Relevant bibliographies by topics / And Logical Thinking Ability

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'And Logical Thinking Ability'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "And Logical Thinking Ability"

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Muzaky, Ahmad Furqon, Widha Sunarno, and Harjana. "Evaluating students logical thinking ability: TPACK model as a physics learning strategy to improve students logical thinking ability." Journal of Physics: Conference Series 1511 (March 2020): 012027. http://dx.doi.org/10.1088/1742-6596/1511/1/012027.

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Karmiati, Sri. "PENERAPAN METODE PENEMUAN TERBIMBING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS ANAK USIA 3-4 TAHUN DI PPT TERATAI KENJERAN SURABAYA." MOTORIC 4, no. 1 (June 28, 2020): 130–38. http://dx.doi.org/10.31090/m.v4i1.1022.

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Abstract This study aims to determine the increase in the ability to think logically children aged 3-4 years in PPT Kenjeran Surabaya through the application of the Guided Discovery Method. This type of research is classroom action research with subjects of 15 children aged 3-4 years and the object is the application of guided discovery methods in improving logical thinking skills. Data collection using the method of observation, interviews and documentation. The data collected is analyzed and reflected descriptively quantitatively. The results showed that in the first cycle of action as many as 4 children (25%) the ability of logical thinking children develop very well (BSB) this shows that the level of children's logical thinking ability is still low. Actions in cycle II have an increase in the ability to think logically by 13 children (80%) with very well developed criteria (BSB). So it can be concluded that the application of the Guided Discovery Method in improving the logical thinking ability of children aged 3-4 years in PPT Lotus Surabaya can be applied with good results. Key words: Guided Discovery Method, logical thinking
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Noviani, Julia, Hilda Hakim, and Jarwandi Jarwandi. "ANALISIS KEMAMPUAN BERPIKIR LOGIS PADA MATERI PELUANG DI KELAS IX SMP NEGERI 1 TAKENGON." Jurnal Ilmiah Pendidikan Matematika Al Qalasadi 4, no. 1 (June 30, 2020): 14–23. http://dx.doi.org/10.32505/qalasadi.v4i1.1604.

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This study aims to describe the ability of students to think logically on probability subject in class IX in SMP Negeri 1 Takengon. This study uses a qualitative approach to the type of descriptive research. The subject of this study consisted of three students, with the criteria of one student with high ability, one with moderate ability, and one with low ability. Data collection used tests and semi-structured interviews. The instrument used was a test of probabality material. The process of data analysis in this study includes data reduction, data presentation, and drawing conclusions. Based on the analysis of the description of students logical thinking abilities with high criteria (student 1) showed excellent logical thinking skills. Then students with moderate abilities (student 2) showed good logical thinking skills. Student 2 has a deficiency in the stage of thought twitching. While students with low criteria (student 3) demonstrate sufficient logical thinking skills. Student 3 has a deficiency in the stage of thought twitching and drawing conclusions that indicate the student's inaccuracy. Overall the ability to think logically these three students can be said to be good. This can be seen from every work and interview results,, students are able to do most of the indicators of logical thinking ability.
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Juan, Cao. "A Cultural and Functional Approach to the Assessment of Logical Thinking Ability in English Writing." Scientific Programming 2021 (June 1, 2021): 1–9. http://dx.doi.org/10.1155/2021/1783384.

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The analysis of influencing factors of logical thinking ability in English writing is the key effective factor of evaluating logical thinking ability in English writing. In order to accurately evaluate logical thinking ability in English writing, this paper studies the evaluation method of logical thinking ability in English writing from the perspective of culture and function. This paper analyzes the relationship between the influencing factors of logical thinking ability in English writing. The factors of text structure and language expression reflect the culture and function of logical thinking ability in English writing, respectively, which have a direct impact on logical thinking ability in English writing. From these two aspects, 15 evaluation indexes are selected to construct the evaluation system of logical thinking ability in English writing. Considering the significant fuzziness of logical thinking ability in English writing from the perspective of culture and function, the comprehensive evaluation method of fuzzy mathematics is used for the process, the evaluation criteria are determined, the evaluation matrix is constructed, and the membership function is calculated, to complete the comprehensive evaluation of fuzzy mathematics based on the membership function and weight matrix. The experimental results show that this method can accurately evaluate the logical thinking ability of English writing and can be effectively used in the area of research.
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Manurung, Sondang R., and Deo Demonta Panggabean. "THE IDENTIFICATION OF LOGICAL THINKING ABILITY BASED ON GENDER IN PHYSICS TEACHERS PROSPECTIVE STUDENTS." Journal of Community Research and Service 2, no. 1 (August 9, 2018): 192. http://dx.doi.org/10.24114/jcrs.v2i1.10471.

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AbstractThe purpose of this study is to examine the ability to think logically in physics teachers candidates based on gender. The study was carried out in Medan State University that is acknowledged as one of leading Teaching-based Institution (locally known as Lembaga Pendidikan Tenaga Kependidikan, henceforth abbreviated as LPTK) in Medan. This research used an instrument that further examining the Test of Logical Thinking (TOLT). The total research sample is 70 people, consisting of 27 male and 43 female students. The results showed that male students have a higher logical thinking ability than female students. The implication of the result is discussed.Keywords: Logical Thinking, Gender, Physics Teachers Prospective Student, Medan State University
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Deb Sett, Priyanka. "THE IMPORTANCE OF LOGICAL THINKING ABILITY OF SECONDARY LEVEL SCHOOL STUDENTS IN SOUTH DELHI." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 1219–27. http://dx.doi.org/10.21474/ijar01/12959.

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Logical thinking ability of secondary level school students is described in this article. The logical thinking ability is one of the important components in the 21st century. Thus the study aim to analyze 14-16age group students logical thinking ability in lock down period. The sample was chosen by using a simple random sampling technique. The study involves two classes which has 200participants, consisting of, 100boys and 100girls in class 9and class 10 in South Delhi school. The researcher used a Logical Thinking Test by Sujeet kumar and Sikha Tiwari. T test was used to analyze the data. The result is that there is a significant difference between boys and girls logical thinking ability in 5domains.The finding of the test could be used to enhance students logical thinking ability of secondary students in future.
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Bonitalia, Bonitalia, Amiruddin Hatibe, and Marungkil Pasaribu. "Effect of Critical Abilities Thinking and Logical Thinking on Student’s Physics Learning Achievement at XII SMAN 2 Palu." Jurnal Riset Pendidikan MIPA 3, no. 2 (December 30, 2019): 54–61. http://dx.doi.org/10.22487/j25490192.2019.v3.i2.pp54-61.

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The purpose of this study is to analyze and examine (1) the effect of critical thinking skills on physics learning achievement, (2) the effect of the ability to think logically on physics learning achievement, (3) whether there is an influence shared between the critical thinking skills and logical thinking ability of students to the student physics achievement. This research is ex post facto. The study population was all students of class XII IPA SMA N 2 Palu that involved 292 students academic year 2016-2017. The samples in this study were students of XII Science class, 106 students were taken by purposive sampling in total which has four classes based on certain considerations. The data collection technique is using the test method for data critical thinking skills and logical thinking ability, and for students' physics learning achievement data. Data were analyzed using multiple regression analysis. The results of this study are: (i) there was a significant influence on the critical thinking skills to student physics learning achievement (R = 0.618> 0.196 at a significance level of 5%), (ii) there was a significant effect on the logical thinking ability to student physics learning achievement (R = 0.671> 0.195 at level significance 5%), (iii) there was a mutual influence between critical thinking skills and logical thinking ability to students physics learning achievement (R = 0.756, at the 5% significance level).
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Sholihah, Khoirussifa. "MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS PADA ANAK USIA DINI DENGAN MENGGUNAKAN MEDIA PUZZLE ANGKA." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 1, no. 5 (March 29, 2019): 13. http://dx.doi.org/10.22460/ceria.v1i5.p13-22.

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In the context of logical thinking the child will know about classifying objects based on function, shape or color or size, recognize patterns of ab-ab / abc-abc and repeat them. Increasing the ability to think logically with the puzzle media mental children will also be accustomed to being calm, diligent and patient in getting things done. So this research focuses on the implementation of the use of puzzle media in learning logical thinking in RA Nurul Yusro with the research title "Improving the ability of logical thinking in early childhood by using number puzzle media". This study aims at naturalist intelligence and logical thinking skills through puzzle media in group A aged 4-5 years. The use of instruments in this study was in the form of an observation sheet, in the form of a checklist of developmental achievement scales compiled based on a numerical scale assessment of 1-4. While the method used is a quasi-experimental method. The study sample was 10 children aged 4-5 years in group A RA Nurul Yusro. The results showed that the ability to think logically children aged 4-5 years in group A RA Nurul Yusro reached 35% of the minimum percentage of 65%. This shows that the ability to think logically children aged 4-5 years in group A RA Nurul Yusro is still low.
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Ginting, Fajrul Wahdi, and Nurdin Bukit. "THE EFFECT OF INQUIRY TRAINING MODEL USE THE MEDIA PHET AGAINST SCIENCE PROCESS SKILLS AND LOGICAL THINKING SKILLS STUDENTS." Jurnal Pendidikan Fisika 4, no. 2 (December 1, 2015): 14. http://dx.doi.org/10.22611/jpf.v4i2.3192.

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The Purpose of The study: science process skills and logical thinking ability of students who use inquiry learning model training using PhET media; science process skills and logical thinking ability of students who use conventional learning model; and the difference science process skills and logical thinking ability of students to use learning model Inquiry Training using PhET media and conventional learning models. This research is a quasi experimental. Sample selection is done by cluster random sampling are two classes of classes VIII-E and class VIII-B, where the class VIII-E is taught by inquiry training model using media PhET and VIII-B with conventional learning model. The instrument used consisted of tests science process skills such as essay tests and tests of the ability to think logically in the form of multiple-choice tests. The data were analyzed using t test. The results showed that physics science process skills use Inquiry Training models using PhET media is different and showed better results compared with conventional learning model, and logical thinking skills students use Inquiry Training model using PhET media is different and show better results compared with conventional learning, and there is a difference between the ability to think logically and science process skills of students who use Inquiry Training model using PhET media and conventional learning models.
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Aminah, Siti, and Derlina . "THE EFFECT OF INQUIRY TRAINING LEARNING MODEL AND THE LOGICAL THINKING ABILITY ON SCIENCE PROCESS SKILL OF STUDENTS." Jurnal Pendidikan Fisika 4, no. 2 (December 1, 2015): 63. http://dx.doi.org/10.22611/jpf.v4i2.3240.

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The purpose of this research was to analyze science process skill of students taught by training inquiry learning model better than taught by conventional learning, science process skill of students who have the logical thinking ability above the average better than students who have the logical thinking ability below the average and analyze interaction between learning model and the logical thinking ability of students in influencing the science process skill of students. The research type was quasi experiment. The population was students Class X SMA Negeri 1 Tambangan Kabupaten Mandailing Natal. The cluster random class technique was used in choosing the research sample. The instruments were consists of the test of science process skill and the test of logical thinking ability of students. The used test to obtain the data was essay test. The data in this research was analyzed by using the two ways ANAVA analysis. The research result showed that science process skill of students taught by training inquiry learning model was better than students taught by conventional learning, science process skill of students who have the logical thinking ability above the average was better than students who have the logical thinking ability below the average, and there was interaction between learning model and logical thinking ability of students in influencing the science process skill of students.
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Dissertations / Theses on the topic "And Logical Thinking Ability"

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Penick, Starrla Jacobson Arminta. "Comparison of evangelical Christian children's God-concepts and logical thinking ability." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3629.

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Penick, Starrla. "Comparison of Evangelical Christian Children's God-Concepts and Logical Thinking Ability." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3629/.

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God-concepts of 24 third to sixth grade evangelical Christian children were compared with the children‘s logical thinking abilities in a mixed-method study. Measurements included the Children‘s Interview and the Group Assessment of Logical Thinking (GALT). God-concepts among the children were Biblical, comforter, communicates, creator, empowering, protector, provider, purposeful, human characteristics, lives in heaven, male, counselor, God is Jesus, all-knowing, loving, perfect, powerful, real, and parental. The majority of concrete thinkers conceptualized God as a gracious guide. The majority of transitional thinkers viewed God also as a gracious guide as well as a distant divinity. Implications were given for religious educators to develop a model for age-appropriate instruction and curriculum and to equip parents to promote spiritual development with children at home.
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Harding, Abigail. "The relationship of logical thinking and disembedding ability to a conceptual shift using a physical science concept /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767844425901.

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Bektasli, Behzat. "The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149269242.

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Szyjka, Sebastian. "Cognitive And Attitudinal Predictors Related To Graphing Achievement Among Pre-Service Elementary Teachers." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/43.

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The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures of attitude towards science, mathematics and graphing mediated relationships between scores on mathematics, reading, logical thinking and line graphing. Ninety-four pre-service elementary education teachers enrolled in two different elementary science methods courses during the spring 2009 semester at Southern Illinois University Carbondale participated in this study. Each subject completed five different instruments designed to assess science, mathematics and graphing attitudes as well as logical thinking and graphing ability. Sixty subjects provided copies of primary basic skills score reports that listed subset scores for both reading comprehension and mathematics. The remaining scores were supplied by a faculty member who had access to a database from which the scores were drawn. Seven subjects, whose scores could not be found, were eliminated from final data analysis. Confirmatory factor analysis (CFA) was conducted in order to establish validity and reliability of the Questionnaire of Attitude Toward Line Graphs in Science (QALGS) instrument. CFA tested the statistical hypothesis that the five main factor structures within the Questionnaire of Attitude Toward Statistical Graphs (QASG) would be maintained in the revised QALGS. Stepwise Regression Analysis with backward elimination was conducted in order to generate a parsimonious and precise predictive model. This procedure allowed the researcher to explore the relationships among the affective and cognitive variables that were included in the regression analysis. The results for CFA indicated that the revised QALGS measure was sound in its psychometric properties when tested against the QASG. Reliability statistics indicated that the overall reliability for the 32 items in the QALGS was .90. The learning preferences construct had the lowest reliability (.67), while enjoyment (.89), confidence (.86) and usefulness (.77) constructs had moderate to high reliabilities. The first four measurement models fit the data well as indicated by the appropriate descriptive and statistical indices. However, the fifth measurement model did not fit the data well statistically, and only fit well with two descriptive indices. The results addressing the research question indicated that mathematical and logical thinking ability were significant predictors of line graph performance among the remaining group of variables. These predictors accounted for 41% of the total variability on the line graph performance variable. Partial correlation coefficients indicated that mathematics ability accounted for 20.5% of the variance on the line graphing performance variable when removing the effect of logical thinking. The logical thinking variable accounted for 4.7% of the variance on the line graphing performance variable when removing the effect of mathematics ability.
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Kayhan, Emine Banu. "Investigation Of High School Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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The purposes of the study were
to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.
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Yilmazoglu, Candan. "Effect Of Analogy-enhanced Instruction Accompanied With Concept Maps On Understanding Of Acid-base Concept." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.

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This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject. 81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study. There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquo
logical thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
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Cetin, Gulcan. "The Effect Of Conceptual Change Instruction On Understanding Of Ecology Concepts." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1260322/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change text oriented instruction accompanied by demonstrations in small groups (CCTI) on ninth grade students&rsquo
achievement and understanding levels of ecology, attitudes towards biology, and attitudes towards environment. The instruments used in this study were the Test of Ecological Concepts (TEC), the Attitude Scale towards Biology (ASB), the Attitude Scale towards Environment (ASE), and the Test of Logical Thinking (TOLT). All data were collected from the public high school in Balikesir in the Spring Semester of 2001-2002. 88 students from four classes and two teachers were included in this study. Two of the classes were called control group and two of them were called experimental group. While the TEC, ASE and ASB were administered to all of the students as pre- and post-tests, the TOLT were conducted as pre-test. Data related to the TEC, ASB, and ASE were analyzed by multivariate analysis of covariance (MANCOVA). The results of the MANCOVA showed that there was significant effect of the treatment which was the conceptual change texts oriented instruction accompanied by demonstrations in small groups on the TEC, while there were no significant effect of the treatment on the attitudes towards biology and attitudes towards environment.
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NILEP, Chad, and Wai Ling LAI. "Logical Thinking Education to Combat Plagiarism." 名古屋大学大学院国際言語文化研究科, 2014. http://hdl.handle.net/2237/20894.

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Lai, Wai Ling. "Introducing a Logical Thinking Approach to Teaching Academic Writing: Why is Logical Thinking Education Needed in Academic Writing." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21056.

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Books on the topic "And Logical Thinking Ability"

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Purtill, Richard L. Logical thinking. Lanham, Md: University Press of America, 1994.

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Des, MacHale, ed. Logical thinking puzzles. New York: Sterling Pub. Co., 1992.

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Ding, Min. Logical Creative Thinking Methods. New York, NY : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003017752.

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Logical reasoning. Belmont, Calif: Wadsworth Pub. Co., 1993.

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Kiersky, James Hugh. Thinking critically: Techniques for logical reasoning. Minneapolis/St. Paul: West Pub. Co., 1995.

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McInerny, Dennis Q. Being Logical. New York: Random House Publishing Group, 2004.

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Being logical: A guide to good thinking. New York: Random House, 2004.

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Being logical: A guide to good thinking. New York: Random House Trade Paperbacks, 2005.

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Sion, Avi. Logical philosophy: A compendium. Charleston, South Carolina: CreateSpace, 2014.

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H, Johnson Ralph. Logical self-defense. 3rd ed. Toronto, Ont: McGraw-Hill Ryerson, 1993.

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Book chapters on the topic "And Logical Thinking Ability"

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Higgins, Marc. "The Homework of Response-Ability in Science Education." In Unsettling Responsibility in Science Education, 53–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61299-3_2.

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AbstractThe purpose of this chapter is to introduce response-ability as a concept and practice to (re)open science education’s understanding and enactments of responsibility towards Indigenous ways-of-living-with-nature (IWLN) and traditional ecological knowledge (TEK). This is significant as even well-intentioned forms of responsibility are often and inadvertently over-coded by the (neo-)colonial logics that it sets out to refuse and resist: responsibility and the ability to respond are often not one and the same. Within this chapter, I revisit a significant personal pedagogical encounter in which this distinction made itself felt and known. Thinking with the work of Sami scholar Rauna Kuokkanen, this narrative provides a platform to explore practices of epistemic ignorance and its (co-)constitutive relation to knowledge, as well as what she refers to as “the homework of response-ability” required to (re)open the norms of responsiveness towards the possibility of heeding the call of Indigenous science from within the structure of science education. Concluding thoughts underscore the promise of deconstruction (rather than destruction) as a theoretical, methodological, and ethical tool to resist the (fore)closure of responsibility towards hospitably receiving Indigenous science on its own terms.
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Suematsu, Chihiro. "Logical Thinking/Creative Thinking." In Management for Professionals, 239–53. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06889-3_9.

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Boylan, Mark, and Hilary Povey. "Ability thinking." In Debates in Mathematics Education, 55–65. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2020] | Series: Debates in subject teaching: Routledge, 2020. http://dx.doi.org/10.4324/9780429021015-5.

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Chapman, Siobhan. "Is Language Logical?" In Thinking About Language, 127–40. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-21003-5_9.

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Hicks, Michael J. "Introduction to logical thinking." In Problem Solving in Business and Management, 154–61. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-7148-7_8.

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Sproull, ByBob. "The Logical Thinking Process." In The Focus and Leverage Improvement Book, 87–132. 1 Edition. | New York, NY : Taylor & Francis, [2019]: Productivity Press, 2018. http://dx.doi.org/10.4324/9780429444456-5.

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Mainzer, Klaus. "Logical Thinking Becomes Automatic." In Artificial intelligence - When do machines take over?, 15–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59717-0_3.

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Sproull, Bob. "The Logical Thinking Processes." In The Secret to Maximizing Profitability, 129–54. 1st Edition. | New York : Routledge, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780367815301-12.

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Goertzel, Ben, Nil Geisweiller, Lucio Coelho, Predrag Janicic, and Cassio Pennachin. "Scalable Spatiotemporal Logical Knowledge Storage." In Atlantis Thinking Machines, 169–77. Paris: Atlantis Press, 2011. http://dx.doi.org/10.2991/978-94-91216-11-4_10.

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Antonsen, Roger. "Chapter 0 The Art of Thinking Abstractly and Mathematically." In Logical Methods, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63777-4_1.

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Conference papers on the topic "And Logical Thinking Ability"

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Rahayu, Sri, Mr Mustaji, and Bachri Bachtiar. "Logical thinking ability and expressive language in early childhood learners." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.80.

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Antari, I. Gusti Agung Diah Pradnya, Mustaji Mustaji, and Miftakhul Jannah. "The Impact of Learning Cycle 5E On Children’s Logical Thinking Ability and Symbolic Thinking." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.158.

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Mujahidawati, Gugun M. Simatupang, Novferma, Ari Frianto, and Febbry Romundza. "Practical Analysis of Differential Equation Module to Improve Student’s Logical Thinking Ability." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.084.

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Afrianti, Nurul, Respitawulan Respitawulan, and Atie Rachmiatie. "Implementation of Origami Construction to Improve Logical Thinking Ability on Early Age Children." In 2nd Social and Humaniora Research Symposium (SoRes 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.021.

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Mihajlov Carević, Miroslava, Milena J. Petrović, and Nebojša Denić. "MODERN TEACHING TECHNOLOGIES AND DEVELOPING CONSTRUCTIVE THINKING." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.s.p.2020.147.

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Numerous researches in the previous period have shown the effectiveness of mathematical learning with the use of information and communication technologies (ICT) and mathematical software packages. Also, through theoretical studies and research results, the quality of mathematics teaching in schools was examined. The results of the research of the authors of this paper showed the lack of a visual-logical approach in solving mathematical problems. Primary and secondary school students are primarily trained in mastering formulas and algebraic procedures that help them solve a given task. In order to develop the ability to perceive lawfulness and logical thinking, we organized introducing elementary and secondary school students to figurative numbers and selected examples that demonstrate the observation of lawfulness among numbers. We applied work in collaborative groups using computers and GeoGebra software. The results showed the students’ ability to perceive lawfulness and to successfully solve tasks by applying the observed lawfulness. They also confirmed the effectiveness of mathematical learning with the use of computers, mathematical software and working in collaborative groups.
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Kurniawati, Lia, Reski Meidasari, and Ramdani Miftah. "Using Problem-Based Learning Approach with Scaffolding Technique to Enhance Studentsr Mathematical-logical Thinking Ability." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.21.

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Sumiarto, Nosep, Endang M. A., and B. Martadiputra. "The Enhancement of Mathematical Creative Thinking and Logical Thinking Ability, and Student Habits of Mind in Junior High School Through ASSURE Learning Model." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296407.

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Nashiroh, Putri Khoirin, Waras Kamdi, and Hakkun Elmunsyah. "The effectiveness of web-programming module based on scientific approach to train logical thinking ability for students in vocational high school." In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003551.

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Marambio Carrasco, Cecilia Alejandra, and Carla Lobos Stevens. "Situational map: A strategy to develop critical thinking in the teaching of scientific research." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.04041m.

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The objective of the study is to support students in the rational, logical, and analytical process that they perform when faced with a scientific problem. This study uses qualitative methodology as its purpose is to present the strategy as learning stemming from the process of analysis, which is rooted on how to detect scientifically the research problem in the field of social sciences. A statistical analysis is made on the use and application of the diagram in a sample of 27 undergraduate students who have used the situational map in the elaboration of their theses. The trend shows that 92.6% of respondents achieved concluding their research processes of thesis work, at the planned time, and their results were consistent with their hypothesis and/or purposes. The creation of this strategy is a support for students, who have not developed their ability to think critically and establish relationships between concepts and theories in the execution of scientific research.
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Marambio Carrasco, Cecilia Alejandra, and Carla Lobos Stevens. "Situational map: A strategy to develop critical thinking in the teaching of scientific research." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.04041m.

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The objective of the study is to support students in the rational, logical, and analytical process that they perform when faced with a scientific problem. This study uses qualitative methodology as its purpose is to present the strategy as learning stemming from the process of analysis, which is rooted on how to detect scientifically the research problem in the field of social sciences. A statistical analysis is made on the use and application of the diagram in a sample of 27 undergraduate students who have used the situational map in the elaboration of their theses. The trend shows that 92.6% of respondents achieved concluding their research processes of thesis work, at the planned time, and their results were consistent with their hypothesis and/or purposes. The creation of this strategy is a support for students, who have not developed their ability to think critically and establish relationships between concepts and theories in the execution of scientific research.
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Reports on the topic "And Logical Thinking Ability"

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Razumova and Kasatkina. LOGICAL THINKING DEVELOPMENT AS THE FACTOR OF SPORTSMANSHIP IMPROVEMENT OF THE PEOPLE GOING IN FOR SPORTS AEROBICS. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/49_2013_23.

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Karam, Sofia, Morteza Nagahi, Vidanelage Dayarathna, Junfeng Ma, Raed Jaradat, and Michael Hamilton. Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/41026.

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The emergence of modern complex systems is often exacerbated by a proliferation of information and complication of technologies. Because current complex systems challenges can limit an organization's ability to efficiently handle socio-technical systems, it is essential to provide methods and techniques that count on individuals' systems skills. When selecting future employees, companies must constantly refresh their recruitment methods in order to find capable candidates with the required level of systemic skills who are better fit for their organization's requirements and objectives. The purpose of this study is to use systems thinking skills as a supplemental selection tool when recruiting prospective employees. To the best of our knowledge, there is no prior research that studied the use of systems thinking skills for recruiting purposes. The proposed framework offers an established tool to HRM professionals for assessing and screening of prospective employees of an organization based on their level of systems thinking skills while controlling uncertainties of complex decision-making environment with the fuzzy linguistic approach. This framework works as an expert system to find the most appropriate candidate for the organization to enhance the human capital for the organization.
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Frijters, Paul. WELLBYs, cost-benefit analyses and the Easterlin Discount. Verlag der Österreichischen Akademie der Wissenschaften, March 2021. http://dx.doi.org/10.1553/populationyearbook2021.deb04.

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The current practise of cost-benefit analysis inWestern countries consists of a collection of various incompatible ideas and methodologies to obtain replicable numbers for the costs and benefits of major public spending plans. This paper describes the main elements of the dominant methodology, which combines consumer and producer surplus, price-taking, government-inputs-as-outputs, hedonic pricing of externalities, and the issue-specific use of partial or general equilibrium thinking. The paper then discusses how that methodology can be augmented and partially replaced by looking at how prospective policies would change the total number of WELLBYs (life satisfaction-adjusted years of life) of the population. The ability of the WELLBY methodology to address complex externalities is illustrated by the Easterlin Discount, which is a proposed reduction factor of 75% on all estimates of private consumption benefits to offset the envy caused in others.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Implementation Research Training Framework 2.0: Making the whole greater than the parts. United Nations University International Institute for Global Health, June 2021. http://dx.doi.org/10.37941/rr/2021/2.

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Clinical innovations alone do not generate public health impact. Implementation research (IR) is a powerful tool for identifying the bottlenecks impeding scale up efforts and helping to turn scientifically tested solutions into routine practice. To enhance the ability of investigators in low- and middle-income countries (LMICs) to design, conduct and interpret IR, several actors, such as the Special Programme for Research and Training in Tropical Diseases (TDR), have sought to strengthen researchers' capacity to design and undertake IR. This report outlines the development of a new framework for IR training in LMICs to inspire thinking and discussion on how training approaches can best serve learners' needs.
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