. Some philosophers have drawn radical conclusions from the paradoxes for the theory of meaning in general, and for which sentences in our language are true. I criticize these overreactions, and instead propose to distinguish two conceptions of inferential role. This distinction is closely tied to two conceptions of deductive logic, and it is the key, I argue, for understanding ﬁrst the connection between meaning and inferential role, and second what the paradoxes show more generally.
Pongpairoj, Korbkarn; Puangpet, Pailin; Thaiwat, Supitchaya; McFadden, John P
Several authors have commented upon the skills of detection required in making a diagnosis of allergic contact dermatitis. Here, we emphasise the search for clues in a systematic manner. We describe four stages as part of a systematic method for diagnosing allergic contact dermatitis. Firstly, elimination (or inclusion) of non-allergic diagnoses. Secondly, perception: the pre-patch test diagnosis and the 'three scenarios' principle. Thirdly, detection: optimising the sensitivity of the patch test process. Fourthly, deduction: diagnosing allergic contact dermatitis by associating the dermatitis with the allergen exposure. We further compare and contrast the pre-patch test history and examination with the markedly different one ('microhistory' and 'microexamination') used after patch testing. The importance of knowledge of contact dermatitis literature is emphasised with a review of recent publications. Finally, we also highlight the use of contact allergy profiling as an investigative tool in the diagnosis of allergic contact dermatitis.
... satisfied and S is treated as having a general power to appoint 100/250 of the entire interest in the 250... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Marital deduction; life estate with power of... Deductions § 25.2523(e)-1 Marital deduction; life estate with power of appointment in donee spouse. (a) In...
Juan Santiváñez Guarniz
Full Text Available The fiscal charges of the income tax state that if we want to consider an expense as deductible it must fulfill the causality principle, apart from that, they state rules that expenses are necessary to generate income and fulfill the criterion of reasonable expenses, majority among others.Showing that an expense is a necessity is a complicated task that in many cases will force — the person to determine that necessity — to examine internal aspects of the company, as business strategies, internal policies, etc. Apart from the analytical complexity of these topics, there will be the subjective aspect from the point of view of the outside observer.This article pretends to show the difficulty to decide if an expense is necessary or not, through the analysis of a real case where the tax system denies expenses of a taxpayer because they were not considered necessary for that kind of business.
Bustami, Pasaribu, Udjianna. S.; Husniah, Hennie
In this paper we discuss a service contracts with coverage modification that only offer preventive maintenance and corrective maintenance for Renault Kerax 440 Truck by service contract provider. Corrective maintenance costs is modified with deductible and policy limit during the period of the service contract. Demand for a service contract is only influenced by the price of the service contract, deductible, and policy limit offered by producer to consumer. The main problem in this thesis is determining the price of a service contract, deductible, and policy limit to get maximum profit for producer for each of service contract.
Ricardo Nasser Sefer
Full Text Available This study aims to address the deductibility of environmental liability indemnification of quantum measured in the expropriation of rural property that failed to fulfill its environmental function. The Federal Constitution of 1988, provided for the possibility to expropriate rural property that failed to comply with its social and environmental role. On the subject, the Federal Regional Court of the 1st Region does not signed a single position on this opportunity to deduct the environmental liability, generating as a result, legal uncertainty for landowners and the community itself, being the Institute of Colonization and Agrarian Reform - INCRA the correct deduction.
Jønch-Clausen, Karin; Kappel, Klemens
Should scientific facts and methods have an epistemically privileged status in public reason? In Rawls’s public reason account he asserts what we will label the Scientific Standard Stricture: citizens engaged in public reason must be guided by non-controversial scientific methods, and public reason...... must be in line with non-controversial scientific conclusions. The Scientific Standard Stricture is meant to fulfill important tasks such as enabling the determinateness and publicity of the public reason framework. However, Rawls leaves us without elucidation with regard to when science...
Stereotypical reasoning assumes that the situation at hand is one of a kind and that it enjoys the properties generally associated with that kind of situation. It is one of the most basic forms of nonmonotonic reasoning. A formal model for stereotypical reasoning is proposed and the logical properties of this form of reasoning are studied. Stereotypical reasoning is shown to be cumulative under weak assumptions.
Home; Journals; Resonance – Journal of Science Education; Volume 1; Issue 5. Sampling, Probability Models and Statistical Reasoning Statistical Inference. Mohan Delampady V R Padmawar. General Article Volume 1 Issue 5 May 1996 pp 49-58 ...
Full Text Available In control questions, multiquality parameters are the most suitable, as they are everlasting in highly complex misalignment relations; the relationship between the parameter and quality of mutual influence is complex, and often massive redundant operations must be achievable by the test installation. Because the most suitable multiquality parameter is difficult to achieve, this study designates the proton exchange membrane fuel cell as the topic, takes the inlet temperature, inlet pressure, and incoming flow speed as the controlling elements, uses conformity fuzzy meaning analysis and the ideal solution similar order by chance law (TOPSIS, and discusses the parameters to control the influences of the quality goal. As outlet temperature, outlet pressure, pressure drop do not operate after the experiment, this study uses the meaning deduction method and develops a set of the most suitable control mechanisms. The research results show that this study develops a quality decision scheme for a set of meanings by using the misalignment and a high order complexity question. It also penetrates the meaning method, which guarantees that the quality and experimental efficiency may elevate the competitive power of science and technological undertakings development, effectively economize costs, and provide a set of economies and perspectives. The multiqualities are the most suitable control plan which meets the demands of practice.
Aritificial Intelligence ", Computer Science Research Report, Yale University, forthcoming (1985). . 74 .-, A Axioms for Describing Persistences and Clipping...34Circumscription - A Form of Non-Monotonic Reasoning", Artificial Intelligence , vol. 13 (1980), pp. 27-39.  McCarthy, John, "Applications of...and P. J. Hayes, "Some philosophical problems from the standpoint of artificial intelligence ", in: B. Meltzer and D. Michie (eds.), Machine
Stollstorff, Melanie; Vartanian, Oshin; Goel, Vinod
Right lateral prefrontal cortex (rlPFC) has previously been implicated in logical reasoning under conditions of conflict. A functional magnetic resonance imaging (fMRI) study was conducted to explore its role in conflict more precisely. Specifically, we distinguished between belief-logic conflict and belief-content conflict, and examined the role of rlPFC under each condition. The results demonstrated that a specific region of rlPFC is consistently activated under both types of conflict. Moreover, the results of a parametric analysis demonstrated that the same region was modulated by the level of conflict contained in reasoning arguments. This supports the idea that this specific region is engaged to resolve conflict, including during deductive reasoning. This article is part of a Special Issue entitled "The Cognitive Neuroscience of Thought". Copyright © 2011 Elsevier B.V. All rights reserved.
Evandro L. Gomes
Full Text Available In the Organon Aristotle describes some deductive schemata in which inconsistencies do not entail the trivialization of the logical theory involved. This thesis is corroborated by three different theoretical topics by him discussed, which are presented in this paper. We analyse inference schema used by Aristotle in the Protrepticus and the method of indirect demonstration for categorical syllogisms. Both methods exemplify as Aristotle employs classical reductio ad absurdum strategies. Following, we discuss valid syllogisms from opposite premises (contrary and contradictory studied by the Stagerian in the Analytica Priora (B15. According to him, the following syllogisms are valid from opposite premises, in which small Latin letters stand for terms such as subject and predicate, and capital Latin letters stand for the categorical propositions such as in the traditional notation: (i in the second figure, Eba,Aba ` Eaa (Cesare, Aba, Eba ` Eaa (Camestres, Eba, I ba ` Oaa (Festino, and Aba,Oba ` Oaa (Baroco; (ii in the third one, Eab,Aab ` Oaa (Felapton, Oab,Aab ` Oaa (Bocardo and Eab, Iab ` Oaa (Ferison. Finally, we discuss the passage from the Analytica Posteriora (A11 in which Aristotle states that the Principle of Non-Contradiction is not generally presupposed in all demonstrations (scientific syllogisms, but only in those in which the conclusion must be proved from the Principle; the Stagerian states that if a syllogism of the first figure has the major term consistent, the other terms of the demonstration can be each one separately inconsistent. These results allow us to propose an interpretation of his deductive theory as a broad sense paraconsistent theory. Firstly, we proceed to a hermeneutical analysis, evaluating its logical significance and the interplay of the results with some other points of Aristotle’s philosophy. Secondly, we point to a logical interpretation of the Aristotelian syllogisms from opposite premises in the antilogisms
Hilton, Geoff; Hilton, Annette; Dole, Shelley L.; Goos, Merrilyn; O'Brien, Mia
Proportional reasoning is an important aspect of formal thinking that is acquired during the developmental years that approximate the middle years of schooling. Students who fail to acquire sound proportional reasoning often experience difficulties in subjects that require quantitative thinking, such as science, technology, engineering, and…
Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent
Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new…
Carbonell, Jaime G.; And Others
Expert reasoning in the natural sciences appears to make extensive use of a relatively small number of general principles and reasoning strategies, each associated with a larger number of more specific inference patterns. Using a dual declarative hierarchy to represent strategic and factual knowledge, a framework for a robust scientific reasoning…
Mitos da didática das ciências acerca dos motivos para incluir a Natureza da Ciência no ensino das ciências Science Education myths about the reasons to include the Nature of Science in science teaching
J. A. Acevedo
Full Text Available Em certas situações, a Didática das Ciências transmite como mitos algumas crenças que não estão suficientemente sustentadas pela investigação que ela própria produz. Este artigo mostra dois desses mitos relacionados com os motivos que se costumam apontar para incluir a Natureza da Ciência no ensino das ciências, como sejam a suposta relação entre a prática docente e as crenças sobre a Natureza da Ciência, e a crença de que a sua compreensão é um fator chave na hora de tomar melhores decisões cívicas em questões tecnocientíficas de interesse social. A análise que se apresenta realizou-se mediante a revisão de diversos resultados de investigações procedentes da própria Didática das Ciências e também da Psicologia das Decisões. A conclusão aponta para considerar que outros fatores influenciam mais, tornando muito menos lineares essas hipotéticas relações do que alguns especialistas pensam e mais complexa a problemática abordada.In some situations Science Education transmits as myths various beliefs as myths that are not enough sustained by the research in its own domain. This paper shows two of these myths related to the reasons usually pointed in orderfor includinge the Nature of Science in science teaching:, such as the supposed relationship between the educational practice and the beliefs about the Nature of Science, and also the belief that its understanding of the Nature of Science is a key factor in when making better civicdecisions as citizens in technical socioscientific oscientific issues. with social interest The analysis was carried out by means of athe review of several results from the own Science Education Research, and also from the Psychology of Decisions. The conclusion seems to be clear: other factors are of a greater influence, making those hypothetical relations much less linear than some experts wcould think, and making the questions much more complex. the presented question.
... REGULATIONS DEFINING AND DELIMITING THE EXEMPTIONS FOR EXECUTIVE, ADMINISTRATIVE, PROFESSIONAL, COMPUTER AND OUTSIDE SALES EMPLOYEES Salary Requirements § 541.603 Effect of improper deductions from salary. (a) An...
.... Notwithstanding any other provision of law, no deduction shall be allowed for income tax purposes in respect of... entertainment, food, and the ballroom, and all proceeds are paid to the hotel where the function is held, with...
... DEPARTMENT OF THE TREASURY Internal Revenue Service 26 CFR Part 1 Treatment of Services Under Section 482; Allocation of Income and Deductions From Intangible Property; Stewardship Expense CFR...; 8:45 am] BILLING CODE 1505-01-D ...
Janice M. Morse
Full Text Available Analytic induction is a sacred tenet of qualitative inquiry. 1 Therefore, when one begins a project focusing on concept of interest (rather than allowing the concepts to emerge from the data per se, how does one maintain a valid approach? When commencing inquiry with a chosen concept or phenomena of interest, rather than with a question from the data per se about what is going on, how does one control deductive tendencies to see what one desires to see and which threaten validity? Difficulties stem from the nature of induction itself – Is analytic induction an impossible operation in qualitative research, as Popper (1963/65 suggests? In this section, we first discuss Popper's concern, followed by a discussion of two major threats that may prevent an inductive approach in qualitative research.2 The first threat is the “pink elephant paradox;? the second is the avoidance of conceptual tunnel vision or, specifically, how does the researcher decontextualize the concept of interest from the surrounding context and thereby avoid the tendency to consider all data to be pertinent to the concept of interest? As we explore each of these pitfalls, and we present methodological strategies to maintain both the integrity of the concept and the integrity of the research.
Lowry, Michael R.; Pressburger, Thomas; VanBaalen, Jeffrey; Roach, Steven
Systematic software construction offers the potential of elevating software engineering from an art-form to an engineering discipline. The desired result is more predictable software development leading to better quality and more maintainable software. However, the overhead costs associated with the formalisms, mathematics, and methods of systematic software construction have largely precluded their adoption in real-world software development. In fact, many mainstream software development organizations, such as Microsoft, still maintain a predominantly oral culture for software development projects; which is far removed from a formalism-based culture for software development. An exception is the limited domain of safety-critical software, where the high-assuiance inherent in systematic software construction justifies the additional cost. We believe that systematic software construction will only be adopted by mainstream software development organization when the overhead costs have been greatly reduced. Two approaches to cost mitigation are reuse (amortizing costs over many applications) and automation. For the last four years, NASA Ames has funded the Amphion project, whose objective is to automate software reuse through techniques from systematic software construction. In particular, deductive program synthesis (i.e., program extraction from proofs) is used to derive a composition of software components (e.g., subroutines) that correctly implements a specification. The construction of reuse libraries of software components is the standard software engineering solution for improving software development productivity and quality.
Sternberg, Robert J.
This article argues for the importance of teaching for ethical reasoning. Much of our teaching is in vain if it is not applied to life in an ethical manner. The article reviews lapses in ethical reasoning and the great costs they have had for society. It proposes that ethical reasoning can be taught across the curriculum. It presents an eight-step…
Rooks, Clay; Boyd, Robert
Induction, properly understood, is not merely a game, nor is it a gimmick, nor is it an artificial way of explaining an element of reasoning. Proper understanding of inductive reasoning--and the various types of reasoning that the authors term inductive--enables the student to evaluate critically other people's writing and enhances the composition…
Wass, Christopher; Denman-Brice, Alexander; Rios, Chris; Light, Kenneth R; Kolata, Stefan; Smith, Andrew M; Matzel, Louis D
Contemporary descriptions of human intelligence hold that this trait influences a broad range of cognitive abilities, including learning, attention, and reasoning. Like humans, individual genetically heterogeneous mice express a "general" cognitive trait that influences performance across a diverse array of learning and attentional tasks, and it has been suggested that this trait is qualitatively and structurally analogous to general intelligence in humans. However, the hallmark of human intelligence is the ability to use various forms of "reasoning" to support solutions to novel problems. Here, we find that genetically heterogeneous mice are capable of solving problems that are nominally indicative of inductive and deductive forms of reasoning, and that individuals' capacity for reasoning covaries with more general learning abilities. Mice were characterized for their general learning ability as determined by their aggregate performance (derived from principal component analysis) across a battery of five diverse learning tasks. These animals were then assessed on prototypic tests indicative of deductive reasoning (inferring the meaning of a novel item by exclusion, i.e., "fast mapping") and inductive reasoning (execution of an efficient search strategy in a binary decision tree). The animals exhibited systematic abilities on each of these nominal reasoning tasks that were predicted by their aggregate performance on the battery of learning tasks. These results suggest that the coregulation of reasoning and general learning performance in genetically heterogeneous mice form a core cognitive trait that is analogous to human intelligence. (c) 2012 APA, all rights reserved.
Mohammadhassanzadeh, Hossein; Van Woensel, William; Abidi, Samina Raza; Abidi, Syed Sibte Raza
Background Capturing complete medical knowledge is challenging-often due to incomplete patient Electronic Health Records (EHR), but also because of valuable, tacit medical knowledge hidden away in physicians? experiences. To extend the coverage of incomplete medical knowledge-based systems beyond their deductive closure, and thus enhance their decision-support capabilities, we argue that innovative, multi-strategy reasoning approaches should be applied. In particular, plausible reasoning mech...
expertise in the outcome domain. Student achievement of the Scientific Reasoning and Principles of Science was assessed in the 2012-13 academic year by...scientific reasoning assessment. Overall, students were weakest when answering questions related to (a) proportional reasoning , (b) isolation of...variables, and (c) if-then reasoning . These findings are being incorporates into redesign of the core curriculum to enhance continuity among science courses
Mozzer, Nilmara Braga; Justi, Rosária
Analogies can play a relevant role in students' learning. However, for the effective use of analogies, teachers should not only have a well-prepared repertoire of validated analogies, which could serve as bridges between the students' prior knowledge and the scientific knowledge they desire them to understand, but also know how to…
Hurlbut, J. Benjamin; Robert, Jason Scott
These are interesting days in the scientific, social, and political debates about human embryonic stem cell research. Pluripotent stem cells--cells that can, in principle, give rise to the body's full range of cell types--were previously derivable only from human embryos that were destroyed in the process. Now, a variety of somatic cell types can…
Linn, Marcia C.
Piaget's theory has profoundly influenced science education research. Following Piaget, researchers have focused on content-free strategies, developmentally based mechanisms, and structural models of each stage of reasoning. In practice, factors besides those considered in Piaget's theory influence whether or not a theoretically available strategy is used. Piaget's focus has minimized the research attention placed on what could be called practical factors in reasoning. Practical factors are factors that influence application of a theoretically available strategy, for example, previous experience with the task content, familiarity with task instructions, or personality style of the student. Piagetian theory has minimized the importance of practical factors and discouraged investigation of (1) the role of factual knowledge in reasoning, (2) the diagnosis of specific, task-based errors in reasoning, (3) the influence of individual aptitudes on reasoning (e.g., field dependence-independence), and (4) the effect of educational interventions designed to change reasoning. This article calls for new emphasis on practical factors in reasoning and suggests why research on practical factors in reasoning will enhance our understanding of how scientific reasoning is acquired and of how science education programs can foster it.
. The article develops this argument via a sensorial orientation to politics that not only re-frames existing critiques of neo-Kantianism but also includes an alternative, renaturalized conception of public reason, one that allows us to overcome the disconnect between the account we give of reason and the way......This article takes up recent discussions of nature and the sensorium in order to rethink public reason in deeply divided societies. The aim is not to reject the role of reason-giving but rather to infuse it with new meaning, bringing the reasonable back to its sensorially inflected circumstances...... it is mobilized in a world of deep pluralism. The article concludes with a discussion of how a renaturalized conception of public reason might change the positioning of contemporary democratic theory vis-a-vis the struggle for empowerment and pluralization in an age of neo-liberalism and state-surveillance....
Pinnock, Ralph; Welch, Paul
Errors in clinical reasoning continue to account for significant morbidity and mortality, despite evidence-based guidelines and improved technology. Experts in clinical reasoning often use unconscious cognitive processes that they are not aware of unless they explain how they are thinking. Understanding the intuitive and analytical thinking processes provides a guide for instruction. How knowledge is stored is critical to expertise in clinical reasoning. Curricula should be designed so that trainees store knowledge in a way that is clinically relevant. Competence in clinical reasoning is acquired by supervised practice with effective feedback. Clinicians must recognise the common errors in clinical reasoning and how to avoid them. Trainees can learn clinical reasoning effectively in everyday practice if teachers provide guidance on the cognitive processes involved in making diagnostic decisions. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).
Full Text Available Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test and the other verbal (Deductive Reasoning Test, and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test; and (b to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.
Gómez-Veiga, Isabel; Vila Chaves, José O; Duque, Gonzalo; García Madruga, Juan A
Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.
Gómez-Veiga, Isabel; Vila Chaves, José O.; Duque, Gonzalo; García Madruga, Juan A.
Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school. PMID:29643823
Muin, A.; Hanifah, S. H.; Diwidian, F.
This research was conducted to analyse the effect of creative problem solving (CPS) learning model on the students’ mathematical adaptive reasoning. The method used in this study was a quasi-experimental with randomized post-test only control group design. Samples were taken as many as two classes by cluster random sampling technique consisting of experimental class (CPS) as many as 40 students and control class (conventional) as many as 40 students. Based on the result of hypothesis testing with the t-test at the significance level of 5%, it was obtained that significance level of 0.0000 is less than α = 0.05. This shows that the students’ mathematical adaptive reasoning skills who were taught by CPS model were higher than the students’ mathematical adaptive reasoning skills of those who were taught by conventional model. The result of this research showed that the most prominent aspect of adaptive reasoning that could be developed through a CPS was inductive intuitive. Two aspects of adaptive reasoning, which were inductive intuitive and deductive intuitive, were mostly balanced. The different between inductive intuitive and deductive intuitive aspect was not too big. CPS model can develop student mathematical adaptive reasoning skills. CPS model can facilitate development of mathematical adaptive reasoning skills thoroughly.
Fletcher, Logan; Carruthers, Peter
This article considers the cognitive architecture of human meta-reasoning: that is, metacognition concerning one's own reasoning and decision-making. The view we defend is that meta-reasoning is a cobbled-together skill comprising diverse self-management strategies acquired through individual and cultural learning. These approximate the monitoring-and-control functions of a postulated adaptive system for metacognition by recruiting mechanisms that were designed for quite other purposes. PMID:22492753
Give us the tools: science and technology for development. Ottawa, ...... altered technical rela- tionships among the factors used in the process of production, and the en- .... to ourselves only the rights of audit and periodic substantive review." If a ...... and destroying scarce water reserves, recreational areas and a generally.
Information from the CHIS Board and the Human Resources Division:Annual deductible and reimbursement claims: hints for useOne should bear in mind that the annual deductible is an amount (currently CHF 100) charged automatically by the Administrator of the scheme for every adult aged 18 and above. This is what happens: The amount is deducted annually for all medical services received over a calendar year.It is triggered by the date of the treatment and neither by the date of the bill nor that of the reimbursement claim.In other words, if you receive medical treatment in December for the first time in a given year, the CHF 100 will be deducted from the claim for that treatment. So, except for urgent cases, it would be better to wait till the following month, thus avoiding one annual deductible.It is also worth remembering that the cost of processing our reimbursement claims - and there were 54, 000 in 1999 - is part of the cost of our insurance.Help keep administrative costs down: do not submit reimbursement cl...
Information from the CHIS Board and the Personnel DivisionOne should bear in mind that the annual deductible is an amount (currently CHF 100) charged automatically by the Administrator of the scheme for every adult aged 18 and above. This is what happens: The amount is deducted annually for all medical services received over a calendar year.It is triggered by the date of the treatment and not by the date of the bill nor that of the reimbursement claim.In other words, if you receive medical treatment in December for the first time in a given year, the CHF 100 will be deducted from the claim for that treatment. So, except for urgent cases, it would be better to wait till the following month, thus avoiding one annual deductible.It is also worth remembering that the cost of processing our reimbursement claims - and there were 55, 000 in 1998 - is part of the cost of our insurance.Help keep administrative costs down : do not submit reimbursement claims for amounts less than the annual deductible unless your claims...
Hayes, Brett K; Heit, Evan; Rotello, Caren M
Traditionally, memory, reasoning, and categorization have been treated as separate components of human cognition. We challenge this distinction, arguing that there is broad scope for crossover between the methods and theories developed for each task. The links between memory and reasoning are illustrated in a review of two lines of research. The first takes theoretical ideas (two-process accounts) and methodological tools (signal detection analysis, receiver operating characteristic curves) from memory research and applies them to important issues in reasoning research: relations between induction and deduction, and the belief bias effect. The second line of research introduces a task in which subjects make either memory or reasoning judgments for the same set of stimuli. Other than broader generalization for reasoning than memory, the results were similar for the two tasks, across a variety of experimental stimuli and manipulations. It was possible to simultaneously explain performance on both tasks within a single cognitive architecture, based on exemplar-based comparisons of similarity. The final sections explore evidence for empirical and processing links between inductive reasoning and categorization and between categorization and recognition. An important implication is that progress in all three of these fields will be expedited by further investigation of the many commonalities between these tasks.
Full Text Available Traditionally, memory, reasoning and categorization have been treated as separate components of human cognition. We challenge this distinction, arguing that there is broad scope for crossover between the methods and theories developed for each task. The links between memory and reasoning are illustrated in a review of two lines of research. The first takes theoretical ideas (two-process accounts and methodological tools (signal detection analysis, receiver operating characteristic curves from memory research and applies them to important issues in reasoning research: relations between induction and deduction, and the belief bias effect. The second line of research introduces a task in which subjects make either memory or reasoning judgments for the same set of stimuli. Other than broader generalization for reasoning than memory, the results were similar for the two tasks, across a variety of experimental stimuli and manipulations. It was possible to simultaneously explain performance on both tasks within a single cognitive architecture, based on exemplar-based comparisons of similarity. The final sections explore evidence for empirical and processing links between inductive reasoning and categorization and between categorization and recognition. An important implication is that progress in all three of these fields will be expedited by further investigation of the many commonalities between these tasks.
Thompson, Valerie A.; Prowse Turner, Jamie A.; Pennycook, Gordon
Dual Process Theories (DPT) of reasoning posit that judgments are mediated by both fast, automatic processes and more deliberate, analytic ones. A critical, but unanswered question concerns the issue of monitoring and control: When do reasoners rely on the first, intuitive output and when do they engage more effortful thinking? We hypothesised…
In this paper we discuss the role of emotions in artificial agent design, and the use of logic in reasoning about the emotional or affective states an agent can reside in. We do so by extending the KARO framework for reasoning about rational agents appropriately. In particular we formalize in this framework how emotions are related to the action monitoring capabilities of an agent.
This paper is a report of a concept analysis of clinical reasoning in nursing. Clinical reasoning is an ambiguous term that is often used synonymously with decision-making and clinical judgment. Clinical reasoning has not been clearly defined in the literature. Healthcare settings are increasingly filled with uncertainty, risk and complexity due to increased patient acuity, multiple comorbidities, and enhanced use of technology, all of which require clinical reasoning. Data sources. Literature for this concept analysis was retrieved from several databases, including CINAHL, PubMed, PsycINFO, ERIC and OvidMEDLINE, for the years 1980 to 2008. Rodgers's evolutionary method of concept analysis was used because of its applicability to concepts that are still evolving. Multiple terms have been used synonymously to describe the thinking skills that nurses use. Research in the past 20 years has elucidated differences among these terms and identified the cognitive processes that precede judgment and decision-making. Our concept analysis defines one of these terms, 'clinical reasoning,' as a complex process that uses cognition, metacognition, and discipline-specific knowledge to gather and analyse patient information, evaluate its significance, and weigh alternative actions. This concept analysis provides a middle-range descriptive theory of clinical reasoning in nursing that helps clarify meaning and gives direction for future research. Appropriate instruments to operationalize the concept need to be developed. Research is needed to identify additional variables that have an impact on clinical reasoning and what are the consequences of clinical reasoning in specific situations.
Engelfriet, J.; Treur, J.
Two levels of description of nonmonotonic reasoning are distinguished. For these levels semantical formalizations are given. The first Level is defined semantically by the notion of belief state frame, the second Level by the notion of reasoning frame. We introduce two specification languages to
Engelfriet, J.; Treur, J.
Two levels of description of nonmonotonic reasoning are distinguished. For these levels semantical formalizations are given. The first level is defined semantically by the notion of belief state frame, the second level by the notion of reasoning frame. We introduce two specification languages to
Alexander, Patricia A.; Dumas, Denis; Grossnickle, Emily M.; List, Alexandra; Firetto, Carla M.
Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of…
Heit, Evan; Hayes, Brett K.
In an effort to assess the relations between reasoning and memory, in 8 experiments, the authors examined how well responses on an inductive reasoning task are predicted from responses on a recognition memory task for the same picture stimuli. Across several experimental manipulations, such as varying study time, presentation frequency, and the…
Hitzler, Pascal; Van Harmelen, Frank
The realization of Semantic Web reasoning is central to substantiating the Semantic Web vision. However, current mainstream research on this topic faces serious challenges, which forces us to question established lines of research and to rethink the underlying approaches. We argue that reasoning for
Ifenthaler, Dirk; Seel, Norbert M.
In this paper, there will be a particular focus on mental models and their application to inductive reasoning within the realm of instruction. A basic assumption of this study is the observation that the construction of mental models and related reasoning is a slowly developing capability of cognitive systems that emerges effectively with proper…
In this paper we discuss the role of emotions in artificial agent design, and the use of logic in reasoning about the emotional or affective states an agent can reside in. We do so by extending the KARO framework for reasoning about rational agents appropriately. In particular we formalize in
English, Lyn D
How we reason with mathematical ideas continues to be a fascinating and challenging topic of research--particularly with the rapid and diverse developments in the field of cognitive science that have taken place in recent years. Because it draws on multiple disciplines, including psychology, philosophy, computer science, linguistics, and anthropology, cognitive science provides rich scope for addressing issues that are at the core of mathematical learning. Drawing upon the interdisciplinary nature of cognitive science, this book presents a broadened perspective on mathematics and mat
Furze, Jennifer; Kenyon, Lisa K; Jensen, Gail M
Clinical reasoning is an essential skill in pediatric physical therapist (PT) practice. As such, explicit instruction in clinical reasoning should be emphasized in PT education. This article provides academic faculty and clinical instructors with an overview of strategies to develop and expand the clinical reasoning capacity of PT students within the scope of pediatric PT practice. Achieving a balance between deductive reasoning strategies that provide a framework for thinking and inductive reasoning strategies that emphasize patient factors and the context of the clinical situation is an important variable in educational pedagogy. Consideration should be given to implementing various teaching and learning approaches across the curriculum that reflect the developmental level of the student(s). Deductive strategies may be helpful early in the curriculum, whereas inductive strategies are often advantageous after patient interactions; however, exposure to both is necessary to fully develop the learner's clinical reasoning abilities. For more insights from the authors, see Supplemental Digital Content 1, available at http://links.lww.com/PPT/A87.
Markovits, Henry; Brunet, Marie-Laurence; Thompson, Valerie; Brisson, Janie
In 2 experiments, we tested a strong version of a dual process theory of conditional inference (cf. Verschueren et al., 2005a, 2005b) that assumes that most reasoners have 2 strategies available, the choice of which is determined by situational variables, cognitive capacity, and metacognitive control. The statistical strategy evaluates inferences…
Liu, C.; Hornikx, M.
The transfer function method is an efficient procedure to deduce the ground surface impedance from short-range propagation measurements using one point source. It is able to provide a reasonable prediction of the surface impedance of a vegetated roof as well, and the characteristics of the vegetated
Full Text Available The National Curriculum Statement for matric physical science places strong emphasis on the development of critical thinking and reasoning abilities of pupils. The successful implementation of this curriculum therefore requires teachers who are competent in the cognitive (intellectual skills and strategies needed for learning science effectively. Testing of teachers’ competence in this aspect is therefore important. I therefore analysed teachers’ answers to questions that were carefully designed to test competence in some basic intellectual strategies that are important for problem solving in physical science courses. A total of 73 matric physical science teachers, from about 50 Dinaledi schools in the North West and KwaZulu-Natal provinces in South Africa, were tested in five intellectual strategies: clear representation of problems, identifying and focusing on the goal, identification and use of relevant principles, use of equations for deductions and proceeding step-by-step with the solution. The teachers’ competence was poor in all the intellectual strategies tested. About 60% (the average performance in all 13 questions used for testing of teachers tested were unable to solve the questions correctly. An important objective of the curriculum is the development of critical thinking, scientific reasoning and strategies of pupils. This study shows that the achievement of this objective will be seriously handicapped because of the lack of competence of many teachers in intellectual strategies. There is therefore a need to train teachers in order to increase their competence in this aspect.
Full Text Available Emotional reasoning refers to the use of subjective emotions, rather than objective evidence, to form conclusions about oneself and the world. Emotional reasoning appears to characterise anxiety disorders. We aimed to determine whether elevated levels of emotional reasoning also characterise dysphoria. In Study 1, low dysphoric (BDI-II≤4; n = 28 and high dysphoric (BDI-II ≥14; n = 42 university students were administered an emotional reasoning task relevant for dysphoria. In Study 2, a larger university sample were administered the same task, with additional self-referent ratings, and were followed up 8 weeks later. In Study 1, both the low and high dysphoric participants demonstrated emotional reasoning and there were no significant differences in scores on the emotional reasoning task between the low and high dysphoric groups. In Study 2, self-referent emotional reasoning interpretations showed small-sized positive correlations with depression symptoms. Emotional reasoning tendencies were stable across an 8-week interval although not predictive of subsequent depressive symptoms. Further, anxiety symptoms were independently associated with emotional reasoning and emotional reasoning was not associated with anxiety sensitivity, alexithymia, or deductive reasoning tendencies. The implications of these findings are discussed, including the possibility that while all individuals may engage in emotional reasoning, self-referent emotional reasoning may be associated with increased levels of depressive symptoms.
Berle, David; Moulds, Michelle L
Emotional reasoning refers to the use of subjective emotions, rather than objective evidence, to form conclusions about oneself and the world. Emotional reasoning appears to characterise anxiety disorders. We aimed to determine whether elevated levels of emotional reasoning also characterise dysphoria. In Study 1, low dysphoric (BDI-II≤4; n = 28) and high dysphoric (BDI-II ≥14; n = 42) university students were administered an emotional reasoning task relevant for dysphoria. In Study 2, a larger university sample were administered the same task, with additional self-referent ratings, and were followed up 8 weeks later. In Study 1, both the low and high dysphoric participants demonstrated emotional reasoning and there were no significant differences in scores on the emotional reasoning task between the low and high dysphoric groups. In Study 2, self-referent emotional reasoning interpretations showed small-sized positive correlations with depression symptoms. Emotional reasoning tendencies were stable across an 8-week interval although not predictive of subsequent depressive symptoms. Further, anxiety symptoms were independently associated with emotional reasoning and emotional reasoning was not associated with anxiety sensitivity, alexithymia, or deductive reasoning tendencies. The implications of these findings are discussed, including the possibility that while all individuals may engage in emotional reasoning, self-referent emotional reasoning may be associated with increased levels of depressive symptoms.
Berle, David; Moulds, Michelle L.
Emotional reasoning refers to the use of subjective emotions, rather than objective evidence, to form conclusions about oneself and the world . Emotional reasoning appears to characterise anxiety disorders. We aimed to determine whether elevated levels of emotional reasoning also characterise dysphoria. In Study 1, low dysphoric (BDI-II≤4; n = 28) and high dysphoric (BDI-II ≥14; n = 42) university students were administered an emotional reasoning task relevant for dysphoria. In Study 2, a larger university sample were administered the same task, with additional self-referent ratings, and were followed up 8 weeks later. In Study 1, both the low and high dysphoric participants demonstrated emotional reasoning and there were no significant differences in scores on the emotional reasoning task between the low and high dysphoric groups. In Study 2, self-referent emotional reasoning interpretations showed small-sized positive correlations with depression symptoms. Emotional reasoning tendencies were stable across an 8-week interval although not predictive of subsequent depressive symptoms. Further, anxiety symptoms were independently associated with emotional reasoning and emotional reasoning was not associated with anxiety sensitivity, alexithymia, or deductive reasoning tendencies. The implications of these findings are discussed, including the possibility that while all individuals may engage in emotional reasoning, self-referent emotional reasoning may be associated with increased levels of depressive symptoms. PMID:23826276
Roberts, Maxwell J
Syllogistic reasoning, in which people identify conclusions from quantified premise pairs, remains a benchmark task whose patterns of data must be accounted for by general theories of deductive reasoning. However, psychologists have confined themselves to administering only the 64 premise pairs historically identified by Aristotle. By utilizing all combinations of negations, the present article identifies an expanded set of 576 premise pairs and gives the valid conclusions that they support. Many of these have interesting properties, and the identification of predictions and their verification will be an important next step for all proponents of such theories.
Gabriel, Adel; Violato, Claudio
The purpose of this study was to examine and compare diagnostic success and its relationship with the diagnostic reasoning process between novices and experts in psychiatry. Nine volunteers, comprising five expert psychiatrists and four clinical clerks, completed a think-aloud protocol while attempting to make a DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) diagnosis of a selected case with both Axis I and Axis III diagnoses. Expert psychiatrists made significantly more successful diagnoses for both the primary psychiatric and medical diagnoses than clinical clerks. Expert psychiatrists also gave fewer differential options. Analyzing the think-aloud protocols, expert psychiatrists were much more organized, made fewer mistakes, and utilized significantly less time to access their knowledge than clinical clerks. Both novices and experts seemed to use the hypothetic-deductive and scheme-inductive approaches to diagnosis. However, experts utilized hypothetic-deductive approaches significantly more often than novices. The hypothetic-deductive diagnostic strategy was utilized more than the scheme-inductive approach by both expert psychiatrists and clinical clerks. However, a specific relationship between diagnostic reasoning and diagnostic success could not be identified in this small pilot study. The author recommends a larger study that would include a detailed analysis of the think-aloud protocols.
de la Calzada CS
Full Text Available Carlos S de la Calzada Department of Medicine, Universidad Complutense de Madrid, Madrid, SpainAbstract: It is well known that an expert clinician formulates a diagnostic hypothesis with little clinical data. In comparison, students have difficulties in doing so. The mental mechanism of diagnostic reasoning is almost unconscious and therefore difficult to teach. The purpose of this essay (devoted to 2nd-year medical students is to present an integrating framework to teach clinical reasoning in cardiology. By analyzing cardiology with a synthetic mind, it becomes apparent that although there are many diseases, the heart, as an organ, reacts to illness with only six basic responses. The clinical manifestations of heart diseases are the direct consequence of these cardiac responses. Considering the six cardiac responses framework, diagnostic reasoning is done in three overlapping steps. With the presented framework, the process of reasoning becomes more visual and needs less clinical data, resembling that of the expert clinician.Keywords: clinical deduction, diagnostic reasoning, education, teaching methods
Pottier, P; Planchon, B
Clinical reasoning is a highly complex system with multiple inter-dependent mental activities. Gaining a better understanding of those cognitive processes has two practical implications: for physicians, being able to analyse their own reasoning method may prove to be helpful in diagnostic dead end; for medical teachers, identifying problem-solving strategies used by medical students may foster an appropriate individual feed-back aiming at improving their clinical reasoning skills. On the basis of a detailed literature review, the main diagnostic strategies and their related pattern of mental processes are described and illustrated with a concrete example, going from the patient's complaint to the chosen solution. Inductive, abductive and deductive diagnostic approaches are detailed. Different strategies for collecting data (exhaustive or oriented) and for problem-building are described. The place of problem solving strategies such as pattern-recognition, scheme inductive process, using of clinical script, syndrome grouping and mental hypotheses test is considered. This work aims at breaking up mental activities in process within clinical reasoning reminding that expert reasoning is characterised by the ability to use and structure the whole of these activities in a coherent system, using combined strategies in order to guarantee a better accuracy of their diagnosis. Copyright © 2010 Société nationale française de médecine interne (SNFMI). Published by Elsevier SAS. All rights reserved.
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Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent
Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.
A qualitative case study on the instructional practice of one secondary science teacher addresses the persistent reluctance of many science teachers to integrate the cultural resources and social practices of professional science communities into the science content they teach. The literature has shown that teachers' hesitation to implement a social and locally situated learning strategy curtails students' ability to draw upon the language of science necessary to co-construct and shape authentic science inquiry and in particular appropriate argument schemes. The study hypothesized that a teacher's dialogic facilitation of a particular social context and instructional practices enhances a students' ability to express verbally the claims and warrants that rise from evidence taken from their inquiries of natural phenomena. The study also tracks students' use of the Key Words and Ideas of this science curriculum for the purpose of assessing the degree of students' assimilation of these terms into their speech and written expressions of inquiry. The theoretical framework is Vygotskian (1978) and the analysis of the qualitative data is founded on Toulmin (1958), Walton (1996), Jimenez-Alexandre et al. (2000) and Shavelson (1996). The dialogic structure of this teacher's facilitation of student's science knowledge is shown to utilize students' presumptive statements to hone their construction of inductive or deductive arguments. This instructional practice may represent teacher-student activity within the zone of proximal development and supports Vygotsky's notion that a knowledgeable other is instrumental in transforming student's spontaneous talk into scientific speech. The tracking of the curriculum's Key Words and Ideas into students' speech and writing indicated that this teachers' ability to facilitate students' presumptuous reasoning into logic statements did not necessarily guarantee that they could post strong written expressions of this verbal know-how in
In this paper I discuss two basic theses about the formalization of cultural psychology. First, I claim that formalization is a relevant, even necessary stage of development of this domain of science. This is so because formalization allows the scientific language to achieve a much needed autonomy from the commonsensical language of the phenomena that this science deals with. Second, I envisage the two main functions that formalization has to perform in the field of cultural psychology: on the one hand, it has to provide formal rules grounding and constraining the deductive construction of the general theory; on the other hand, it has to provide the devices for supporting the interpretation of local phenomena, in terms of the abductive reconstruction of the network of linkages among empirical occurrences comprising the local phenomena.
Meyer, Bernd; Olivier, Patrick
Diagrams are essential in most fields of human activity. There is substan tial interest in diagrams and their use in many academic disciplines for the potential benefits they may confer on a wide range of tasks. Are we now in a position to claim that we have a science of diagrams-that is, a science which takes the nature of diagrams and their use as the central phenom ena of interest? If we have a science of diagrams it is certainly constituted from multiple disciplines, including cognitive science, psychology, artificial intelligence, logic, mathematics, and others. If there is a science of diagrams, then like other sciences there is an appli cations, or engineering, discipline that exists alongside the science. Applica tions and engineering provide tests of the theories and principles discovered by the science and extend the scope of the phenomena to be studied by gen erating new uses of diagrams, new media for presenting diagrams, or novel classes of diagram. This applications and engineering sid...
Weinberg, Paul J.
Mechanistic reasoning is an epistemic practice central within science, technology, engineering, and mathematics disciplines. Although there has been some work on mechanistic reasoning in the research literature and standards documents, much of this work targets domain-general characterizations of mechanistic reasoning; this study provides…
Weinberg, Paul J.
Because reasoning about mechanism is critical to disciplined inquiry in science, technology, engineering, and mathematics (STEM) domains, this study focuses on ways to support the development of this form of reasoning. This study attends to how mechanistic reasoning is constituted through mathematical description. This study draws upon Smith's…
Songer, Nancy Butler; Kelcey, Ben; Gotwals, Amelia Wenk
In order to compete in a global economy, students are going to need resources and curricula focusing on critical thinking and reasoning in science. Despite awareness for the need for complex reasoning, American students perform poorly relative to peers on international standardized tests measuring complex thinking in science. Research focusing on…
Matloob Haghanikar, Mojgan
As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students' reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented. To probe students' reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common structure for probing and classifying students' sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students' responses based on their performance for each criterion. First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom's revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Along with analyzing students' reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score. In addition, we analyzed conceptual structure of students' responses, based on conceptual classification schemes, and clustered students' responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the
Cook, John; Ellerton, Peter; Kinkead, David
Misinformation can have significant societal consequences. For example, misinformation about climate change has confused the public and stalled support for mitigation policies. When people lack the expertise and skill to evaluate the science behind a claim, they typically rely on heuristics such as substituting judgment about something complex (i.e. climate science) with judgment about something simple (i.e. the character of people who speak about climate science) and are therefore vulnerable to misleading information. Inoculation theory offers one approach to effectively neutralize the influence of misinformation. Typically, inoculations convey resistance by providing people with information that counters misinformation. In contrast, we propose inoculating against misinformation by explaining the fallacious reasoning within misleading denialist claims. We offer a strategy based on critical thinking methods to analyse and detect poor reasoning within denialist claims. This strategy includes detailing argument structure, determining the truth of the premises, and checking for validity, hidden premises, or ambiguous language. Focusing on argument structure also facilitates the identification of reasoning fallacies by locating them in the reasoning process. Because this reason-based form of inoculation is based on general critical thinking methods, it offers the distinct advantage of being accessible to those who lack expertise in climate science. We applied this approach to 42 common denialist claims and find that they all demonstrate fallacious reasoning and fail to refute the scientific consensus regarding anthropogenic global warming. This comprehensive deconstruction and refutation of the most common denialist claims about climate change is designed to act as a resource for communicators and educators who teach climate science and/or critical thinking.
Full Text Available In his recent book The Unintended Reformation, Brad Gregory makes the statement that the Reformation replaced the teleological social ethics of Roman Catholicism based on virtue with formal social ethics based on rules and enforced by magistrates, because they regarded human reason as too depraved to acquire virtue. The result, according to Gregory, is that the relation between internalised values and rules were undermined. This article asks whether this accusation is true with regard to Calvin. The first section discusses the intellectual environment of Calvin’s day – something that inevitably influenced his theory on reason, whilst the second part analyses Calvin’s view on the created nature of reason. The third section investigates Calvin’s view on the effects of sin on reason; and the fourth section discusses Calvin’s perspective on the relation between grace and reason. The article concludes that Gregory’s accusation against the Reformation is not applicable to Calvin. Gregory fails to take into account Calvin’s modified position that the imago Dei was not totally destroyed by sin as well as his teaching on common grace that maintains that even non-believers are able to acquire virtue through the common grace of God.
What is the connection between reasons and motives? According to Reasons Internalism there is a non-trivial conceptual connection between normative reasons and the possibility of rationally accessing relevant motivation. Reasons Internalism is attractive insofar as it captures the thought that reasons are for reasoning with and repulsive insofar as it fails to generate sufficient critical distance between reasons and motives. Rather than directly adjudicate this dispute, I extract from it two...
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Medisky, Shannon M.
Each year countless taxpayers overpay simply because they're not taking full advantage of medical deductions. Individuals with disabilities are especially at risk. Time and energy spent running around to doctor visits, therapy sessions, and the like can leave little left to spend on preparing taxes. Fortunately, with a little effort year round and…
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Villadsen, Jørgen; Jensen, Alexander Birch; Schlichtkrull, Anders
We present a new software tool for teaching logic based on natural deduction. Its proof system is formalized in the proof assistant Isabelle such that its definition is very precise. Soundness of the formalization has been proved in Isabelle. The tool is open source software developed in TypeScript...
Villadsen, Jørgen; Jensen, Alexander Birch; Schlichtkrull, Anders
We present a new software tool for teaching logic based on natural deduction. Its proof system is formalized in the proof assistant Isabelle such that its definition is very precise. Soundness of the formalization has been proved in Isabelle. The tool is open source software developed in TypeScript...
Snowman, Ann MacKay
In 2003, Penn State Libraries implemented payroll deduction and collection agency programs to gain better control of accounts receivable. The author reports on the implementation processes and first year outcomes of the programs. She recommends careful consideration of several questions before implementing such measures.
To solve the ambiguous understanding of Grammar Teaching position,based on explicit grammatical knowledge,this paper discusses the grammar position in EFL,compares both its pros and cons between deductive and inductive approaches,and indicates that grammar teaching by either approach alone has disadvantages,should adopt a combination technique.
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F.M. Bakker (Frank); R.C.J.A. van Vliet (René)
textabstractWe consider a situation of full insurance coverage for prescription drugs where, at a certain point in time, people are given the opportunity to take a deductible in exchange for a lower premium. Four determinants of this premium reduction can be considered: expected out-of-pocket
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Jensen, Dennis Ramsdahl; Stensgaard, Henrik
It follows explicitly from the EC VAT Directive that the deduction of input VAT depends on a positive link between on the one hand the incurred expenses and on the other hand the planned or actually completed taxed output transactions. In theory and in practice the deeper nature of this link...
van der Heijden, E.C.M.; Nelissen, J.H.M.; Potters, J.J.M.
We present the results of a survey-experiment using a representative sample of the Dutch population in which we relate respondents' opinion about the tax deductibility of mortgages to their estimates about other people's opinion.The experiment employs three treatment variables: monetary incentives,
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Postmes, T; Spears, R; Lee, AT; Novak, RJ
A distinction between forms of social identity formation in small interactive groups is investigated. In groups in which a common identity is available or given, norms for individual behavior may be deduced; from group properties (deductive identity). In groups in which interpersonal relations are
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Finestack, Lizbeth H.
Purpose: In the current study, the author aimed to determine whether 4- to 6-year-old typically developing children possess requisite problem-solving and language abilities to produce, generalize, and retain a novel verb inflection when taught using an explicit, deductive teaching procedure. Method: Study participants included a cross-sectional…
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Klauer, K C; Meiser, T; Naumer, B
Two experiments compared the effects of four training conditions on propositional reasoning. A syntactic training demonstrated formal derivations, in an abstract semantic training the standard truth-table definitions of logical connectives were explained, and a domain-specific semantic training provided thematic contexts for the premises of the reasoning task. In a control training, an inductive reasoning task was practised. In line with the account by mental models, both kinds of semantic training were significantly more effective than the control and the syntactic training, whereas there were no significant differences between the control and the syntactic training, nor between the two kinds of semantic training. Experiment 2 replicated this pattern of effects using a different set of syntactic and domain-specific training conditions.
Lehman, Darrin R.; Nisbett, Richard E.
Effects of undergraduate training on inductive reasoning and logic were examined. Social science training produced significant effects on statistical and methodological reasoning. Natural science and humanities training produced significant effects on conditional logic reasoning. Results indicate that reasoning is taught and generalizable. (BC)
Case-based reasoning is one of the fastest growing areas in the field of knowledge-based systems and this book, authored by a leader in the field, is the first comprehensive text on the subject. Case-based reasoning systems are systems that store information about situations in their memory. As new problems arise, similar situations are searched out to help solve these problems. Problems are understood and inferences are made by finding the closest cases in memory, comparing and contrasting the problem with those cases, making inferences based on those comparisons, and asking questions whe
This paper reviews the main psychological phenomena of inductive reasoning, covering 25 years of experimental and model-based research, in particular addressing four questions. First, what makes a case or event generalizable to other cases? Second, what makes a set of cases generalizable? Third, what makes a property or predicate projectable? Fourth, how do psychological models of induction address these results? The key results in inductive reasoning are outlined, and several recent models, including a new Bayesian account, are evaluated with respect to these results. In addition, future directions for experimental and model-based work are proposed.
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Julio Michael Stern
Full Text Available This article explores some open questions related to the problem of verification of theories in the context of empirical sciences by contrasting three epistemological frameworks. Each of these epistemological frameworks is based on a corresponding central metaphor, namely: (a Neo-empiricism and the gambling metaphor; (b Popperian falsificationism and the scientific tribunal metaphor; (c Cognitive constructivism and the object as eigen-solution metaphor. Each of one of these epistemological frameworks has also historically co-evolved with a certain statistical theory and method for testing scientific hypotheses, respectively: (a Decision theoretic Bayesian statistics and Bayes factors; (b Frequentist statistics and p-values; (c Constructive Bayesian statistics and e-values. This article examines with special care the Zero Probability Paradox (ZPP, related to the verification of sharp or precise hypotheses. Finally, this article makes some remarks on Lakatos’ view of mathematics as a quasi-empirical science.
Meroño-Peñuela, A.; Stringer, Bas; Loizou, Antonis; Abeln, Sanne; Heringa, Jaap
The inability to include quantitative reasoning in SPARQL queries slows down the application of Semantic Web technology in the life sciences. SCRY, our SPARQL compatible service layer, improves this by executing services at query time and making their outputs query-accessible, generating RDF data on
Stuckenschmidt, Heiner; Klein, Michel
The benefits of modular representations are well known from many areas of computer science. While in software engineering modularization is mainly a vehicle for supporting distributed development and re-use, in knowledge representation, the main goal of modularization is efficiency of reasoning. In
本文对企业所得税扣除的概念、分类和意义进行了理论探讨。认为，传统的税前扣除概念不足以涵盖扣除的全部内容，所得税扣除既包括税前扣除，也包括税额扣除。关于扣除的种类，可以划分为税基式扣除与税额式扣除；对人的扣除与对物的扣除；全额扣除、限额扣除和超额扣除；收益性支出扣除和资本性支出扣除；经济性扣除与政策性扣除。关于扣除的意义，本文认为，扣除是所得税原理的必然要求；扣除可以避免侵蚀资本，维持社会简单再生产；扣除可以为企业获取适当利润提供制度保障，使企业扩大再生产成为可能；扣除是政府实现某种宏观调控目标的重要手段；扣除是消除国际重复征税的重要方式。%This paper explores theoretically the concept, category and significance of deduction of enterprise income tax. The author holds that deduction of income tax includes not only deduction before tax but also deduction from tax payable, while traditional concept of deduction before tax cannot cover the entire content. Deduction can be categorized into: deduction from tax base and deduction from tax payable; person-based deductions and object-based deductions; deduction in full amounts, limited deduction and excess deduction; deduction of profitable expenses and deduction of capital expenses; economic deduction and policy-based deduction. For the significance of deduction, this paper holds that deduction is required by the theory of income tax. Deduction can prevent the capital from eroding and maintain the simple reproduction of society. It provides institutional guarantee for enterprise to earn appropriate profit and makes it possible to expand reproduction. Deduction is an important vehicle for the government to achieve the goal of macroeconomic adjustments and controls. It is also an important method to eliminate international double taxation.
Zweers, G A
Classical temples in ancient Greece show two deterministic illusionistic principles of architecture, which govern their functional design: geometric proportionalism and a set of illusion-strengthening rules in the proportionalism's "stochastic margin". Animal morphology, in its mechanistic-deductive revival, applies just one architectural principle, which is not always satisfactory. Whether a "Greek Classical" situation occurs in the architecture of living structure is to be investigated by extreme testing with deductive methods. Three deductive methods for explanation of living structure in animal morphology are proposed: the parts, the compromise, and the transformation deduction. The methods are based upon the systems concept for an organism, the flow chart for a functionalistic picture, and the network chart for a structuralistic picture, whereas the "optimal design" serves as the architectural principle for living structure. These methods show clearly the high explanatory power of deductive methods in morphology, but they also make one open end most explicit: neutral issues do exist. Full explanation of living structure asks for three entries: functional design within architectural and transformational constraints. The transformational constraint brings necessarily in a stochastic component: an at random variation being a sort of "free management space". This variation must be a variation from the deterministic principle of the optimal design, since any transformation requires space for plasticity in structure and action, and flexibility in role fulfilling. Nevertheless, finally the question comes up whether for animal structure a similar situation exists as in Greek Classical temples. This means that the at random variation, that is found when the optimal design is used to explain structure, comprises apart from a stochastic part also real deviations being yet another deterministic part. This deterministic part could be a set of rules that governs
Goldhammer, F.; Klein Entink, R.H.
The study investigates empirical properties of reasoning speed which is conceived as the fluency of solving reasoning problems. Responses and response times in reasoning tasks are modeled jointly to clarify the covariance structure of reasoning speed and reasoning ability. To determine underlying
Atwood, W.; Blankenbecler, R.; Kunz, P.F.; Mours, B.; Weir, A.; Word, G.
Reason is a software package to allow one to do physics analysis with the look and feel of the Apple Macintosh. It was implemented on a NeXT computer which does not yet support the standard HEP packages for graphics and histogramming. This paper will review our experiences and the program
"Do we know for certain that 2 lus 2 equals 4? Of course we don't. Maybe every time everybody in the whole world has ever done that calculation and reasoned it through, they've made a mistake." (1 page0
Buehner, M.; Krumm, S.; Pick, M.
The purpose of this study was to clarify the relationship between attention, components of working memory, and reasoning. Therefore, twenty working memory tests, two attention tests, and nine intelligence subtests were administered to 135 students. Using structural equation modeling, we were able to replicate a functional model of working memory…
In this extended abstract, we briefly recall the abstract (categorical) notion of bisimulation from open morphisms, as introduced by Joyal, Nielsen and Winskel. The approach is applicable across a wide range of models of computation, and any such bisimulation comes automatically with characterist...... of reasoning about the past....
of system failures; and in medicine, diagnosis is the basis for any patient treatment. The paper presents a discussion of the basic nature of causal reasoning as applied for diagnosis and the mental strategies applied when diagnosis is viewed as an integrated part of ''natural decision making...
Full Text Available We consider ourselves to be rational beings. We feel that our choices, decisions, and actions are selected from a flexible array of possibilities, based upon reasons. When we vote for a political candidate, it is because they share our views on certain critical issues. When we hire an individual for a job, it is be-cause they are the best qualified. However, if this is true, why does an analysis of the direction of shift in the timbre of the voice of political candidates during an exchange or debate, predict the winner of American presidential elections? Why is it that while only 3% of the American population consists of white men over 6'4 tall, 30% of the CEOs of Fortune 500 companies are white men over 6'4 tall? These are examples of instinctual biases affecting or modulating rational thought processes. I argue that existing theories of reasoning cannot substantively accommodate these ubiquitous, real-world phe-nomena. Failure to recognize and incorporate these types of phenomena into the study of human reasoning results in a distorted understanding of rationality. The goal of the article is to draw attention to these types of phenomena and propose an adulterated rationality account of reasoning to explain them.
Full Text Available Humans have used arguments for defending or refuting statements long before the creation of logic as a specialized discipline. This can be interpreted as the fact that an intuitive notion of "logical consequence" or a psychic disposition to articulate reasoning according to this pattern is present in common sense, and logic simply aims at describing and codifying the features of this spontaneous capacity of human reason. It is well known, however, that several arguments easily accepted by common sense are actually "logical fallacies", and this indicates that logic is not just a descriptive, but also a prescriptive or normative enterprise, in which the notion of logical consequence is defined in a precise way and then certain rules are established in order to maintain the discourse in keeping with this notion. Yet in the justification of the correctness and adequacy of these rules commonsense reasoning must necessarily be used, and in such a way its foundational role is recognized. Moreover, it remains also true that several branches and forms of logic have been elaborated precisely in order to reflect the structural features of correct argument used in different fields of human reasoning and yet insufficiently mirrored by the most familiar logical formalisms.
This article assesses how people reason with categories whose features are related in causal cycles. Whereas models based on causal graphical models (CGMs) have enjoyed success modeling category-based judgments as well as a number of other cognitive phenomena, CGMs are only able to represent causal structures that are acyclic. A number of new…
Silber, Norman I.
Although courts and legislators usually set legal standards that correspond to empirical knowledge of human behavior, recent developments in behavioral psychology have led courts to appreciate the limits and errors in consumer decision making. "Reasonable consumer" standards that are congruent with cognitive reality should be developed.…
We consider ourselves to be rational beings. We feel that our choices, decisions, and actions are selected from a flexible array of possibilities, based upon reasons. When we vote for a political candidate, it is because they share our views on certain critical issues. When we hire an individual for a job, it is because they are the best qualified. However, if this is true, why does an analysis of the direction of shift in the timbre of the voice of political candidates during an exchange or debate, predict the winner of American presidential elections? Why is it that while only 3% of the American population consists of white men over 6'4″ tall, 30% of the CEOs of Fortune 500 companies are white men over 6'4″ tall? These are examples of "instinctual biases" affecting or modulating rational thought processes. I argue that existing theories of reasoning cannot substantively accommodate these ubiquitous, real-world phenomena. Failure to recognize and incorporate these types of phenomena into the study of human reasoning results in a distorted understanding of rationality. The goal of this article is to draw attention to these types of phenomena and propose an "adulterated rationality" account of reasoning as a first step in trying to explain them.
Brisson, Janie; Markovits, Henry; Robert, Serge; Schaeken, Walter
In the present studies, we investigated inferences from an incompatibility statement. Starting with two propositions that cannot be true at the same time, these inferences consist of deducing the falsity of one from the truth of the other or deducing the truth of one from the falsity of the other. Inferences of this latter form are relevant to human reasoning since they are the formal equivalent of a discourse manipulation called the false dilemma fallacy, often used in politics and advertising in order to force a choice between two selected options. Based on research on content-related variability in conditional reasoning, we predicted that content would have an impact on how reasoners treat incompatibility inferences. Like conditional inferences, they present two invalid forms for which the logical response is one of uncertainty. We predicted that participants would endorse a smaller proportion of the invalid incompatibility inferences when more counterexamples are available. In Study 1, we found the predicted pattern using causal premises translated into incompatibility statements with many and few counterexamples. In Study 2A, we replicated the content effects found in Study 1, but with premises for which the incompatibility statement is a non-causal relation between classes. These results suggest that the tendency to fall into the false dilemma fallacy is modulated by the background knowledge of the reasoner. They also provide additional evidence on the link between semantic information retrieval and deduction.
Sukirwan; Darhim; Herman, T.
The reasoning is one of the mathematical abilities that have very complex implications. This complexity causes reasoning including abilities that are not easily attainable by students. Similarly, studies dealing with reason are quite diverse, primarily concerned with the quality of mathematical reasoning. The objective of this study was to determine the quality of mathematical reasoning based perspective Lithner. Lithner looked at how the environment affects the mathematical reasoning. In this regard, Lithner made two perspectives, namely imitative reasoning and creative reasoning. Imitative reasoning can be memorized and algorithmic reasoning. The Result study shows that although the students generally still have problems in reasoning. Students tend to be on imitative reasoning which means that students tend to use a routine procedure when dealing with reasoning. It is also shown that the traditional approach still dominates on the situation of students’ daily learning.
Yazdani, Shahram; Hosseinzadeh, Mohammad; Hosseini, Fakhrolsadat
Diagnosis lies at the heart of general practice. Every day general practitioners (GPs) visit patients with a wide variety of complaints and concerns, with often minor but sometimes serious symptoms. General practice has many features which differentiate it from specialty care setting, but during the last four decades little attention was paid to clinical reasoning in general practice. Therefore, we aimed to critically review the clinical reasoning models with a focus on the clinical reasoning in general practice or clinical reasoning of general practitioners to find out to what extent the existing models explain the clinical reasoning specially in primary care and also identity the gaps of the model for use in primary care settings. A systematic search to find models of clinical reasoning were performed. To have more precision, we excluded the studies that focused on neurobiological aspects of reasoning, reasoning in disciplines other than medicine decision making or decision analysis on treatment or management plan. All the articles and documents were first scanned to see whether they include important relevant contents or any models. The selected studies which described a model of clinical reasoning in general practitioners or with a focus on general practice were then reviewed and appraisal or critics of other authors on these models were included. The reviewed documents on the model were synthesized. Six models of clinical reasoning were identified including hypothetic-deductive model, pattern recognition, a dual process diagnostic reasoning model, pathway for clinical reasoning, an integrative model of clinical reasoning, and model of diagnostic reasoning strategies in primary care. Only one model had specifically focused on general practitioners reasoning. A Model of clinical reasoning that included specific features of general practice to better help the general practitioners with the difficulties of clinical reasoning in this setting is needed.
Full Text Available Introduction: Diagnosis lies at the heart of general practice. Every day general practitioners (GPs visit patients with a wide variety of complaints and concerns, with often minor but sometimes serious symptoms. General practice has many features which differentiate it from specialty care setting, but during the last four decades little attention was paid to clinical reasoning in general practice. Therefore, we aimed to critically review the clinical reasoning models with a focus on the clinical reasoning in general practice or clinical reasoning of general practitioners to find out to what extent the existing models explain the clinical reasoning specially in primary care and also identity the gaps of the model for use in primary care settings Methods: A systematic search to find models of clinical reasoning were performed. To have more precision, we excluded the studies that focused on neurobiological aspects of reasoning, reasoning in disciplines other than medicine decision making or decision analysis on treatment or management plan. All the articles and documents were first scanned to see whether they include important relevant contents or any models. The selected studies which described a model of clinical reasoning in general practitioners or with a focus on general practice were then reviewed and appraisal or critics of other authors on these models were included. The reviewed documents on the model were synthesized Results: Six models of clinical reasoning were identified including hypothetic-deductive model, pattern recognition, a dual process diagnostic reasoning model, pathway for clinical reasoning, an integrative model of clinical reasoning, and model of diagnostic reasoning strategies in primary care. Only one model had specifically focused on general practitioners reasoning. Conclusion: A Model of clinical reasoning that included specific features of general practice to better help the general practitioners with the difficulties
Schultheis, Holger; Bertel, Sven; Barkowsky, Thomas
This article presents research into human mental spatial reasoning with orientation knowledge. In particular, we look at reasoning problems about cardinal directions that possess multiple valid solutions (i.e., are spatially underdetermined), at human preferences for some of these solutions, and at representational and procedural factors that lead to such preferences. The article presents, first, a discussion of existing, related conceptual and computational approaches; second, results of empirical research into the solution preferences that human reasoners actually have; and, third, a novel computational model that relies on a parsimonious and flexible spatio-analogical knowledge representation structure to robustly reproduce the behavior observed with human reasoners. Copyright © 2014 Cognitive Science Society, Inc.
Programmers happily use induction to prove properties of recursive programs. To show properties of corecursive programs they employ coinduction, but perhaps less enthusiastically. Coinduction is often considered a rather low-level proof method, in particular, as it departs quite radically from equational reasoning. Corecursive programs are conveniently defined using recursion equations. Suitably restricted, these equations possess unique solutions. Uniqueness gives rise to a simple and attractive proof technique, which essentially brings equational reasoning to the coworld. We illustrate the approach using two major examples: streams and infinite binary trees. Both coinductive types exhibit a rich structure: they are applicative functors or idioms, and they can be seen as memo-tables or tabulations. We show that definitions and calculations benefit immensely from this additional structure.
The linear extrapolation of the established dose-effect relation at higher doses was accepted as a simple working hypothesis to determine dose limits for professional radiation personnel. It has been misused, however, for calculations of population risks in the very low dose region. This lead to an overestimation of radiation hazards by the public, followed by an overregulation of radiation protection. The ALARA recommendations of ICRP - justification of radiation application, optimisation of protection, and protection of the individual, - was aimed at counterpoising this trend and elucidate the aims of radiation protection. But even the ALARA principle will only be successful if it is applied with reason. The lend more weight to reason in radiation protection, an award for FS members is proposed, as well as an anti-award for the most nonsensical action in radiation protection. (orig.) [de
Brown, Margaret; Jones, Keith; Taylor, Ron; Hirst, Ann
This paper summarises a report (Brown, Jones & Taylor, 2003) to the UK Qualifications and Curriculum Authority of the work of one geometry group. The group was charged with developing and reporting on teaching ideas that focus on the development of geometrical reasoning at the secondary school level. The group was encouraged to explore what is possible both within and beyond the current requirements of the UK National Curriculum and the Key Stage 3 strategy, and to consider the whole atta...
Full Text Available Although automated reasoning with diagrams has been possible for some years, tools for diagrammatic reasoning are generally much less sophisticated than their sentential cousins. The tasks of exploring levels of automation and abstraction in the construction of proofs and of providing explanations of solutions expressed in the proofs remain to be addressed. In this paper we take an interactive proof assistant for Euler diagrams, Speedith, and add tactics to its reasoning engine, providing a level of automation in the construction of proofs. By adding tactics to Speedith's repertoire of inferences, we ease the interaction between the user and the system and capture a higher level explanation of the essence of the proof. We analysed the design options for tactics by using metrics which relate to human readability, such as the number of inferences and the amount of clutter present in diagrams. Thus, in contrast to the normal case with sentential tactics, our tactics are designed to not only prove the theorem, but also to support explanation.
Full Text Available In his recent book The Unintended Reformation, Brad Gregory makes the statement that the Reformation replaced the teleological social ethics of Roman Catholicism based on virtue with formal social ethics based on rules and enforced by magistrates, because they regarded human reason as too depraved to acquire virtue. The result, according to Gregory, is that the relation between internalised values and rules were undermined. This article asks whether this accusation is true with regard to Calvin. The first section discusses the intellectual environment of Calvin’s day – something that inevitably influenced his theory on reason, whilst the second part analyses Calvin’s view on the created nature of reason. The third section investigates Calvin’s view on the effects of sin on reason; and the fourth section discusses Calvin’s perspective on the relation between grace and reason. The article concludes that Gregory’s accusation against the Reformation is not applicable to Calvin. Gregory fails to take into account Calvin’s modified position that the imago Dei was not totally destroyed by sin as well as his teaching on common grace that maintains that even non-believers are able to acquire virtue through the common grace of God. Calvyn oor Menslike Rede. In sy onlangse boek, The Unintended Reformation, maak Brad Gregory die stelling dat die Reformasie die substantiewe teleologiese deugde-etiek van die Rooms-Katolisisme vervang het met ‘n formele etiek gebaseer op reëls wat deur magistrate afgedwing moet word. Die Reformasie was, volgens Gregory, van mening dat die menslike rede sodanig deur sonde geskend is dat die mens nie langer deugde kan beoefen nie. Dit het tot ‘n skadelike skeiding tussen waardes en reëls gelei. Hierdie artikel ondersoek die vraag of Gregory se stelling op Calvyn van toepassing is. Die eerste afdeling bespreek die intellektuele omgewing waarin Calvyn gewerk het. Tweedens word Gregory se siening van die geskape
U.S. Environmental Protection Agency — The Reasonable Accommodation Information Tracking System (RAITS) is a case management system that allows the National Reasonable Accommodation Coordinator (NRAC) and...
Rabin, Marla J.; Spinrad, Paul R.; Fall, Thomas C.
Systems that assess the real world must cope with evidence that is uncertain, ambiguous, and spread over time. Typically, the most important function of an assessment system is to identify when activities are occurring that are unusual or unanticipated. Model based temporal reasoning addresses both of these requirements. The differences among temporal reasoning schemes lies in the methods used to avoid computational intractability. If we had n pieces of data and we wanted to examine how they were related, the worst case would be where we had to examine every subset of these points to see if that subset satisfied the relations. This would be 2n, which is intractable. Models compress this; if several data points are all compatible with a model, then that model represents all those data points. Data points are then considered related if they lie within the same model or if they lie in models that are related. Models thus address the intractability problem. They also address the problem of determining unusual activities if the data do not agree with models that are indicated by earlier data then something out of the norm is taking place. The models can summarize what we know up to that time, so when they are not predicting correctly, either something unusual is happening or we need to revise our models. The model based reasoner developed at Advanced Decision Systems is thus both intuitive and powerful. It is currently being used on one operational system and several prototype systems. It has enough power to be used in domains spanning the spectrum from manufacturing engineering and project management to low-intensity conflict and strategic assessment.
Friedman, A; Brown, N R
To understand the nature and etiology of biases in geographical judgments, the authors asked people to estimate latitudes (Experiments 1 and 2) and longitudes (Experiments 3 and 4) of cities throughout the Old and New Worlds. They also examined how people's biased geographical judgments change after they receive accurate information ("seeds") about actual locations. Location profiles constructed from the pre- and postseeding location estimates conveyed detailed information about the representations underlying geography knowledge, including the subjective positioning and subregionalization of regions within continents; differential seeding effects revealed between-region dependencies. The findings implicate an important role for conceptual knowledge and plausible-reasoning processes in tasks that use subjective geographical information.
Allen, James; Pelavin, Richard; Tenenberg, Josh
This book presents four contributions to planning research within an integrated framework. James Allen offers a survey of his research in the field of temporal reasoning, and then describes a planning system formalized and implemented directly as an inference process in the temporal logic. Starting from the same logic, Henry Kautz develops the first formal specification of the plan recognition process and develops a powerful family of algorithms for plan recognition in complex situations. Richard Pelavin then extends the temporal logic with model operators that allow the representation to
Mardare, Radu Iulian; Panangaden, Prakash; Plotkin, Gordon
We develop a quantitative analogue of equational reasoning which we call quantitative algebra. We deﬁne an equality relation indexed by rationals: a =ε b which we think of as saying that “a is approximately equal to b up to an error of ε”. We have 4 interesting examples where we have a quantitative...... equational theory whose free algebras correspond to well known structures. In each case we have ﬁnitary and continuous versions. The four cases are: Hausdorﬀ metrics from quantitive semilattices; pWasserstein metrics (hence also the Kantorovich metric) from barycentric algebras and also from pointed...
Full Text Available The author displays and reexamines Hare’s "two-level theory" of normative moral thinking ("intuitive" level and "critical" level, including goals that are intended by its establishing. Given Hare’s holism, the met ethical level, considered as fundamental or the "third" level, has notable effect on process of normative reasoning, especially if it is taken as one of the determinant of the critical moral thin king. Central part of the analysis is examination of utilitarian character of the theory.
Full Text Available Charisma is morally problematic insofar as it replaces followers’ capacity to engage in genuine moral reasoning. When followers defer to charismatic leaders and act in ways that are morally wrong they are not only blameworthy for wrongdoing but for failing in their deliberative obligations. Even when followers defer to charismatic leaders and do the right thing, their action is less praiseworthy to the extent that it was the result of charisma rather than moral deliberation. Therefore, effective charismatic leadership reliably undermines the praiseworthiness and amplifies the blameworthiness of follower’s actions.
van Winssen, K P M; van Kleef, R C; van de Ven, W P M M
In health insurance, voluntary deductibles are offered to the insured in return for a premium rebate. Previous research has shown that 11 % of the Dutch insured opted for a voluntary deductible (VD) in health insurance in 2014, while the highest VD level was financially profitable for almost 50 % of the population in retrospect. To explain this discrepancy, this paper identifies and discusses six potential determinants of the decision to opt for a VD from the behavioral economic literature: loss aversion, risk attitude, ambiguity aversion, debt aversion, omission bias, and liquidity constraints. Based on these determinants, five potential strategies are proposed to increase the number of insured opting for a VD. Presenting the VD as the default option and providing transparent information regarding the VD are the two most promising strategies. If, as a result of these strategies, more insured would opt for a VD, moral hazard would be reduced.
Kaufmann, Cornel; Schmid, Christian; Boes, Stefan
The extent to which premium subsidies can influence health insurance choices is an open question. In this paper, we explore the regional variation in subsidy schemes in Switzerland, designed as either in-kind or cash transfers, to study their impact on the choice of health insurance deductibles. Using health survey data and a difference-in-differences methodology, we find that in-kind transfers increase the likelihood of choosing a low deductible plan by approximately 4 percentage points (or 7%). Our results indicate that the response to in-kind transfers is strongest among women, middle-aged and unmarried individuals, which we explain by differences in risk-taking behavior, health status, financial constraints, health insurance and financial literacy. We discuss our results in the light of potential extra-marginal effects on the demand for health care services, which are however not supported by our data. Copyright © 2017 Elsevier B.V. All rights reserved.
Lisett D. Páez Cuba
Full Text Available This research analyzes the legal reasoning as essential skills to the teaching - learning process of law. This approach is based on a theoretical systematization of the Theory of Legal Argumentation (TLA that allows the conception of law as an argumentative act itself. It also determines, as a new element, the inclusion of legal argumentation as the final phase of the law cycle, which has particular impact on the teaching of this science. In this regard, the proposal of three skills of legal reasoning is made: interpreting the law, enforce the rule of law and legally argue the legal decision.
Interest payments between affiliated companies which aim at shifting profit from high to low tax countries are a well-known and frequently used tool in international tax planning. It is therefore not surprising that in the OECD Action Plan on Base Erosion and Profit Shifting (BEPS) (Action Plan) considerable attention is given to the measures limiting the deductibility of (excessive) intra-group interest payments.1 The Action Plan does not, however, provide any clear guidance as to which, amo...
Schack-Nielsen, Anders; Schürmann, Carsten
CLF (Concurrent LF) [CPWW02a] is a logical framework for specifying and implementing deductive and concurrent systems from areas, such as programming language theory, security protocol analysis, process algebras, and logics. Celf is an implementation of the CLF type theory that extends the LF type...... ML and compiles with MLton, MLKit, and SML/NJ. The source code and a collection of examples are available from http://www.twelf.org/~celf ....
Cai, Ming; Li, Huai-en; KAWAKAMI, Yoji
The water pollution can be divided into point source pollution (PSP) and non-point source pollution (NSP). Since the point source pollution has been controlled, the non-point source pollution is becoming the main pollution source. The prediction of NSP load is being increasingly important in water pollution controlling and planning in watershed. Considering the monitoring data shortage of NPS in China, a practical estimation method of non-point source pollution load --- rainfall deduction met...
Abdullah Al-Mamun; Ahasanul Haque
The aim of this study is to explore the factors which are affecting Muslim consumer's perception towards tax deduction through zakat in Malaysia. A conceptual framework was drawn based on the literature. Six factors were extracted through principal component analysis and SEM was run to test the hypotheses. This research found that halal-haram aspect of Islamic Shariah has a very positive influence on Muslim consumers’ perception towards the tax rebate system. In addition, legal consciousness ...
Marcum, James A
What role, if any, should emotions play in clinical reasoning and decision making? Traditionally, emotions have been excluded from clinical reasoning and decision making, but with recent advances in cognitive neuropsychology they are now considered an important component of them. Today, cognition is thought to be a set of complex processes relying on multiple types of intelligences. The role of mathematical logic (hypothetico-deductive thinking) or verbal linguistic intelligence in cognition, for example, is well documented and accepted; however, the role of emotional intelligence has received less attention-especially because its nature and function are not well understood. In this paper, I argue for the inclusion of emotions in clinical reasoning and decision making. To that end, developments in contemporary cognitive neuropsychology are initially examined and analyzed, followed by a review of the medical literature discussing the role of emotions in clinical practice. Next, a published clinical case is reconstructed and used to illustrate the recognition and regulation of emotions played during a series of clinical consultations, which resulted in a positive medical outcome. The paper's main thesis is that emotions, particularly in terms of emotional intelligence as a practical form of intelligence, afford clinical practitioners a robust cognitive resource for providing quality medical care.
Full Text Available Learning a foreign language offers a great challenge to students since it involves learning different skills and subskills. Quite a few number of researches have been done so far on the relationship between gender and learning a foreign language. On the other hand, two major approaches in teaching grammar have been offered by language experts, inductive and deductive. The present study examines which method of teaching grammar is more fruitful for Iranian male and female students. For this purpose, 150 freshman students, 110 females and 40 males, majoring in English were selected from all available students at Abadeh and Shiraz Azad universities. All the subjects took the NTC's grammar test prior to the instruction as pre-test. Then, they were divided into two groups and were taught grammar inductively and deductively in each group for one semester. At the end of the instruction, the same test was taken as post-test. The comparison between the students' pre and post-test indicated that there was a significant improvement in their knowledge of grammar. By the way, through a two-way ANOVA, it was found out that males learned grammar better when they were taught inductively and females showed a better performance when they were taught deductively.
Naseem, Almas; Reesor, Mark
According to Canadian tax law the interest on loans used for investment purposes is tax deductible while interest on personal mortgage loans is not. One way of transforming from non-tax deductible to tax deductible interest expenses is to borrow against home equity to make investments. A re-advanceable mortgage is a product specifically designed to take advantage of this tax discrepancy. Using simulation we study the risk associated with the re-advanceable mortgage strategy to provide a better description of the mortgagor's position. We assume that the mortgagor invests the borrowings secured by home equity into a single risky asset (e.g., stock or mutual fund) whose evolution is described by geometric Brownian motion (GBM). With a re-advanceable mortgage we find that the average mortgage payoff time is less than the original mortgage term. However, there is considerable variation in the payoff times with a significant probability of a payoff time exceeding the original mortgage term. Higher income homeowners enjoy a payoff time distribution with both a lower average and a lower standard deviation than low-income homeowners. Thus this strategy is most beneficial to those with the highest income. We also find this strategy protects the homeowner in the event of job loss. This work is important to lenders, financial planners and homeowners to more fully understand the benefits and risk associated with this strategy.
V. V. Nadurak
Full Text Available Purpose of the research is the study of relationship between emotional and rational factors in moral decisions making. Methodology. The work is primarily based on the analysis and synthesis of the main empirical studies of the problem, each of which uses the methods of those sciences in which they were conducted (neurosciences. Originality. In general, the process of moral decision making cannot be described by a single simple model that would see only emotional or rational factor in foundation of this process. Moral decision making is characterized by different types of interaction between emotions and rational considerations. The influence of emotional and rational factors on moral decision is nonlinear: moral decision, which person makes, isn’t proportional to those emotions that preceded it and isn't unambiguously determined by them, because rational reasoning and contextual factors can significantly change it. Similarly, the reasoning that precede the decision is not necessarily reflected in the decision, because it can be significantly corrected by those emotions that accompany it. Conclusions. The process of moral decision making involves complex, heterogeneous interaction between emotional and rational factors. There are three main types of such interaction: first, the reasoning serves to rationalize prior emotional response; second, there are cases when reasoning precedes emotional reactions and determines it; third, interaction between these factors is characterized by cyclic causality (emotion impacts reasoning, which in turn impacts emotions. The influence of emotions or rational reasoning on moral decision is nonlinear.
In this paper an approach is presented in which heuristic reasoning is interpreted as strategic reasoning. This type of reasoning enables one to derive which hypothesis to investigate, and which observable information to acquire next (to be able to verify the chosen hypothesis). A compositional architecture for reasoning systems that perform such heuristic reasoning is introduced, called SIX (for Strategic Interactive eXpert systems). This compositional architecture enables user interaction a...
Nissen, Ulrik Becker
Taking the startingpoint in an assertion of an ambiguity in the Lutheran tradition’s assessment of reason, the essay argues that the Kantian unreserved confidence in reason is criticised in Bonhoeffer. Based upon a Christological understanding of reason, Bonhoeffer endorses a view of reason which...... is treated in the essay. Here it is argued that Bonhoeffer may be appropriated in attempting to outline a Christological ontology of reason holding essential implications for the sources and conditions of public discourse....
causal ones. The consequence is that mental life is irreducibly moral, and if the sciences of mental life are to become adequate to deal with their subject matter, they should construe themselves as what was once referred to as moral sciences. It is argued that the source of the normativity of mental...... life is found in historically evolved social practices,although not all normativity is conventional or historically contingent. Finally, some objections to the idea that mental life is normative are discussed; first, that this idea represents an intellectualist or rationalist fallacy, and second...... that it violates our conception of mental illness as something mental, yet outside the space of reasons...
Lazonder, A.W.; Janssen, N.
Recent longitudinal and cross-sectional studies have examined how scientific reasoning skills such as experimenting, making inferences and evaluating evidence develop in young science learners. Results, although informative, likely underestimate children’s true capabilities because data in these
Journal of Agriculture, Forestry and the Social Sciences ... This study aimed at investigating the effect of the reasons for going into poultry ... Hence poultry farmers need services of veterinary doctors, subsidies on feeds and drugs, and
Heemskerk, Laura; Norman, Geoff; Chou, Sophia; Mintz, Marcy; Mandin, Henry; McLaughlin, Kevin
Previous studies have suggested an association between reasoning strategies and diagnostic success, but the influence on this relationship of variables such as question format and task difficulty, has not been studied. Our objective was to study the association between question format, task difficulty, reasoning strategies and diagnostic success. Study participants were 13 Internal Medicine residents at the University of Calgary. Each was given eight problem-solving questions in four clinical presentations and were randomized to groups that differed only in the question format, such that a question presented as short answer (SA) to the first group was presented as extended matching (EM) to the second group. There were equal numbers of SA/EM questions and straightforward/difficult tasks. Participants performed think-aloud during diagnostic reasoning. Data were analyzed using multiple logistic regression. Question format was associated with reasoning strategies; hypothetico-deductive reasoning being used more frequently on EM questions and scheme-inductive reasoning on SA questions. For SA question, non-analytic reasoning alone was used more frequently to answer straightforward cases than difficult cases, whereas for EM questions no such association was observed. EM format and straightforward task increased the odds of diagnostic success, whereas hypothetico-deductive reasoning was associated with reduced odds of success. Question format and task difficulty both influence diagnostic reasoning strategies and studies that examine the effect of reasoning strategies on diagnostic success should control for these effects. Further studies are needed to investigate the effect of reasoning strategies on performance of different groups of learners.
Dumas, Denis; Torre, Dario M; Durning, Steven J
Clinical reasoning-the steps up to and including establishing a diagnosis and/or therapy-is a fundamentally important mental process for physicians. Unfortunately, mounting evidence suggests that errors in clinical reasoning lead to substantial problems for medical professionals and patients alike, including suboptimal care, malpractice claims, and rising health care costs. For this reason, cognitive strategies by which clinical reasoning may be improved-and that many expert clinicians are already using-are highly relevant for all medical professionals, educators, and learners.In this Perspective, the authors introduce one group of cognitive strategies-termed relational reasoning strategies-that have been empirically shown, through limited educational and psychological research, to improve the accuracy of learners' reasoning both within and outside of the medical disciplines. The authors contend that relational reasoning strategies may help clinicians to be metacognitive about their own clinical reasoning; such strategies may also be particularly well suited for explicitly organizing clinical reasoning instruction for learners. Because the particular curricular efforts that may improve the relational reasoning of medical students are not known at this point, the authors describe the nature of previous research on relational reasoning strategies to encourage the future design, implementation, and evaluation of instructional interventions for relational reasoning within the medical education literature. The authors also call for continued research on using relational reasoning strategies and their role in clinical practice and medical education, with the long-term goal of improving diagnostic accuracy.
Systems and system models are recognized as a crosscutting concept in the newly released framework for K-12 science education (NRC [National Research Council], 2012). In previous work, I developed a learning progression for systemic reasoning in ecology at the elementary level. The learning progression captured five levels of students' reasoning…
Alexander, Patricia A.
What is relational reasoning? Why is it critical to consider the role of relational reasoning in students learning and development in science, technology, engineering, and mathematics (STEM)? Moreover, how do the particular contributions populating this special issue address the pressing societal needs and offer guidance to researchers and…