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1
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.
3
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'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.
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The purposes of the study wereto 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&rsquological 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&rsquoachievement 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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ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.
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Kobiela, Marta Anna. "An eighth grade curriculum incorporating logical thinking and active learning." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4234.
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With the increasing stress on teachers and students to meet and raise mathematics
standards in schools, especially in the secondary level, the need for strong curricula and
supporting materials for teachers has grown. A good curriculum, however, must do
more than align with state standards and teach to the state exams; it must encourage
students to enjoy mathematics. In an effort to help ease the plague of math anxiety, this
thesis presents an eighth grade curriculum, called MathTAKStic, not only directly
aligning with the Texas state standards, the Texas Essential Knowledge Skills (TEKS),
but also encouraging students to pursue higher level thinking through active learning and
logical thinking. To test the curriculum and find out its usefulness, several lessons were
taught at a middle school. Although the scores of those learning with the curriculum
were not always better than others, MathTAKStic led to a greater increase in studentsâÂÂ
performance compared to those who were not exposed to the lessons, an increased
interest in math and a plethora of ideas for the future. These results were concluded
based on a comparison of studentsâ scores from the previous year to the current year on
the Texas standardized test. Overall, the increase in passing scores of MathTAKStic
students preceded other classes in the same school.
13
Shannon, Ann B. "A critique of Piaget's formal operational stage of development." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329072.
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Stewart, Edward O. "The relationship between drawing ability and general critical thinking /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946300.
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Hargrave, Stephanie Janae Stephens. "Changing attitudes about stereotyped groups and critical thinking ability." Diss., Click here for available full-text of this dissertation, 2006. http://library.wichita.edu/digitallibrary/etd/2006/d007.pdf.
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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences."May 2006." Title from PDF title page (viewed on September 29, 2006). Includes bibliographic references (leaves 33-41).
16
Sieberg, Jennifer Lynn. "Measuring Experimental Design Ability: A Test to Probe Critical Thinking." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214238271.
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Soerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian University /." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13086.
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This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.
18
Muspratt-Williams, Angela. "Strategic thinking by non-government organisations for sustainability : a review of the logical framework approach." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1512.
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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2009.The awareness of the environmental crisis and the impact of rising poverty globally has led to the search for sustainable solutions. The United Nations Millennium Development Goals (MDGs) describe the solution as a secure peaceful world, a healthier environment and a better quality of life for all. Nongovernmental organisations (NGOs) are important development actors in realising this goal. They work within civil society and focus on the empowerment of the vulnerable and marginalised through the transfer of skills, resources and power. Their flexibility, commitment to social justice and strong relationships with the community allow NGOs to develop creative responses, developing new models for sustainable solutions. A weakness of NGOs is the inability to provide reliable evidence of the effect, or impact, of programmes and their contribution towards a better society. Further the reliance on donor funding can change the focus of accountability from the beneficiaries to donors and stakeholders. The study is based in the given reality that NGOs are required to adopt a more strategic outcomes orientated approach to programme and project planning to be able to measure the impact of services to improve the effectiveness of services and prove their added value to society. This is most often done through the Logical Framework Approach (LFA) as a planning model, as many governments, multilateral aid agencies and donors use this model to develop policies and determine funding priorities. This study therefore gives an overview of the literature regarding the principles, benefits and challenges of the LFA from various sources. These are considered within the diverse and complex development context and how the complexity affects the use of this tool in planning, monitoring and evaluation. The LFA is based on the Management by Objectives model. The LFA provides a relatively objective, systematic and thoughtful guide to project planning which enables organisations to measure their progress in realising goals. The visually accessible log frame explains how the use of resources will contribute towards reaching the goal. It enables the organisation to present their projects to a wider audience increasing its accountability to donors, stakeholders and beneficiaries. Yet, organisations are often very critical of the use of the Logical Framework Approach as it assumes that society is a stable environment where factors can be manipulated to bring about expected results. It ignores the dynamic, complex and frequently unpredictable nature of society and the non-linear path of social learning and empowerment. Further the model can be misused and exploited to enforce power relationships resulting in the development of inappropriate or irrelevant projects that do not meet the needs of the intended beneficiaries. The study concludes that, despite all the criticisms, the Logical Framework Approach can be a very useful tool and provides recommendations that will help find a balance between the structured planning process and the participative and creative social learning techniques. NGOs can be focussed and accountable and still remain more responsive to the needs of communities.
19
Alvarenga, Denise Maria de Figueiredo. "Developing Young Learners’ Logical/Deductive Thinking Skills and Second Language Skills through a CLIL approach." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/8651.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à
obtenção do grau de Mestre em Teaching English as a Second / Foreign Language.Este trabalho de projeto procura explorar os enúmeros benefícios do uso de uma abordagem CLIL no ensino da língua inglesa como língua estrangeira e simultaneamente avaliar a possibilidade de melhorar competências matemáticas e competências associadas a uma língua estrageira através de uma abordagem CLIL, com crianças do 1º ciclo do Ensino Básico. Este action research tem como objetivo responder à pergunta É possivel melhorar competências matemáticas e competências associadas a uma língua estrangeiraatravés de uma abordagem CLIL? Este action research foi estruturado usando uma abordagem CLIL e desenvolveu-se numa escola privada, envolvendo um grupo de 18 crianças que frequentavam o 4º ano de escolaridade. Estas crianças inscreveram-se no English Club que tinha lugar uma vez por semana durante meia hora. As crianças participantes neste projecto trabalhavam em grupos tendo participado em cinco ciclos de trabalho com diferentes níveis de dificuldade, onde tiveram de completar atividades matemáticas que envolviam problemas matemáticos de lógica e dedução. Estes cinco ciclos de trabalho foram desenvolvidos usando uma abordagem Task-Based Learning. Tendo em conta toda a informação recolhida neste projeto, é possible concluir que as crianças foram capazes de combinar a língua inglesa como meio de comunicação e a linguagem matemática na resolução de todas as actividades proposta. Todas estas actividades matemáticas tinham como principal objetivo que as crianças deste projeto progredissem no desenvolvimento das competências matemáticas ligadas à logica e à dedução e que também desenvolvessem competências associadas à aquisição do inglês como língua estrangeira.
Abstract: This project work seeks to explore the numerous benefits of introducing a CLIL approach within the ELT classroom, simultaneously evaluating the possibility of improving mathematical skills and developing second language skills through a CLIL approach with young learners aged nine and ten. This action research project aims, thus, to provide an answer to the research question Can young learners improve both their Mathematical thinking skills and second language skills through a CLIL Approach? This action research was developed using a CLIL approach and took place in a private primary school, involving a group of 18 young learners attending the fourth grade, who enrolled in an English Club, which took place once a week for half an hour. Young learners participated in groups of three or four in five teaching cycles, with increasing levels of difficulty, where they were asked to complete a problem solving task within a task cycle designed in accordance with a Task-Based Learning approach. Taking into account the findings of this research, it was possible to conclude that young learners were able to combine English as a means of communication and the language of mathematics in order to perform problem-solving activities which aimed to help learners progress in skills regarding a second language and mathematical reasoning.
20
Spitzer, Sandy Margaret. "The role of graphing calculators in students' algebraic thinking." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 135 p, 2008. http://proquest.umi.com/pqdweb?did=1601234511&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Hannula, Markku. "Affect in mathematical thinking and learning /." Turku : University of Turku, 2004. http://kirjasto2.utu.fi/julkaisupalvelut/b/annaalit/B273.html.
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Hetzel, Eugene David. "The mad rhetoric: Toward a rigor on radical creativity and its function in consciousness as a communicative principle." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3293.
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This thesis explores three creative works, "The music of Erich Zann" by H.P. Lovecraft; the film "Eraserhead" by David Lynch; and the "Self-Portrait (blue)" by Vincent Van Gogh, as examples of different forms of mad rhetorics as a way in which to demonstrate the application of the theory of "mad rhetorics" and the role "radical creativity" plays in the construction of mad rhetorics by "mad rhetors" play in society.
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Tateishi, Isaku. "Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3059.
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Creativity plays a crucial role in innovation, and innovation is essential for any organization's continuous success and survival. Past creativity research focused on the studies of individual creativity (West, 2009); however, in recent years there has been an increased emphasis on understanding how a group of people work together to produce creative ideas and products (Paulus & Nijstad, 2003). This collaborative creativity process is often referred to as group creativity. Despite the increased interest in group creativity, there is still a lack of empirical studies (Taggar, 2002). This study explored the impact of group collaboration on the improvement of individual creative thinking ability. During the 2009–2010 school year, approximately 120 undergraduate technology and engineering students participated in the Innovation Boot Camp (IBC), a creativity training program. The participants were teamed up with people from different majors and asked to work together to design an innovative solution to a problem. Their individual creativity was also measured before and after the IBC using the Torrance Test of Creative Thinking (TTCT). Interestingly, a significant TTCT score improvement was found only in a few groups, but not in all groups. This study qualitatively analyzed video-recorded team interactions of three groups that significantly increased their creativity scores (improved groups) and three groups who did not (non-improved groups). The findings of this analysis revealed six major differences between the improved and non-improved groups. These differences were (1) idea and information exchange, (2) critique, (3) idea improvement, (4) prototype design, (5) challenging solution, and (6) engagement level. Based on these differences, this report presents a theory that could explain how group collaboration can improve individual creative thinking ability. The implications of the study findings for future research were also discussed.
24
Jones, Jocelyn. "Thinking with stories of suffering : towards a living theory of response-ability." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488897.
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In the thesis I develop a living theory of responsibility, movement, engagement, withdrawal, and self care with a living standard of judgement of response-ability toward the other. I use a hermeneutic phenomenological approach to develop a dynamic, relational understanding, where social constructions are discussed and refined using cycles of loose and strict thinking, an inter-play of emotion and intellect, and a combination of intuitive and analytic reasoning. This is underpinned by an extended epistemology embracing experiential learning, documentary and textual analysis, presentational knowing, dialogue, narrative and photographic inquiry. I address the essence of inquiry with people who have difficult stories to tell and for us to comprehend: narratives which emerge from episodes of chaos and suffering, interspersed with occasional glimpses of the inter-human. Within this context I explore responsibility [response-ability] to ‘the Other’ as subject, and the ethical obligations implied in that relationship. My and others’ narratives, through space and over time, are researched using an extended epistemology and inquiry cycles across two interwoven strands. I look back over a long career and ‘epiphanous’ moments as a social worker and academic in the field of child protection and children and families work; and as the child of a war veteran, I reflect on World War II narratives of suffering, changing identity, and the inter-human. This first and second person inquiry extends outwards through cycles of dialogue with ex European prisoners of war and relation with landscape across Europe and Russia. In these reflections I clarify my meanings of chaos, suffering and responsibility [response-ability]. The learning from this extended inquiry and the contribution to knowledge are reflected on within my current practice as a participative researcher who is expressing response-ability toward the other. Finally, I consider implications for improving practice and organizational climate in children and families work.
25
Botch, Catherine F. "Creativity, the lateral path less taken lateral thinking in the art classroom /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only.xxx, 1997. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1997.Source: Masters Abstracts International, Volume: 45-06, page: 2745. Typescript. Abstract precedes thesis as preliminary leaves iv-v. Includes bibliographical references (leaves 98-103).
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Yoder, Marcel Stefane. "The effects of an experimental research methods chapter on introductory psychology students' ability to evaluate scientific claims." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941714.
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The lack of the teaching of scientific critical thinking is seen as a major problem in the American educational system by many current educators, theorists, and researchers. Using Introductory Psychology students as subjects, the present study attempted to improve these skills by teaching students using new research method materials as part of classroom instruction. The students were measured with a test developed for the study. The new materials were found to improve students' scientific critical thinking ability over students in courses not using the new materials. These materials can be helpful in improving students' ability to evaluate scientific claims presented in the media.Department of Psychological Science
27
Ong, Triton. "Equivalence-based instruction for a critical thinking skill." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/288.
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Critical thinking is emphasized as a desirable and important ability across disciplines, occupations, governments, and cultures. Experts describe critical thinking as a collection of individually quantifiable skills that should be directly trained; however, existing interventions for improving critical thinking skills can be time consuming. Equivalence-based instruction reliably yields rapid and efficient acquisition of a variety of academic skills. The ability to identify logical fallacies was selected as a subset of critical thinking skills and compared across 30 college undergraduates who received either equivalence-based instruction, self-instruction, or no instruction in a pretest-train-posttest group design. Equivalence-based instruction resulted in greater mean score increases with shorter instructional duration than self-instruction and no instruction; however, mean session length and Ennis-Weir Critical Thinking Essay Test scores did not differ between groups.
28
Bijvoet-van, den Berg Catharina J. M. "Children's ability to generate novel actions." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20432.
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Social learning has given us insight into how children learn actions from others across different domains (e.g., actions on objects, pretend play, and tool use). However, little research exists to confirm whether young children can generate their own novel actions. Three different settings were chosen to offer a varied investigation of children’s ability to generate novel actions: generating multiple actions with novel objects; generating iconic gestures in order to communicate; and generating pretend actions using object substitution. Generating multiple actions with novel objects: The Unusual Box test was developed to investigate children’s ability to generate multiple actions with novel objects (Chapter 2). The Unusual Box test involves children playing with a wooden box that contains many different features (e.g., rings, stairs, strings), and five novel objects. The number of different actions performed on the box and with the objects (i.e., fluency) was used as a measure of their individual learning. Positive correlations between the fluency scores of 24 3- and 4-year-olds on the Unusual Box test and two existing measures of divergent thinking were found. Divergent thinking relates to the ability to think of multiple answers based on one premise. Furthermore, a large range of fluency scores indicated individual differences in children’s ability to generate multiple actions with novel objects. In addition, 16 2-year-olds were assessed on the Unusual Box test, twice two weeks apart, to investigate test-retest reliability and the possibility that the Unusual Box test could be used with children younger than 3 years. A strong positive correlation between the scores on the two assessments showed high test-retest reliability, while individual differences in fluency scores and the absence of a floor effect indicated that the Unusual Box test was usable in children from 2 years of age. Generating iconic gestures in order to communicate: Children’s ability to generate iconic gestures in order to communicate was assessed using a game to request stickers from an experimenter (N = 20, Chapter 3). In order to get a sticker children had to communicate to the experimenter which out of two objects they wanted (only one object had a sticker attached to it). Children’s use of speech or pointing was ineffective; therefore only generating an iconic gesture was sufficient to retrieve the sticker. Children generated a correct iconic gesture on 71% of the trials. These findings indicate that children generate their own iconic gestures in order to communicate; and that they understand the representational nature of iconic gestures, and use this in their own generation of iconic gestures. Generating pretend actions using object substitution: In order to determine whether children are able to generate their own object substitution actions and understand the representational nature of these actions, 45 3- and 4-year-olds were familiarized with the goal of a task through modelling actions. Children distinguished between the intentions of an experimenter to pretend, or try and perform a correct action. Children mainly imitated the pretend actions, while correcting the trying actions. Next, children were presented with objects for which they had to generate their own object substitution actions without being shown a model. When children had previously been shown pretend actions, children generated their own object substitution actions. This indicates that children generate their own object substitution actions, and that they understand the representational nature of these actions. An additional study with 34 3-year-olds, revealed no significant correlations between divergent thinking, inhibitory control, or children’s object substitution in a free play setting, and children’s ability to generate object substitution actions in the experimental setting.
29
Kristiansen, Glenn. "Creative problem solving : the roles of moods and emotions." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708122.
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Roughgarden, Kelly. "Comparing Equivalence-Based Instruction with Lecture-Based Instruction to Teach College Students to Identify Logical Fallacies." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3562.
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Educators and practicing professionals in many fields emphasize the importance of critical thinking for effective decision-making. However, critical thinking skills are not usually directly taught in traditional educational settings. A subset of these skills, identifying logical fallacies, could be amenable to direct instruction using procedures that establish conditional discriminations, such as equivalence-based instruction (EBI). EBI procedures have been shown to be effective and efficient when teaching a variety of skills, including the identification of logical fallacies, when compared with no-instruction and self-instruction control groups. The purpose of this study is to compare the effectiveness of web-based EBI procedures to a more traditional lecture-based instruction format, with and without requiring participants to actively respond to the material, for teaching undergraduate students to identify logical fallacies. Participants were assigned to one of three groups: equivalence-based instruction, lecture-based instruction or lecture-based instruction with active responding. Using a pretest-train-posttest design, performance on multiple-choice tests that target relations among logical fallacy names, descriptions, and examples were compared. The results of this study suggest that EBI is an effective instruction method for teaching college students to identify logical fallacies. When compared to both lecture-based instruction teaching methods, EBI resulted in consistently higher posttest scores following instruction and more consistent acquisition of the nonprogrammed relations (i.e., BA, CA, CB, BC).
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Esswein, Jennifer L. "Critical Thinking and Reasoning in Middle School Science Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635.
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Van, der Post Leda. "A computing studio method for teaching design thinking." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1128.
Full textAbstract:
Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
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De, la Cruz-Bechtel Rose Marie. "Unlocking creativity in the classroom." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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BOWERS, ROBERT SIDNEY EARL. "MANAGING CREATIVITY FOR PRODUCTIVITY: RATIONALE, DESIGN AND PROGRAMS (INNOVATION, CREATIVE, INVENTION, INNOVATE, CREATION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188177.
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This study presents an operational definition of creativity within the contexts of business, school and community. A design for the strategic management of creativity is developed. Suggestions are made for programs to increase effectiveness in the use of creative skills. Creativity has been viewed in the past as something that happens rather than deliberate activity directed to specific goals. Numerous studies have failed to find a significant relationship between measurements of creative skills and intelligence as delimited by IQ tests and other measures of performance. Creativity can be distinguished as a category, process and quality of intelligence, and both can be defined in qualitative and theoretical terms. Models are constructed in the study to classify creativity. The components of the creative act can be tracked. A model sets parameters and categories for investigations to permit variation of content in a relatively stable sequence of steps. The sequence can be extracted as a method to process ideas from any discourse.
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Schreiner, Martin. "Managing purchasing efficacy through reasoning : an action research on the impact of the TOC logical thinking processes to increase purchasing efficacy." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849842/.
Full textAbstract:
This action research thesis was conducted at a Philippine based entity of a multinational semiconductor corporation. It was motivated by a strong interest in developing a method to increase the human component in purchasing efficacy to facilitate the integration of the purchasing function with other areas of the corporation as well as to gain strategic influence in this business-critical area. Recent research findings have reinforced the importance of uncovering the full strategic potential of the purchasing function within corporations. Literature widely acknowledges that the degree of purchasing efficacy to drive integration is seen as a major success factor in establishing cross functional alignment between the purchasing functions and their related interfaces. This in turn represents the internal dimension of purchasing strategy. Consequently, there is an ongoing practical need, as well as strong research interest, to provide a tool to assist in this integration process. Transformative learning theory argues that learning mainly occurs at the moment when meaning perspectives and meaning schemes change. It further postulates that transformation of meaning is initiated by reinterpreting past experiences and reframing them based on new experiences. Such a learning process is often activated by a "distorting dilemma" where previous meanings are suddenly no longer valid. The theory of constraints provides a framework for problem solving which includes methods to facilitate logical thinking processes and contains a tool named the current reality tree. This tool facilitates interpreting reality through a guided and rules based reasoning process which is based on methods of validity testing to prove assumptions of reality. This thesis is concerned with the increase of purchasing efficacy through a transformative learning process facilitated by the application of the logical thinking processes. Ultimately, the study presents a methodology to increase purchasing efficacy by transforming mind-sets and to increase the level of consciousness by utilizing a logical thinking process framework. However, some limitations, such as a regional and cultural focus on the Philippines, as well as the specific context in which this research was carried out, should be considered. These shortcomings are mentioned to motivate scholars to enter future research avenues in purchasing and supply management, in organizational change processes and in the application of the logical thinking process framework.
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Antler, Melissa. "I am a critical thinker' exploring the relationship between self-concept and critical thinking ability." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/819.
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Critical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of the variance in critical thinking than other correlates of the ability, such as metacognition (Halpern, 1998; Magno, 2010) and openness to experience (Clifford, Boufal, & Kurtz, 2004). The hypothesis was supported; total self-concept significantly and positively correlated with the total score of critical thinking. Regression analyses revealed self-concept was a better predictor of critical thinking, accounting for 19.2% more variance in critical thinking than metacognition and openness to experience. Overall, the results suggest that nourishing students' self-concept may support their ability to think critically.B.S.
Bachelors
Sciences
Psychology
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Houchins, Joyce S. (Joyce Ann S. ). "The Effects of a Strategic Thinking Program on the Cognitive Ability of Seventh Grade Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277719/.
Full textAbstract:
This study used a posttest only design to determine the effects of a strategic thinking program on the Cognitive Abilities Test (CogAT, Form 4) scores of seventh graders who received direct instruction in Strategic Thinking Skills (STS) with the scores of seventh graders who did not receive direct instruction in STS. The study was conducted in a large suburban middle school in north Texas.
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Holliger, Yolanda Margaret. "An investigative study on developing divergent thinking responses in children using a cognitive approach in music education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10742050.
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Wang, Ji-Yuan, and 王吉源. "The Influence of Programming Learning on Logical Thinking and Reasoning Ability for Sixth Grader Students in Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09878595628885522998.
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碩士康寧大學
資訊傳播研究所
101
This study is mainly to investigate the influence of the logical thinking and reasoning ability after the sixth grade students of elementary school have learned the Scratch programming. It is adopted with a questionnaire as a research tool to collect data. The questionnaire was contained “the Logical Thinking and Reasoning Ability Scale”, “the Learning Styles Scale”, “the Learning Effectiveness Test” and “the Learning Attitude Scale”. The participants of this study were divided into two groups, experimental group and control group. The former refers to the four classes of the sixth grade students in one public elementary school in Chiayi County, the latter refers to the two classes of the sixth grade students in another public elementary school in Chiayi County. There were 128 valid questionnaires in the experimental group and 47 valid questionnaires in the control group. All data were analyze by the following statistical methods, contained with descriptive statistics, Independent Sample T-test, Paired Sample T-test, one-way ANOVA and Pearson correlation analysis. The findings of this study are in the following: 1. Students in the experimental group have more significant improvements on the logical thinking and reasoning ability. Especially, students in the experimental group have better ability than those in the control group on the aspects of the graphical-logical thinking and reasoning ability. 2. The four type terms of the students have significant improvements on the ascensive progress of the logical thinking and reasoning ability. But there is no difference between the different learning styles of students. 3. There is a significant difference on the part of the learning performance of genders. The learning performance of female students is significantly better than the male students, but there is no significant difference on the learning performance of the different learning styles. 4. Some of parents changed their attitude into caring and even guiding their children to learn the Scratch programming at home. The learning attitude of students generally are high, like holding to interest, willing to try and fix, patience for modifying the program, holding a positive learning attitude, and doing their works independently. When the students could not solve the programming problems, they asked for help from the teachers and peers. 5. On the part of Pearson correlation analysis, the students who have better logical thinking and reasoning ability improved significantly on learning performance and logical thinking and reasoning ability test, after they learned how to use the Scratch Programming design flow chart to help them to understand the learning content.
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Chao-Huang, Yu, and 游朝煌. "The study of different cooperative learning model and problem based teaching to effectiveness of college student’s logical thinking ability and programming language." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/23803682032596004182.
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博士國立彰化師範大學
工業教育學系
91
ABSTRACT The purpose of this study was to investigate different cooperative learning model and problem based teaching to the effectiveness of college student’s logical thinking ability and programming language. To fulfill this purpose, the method of quasi experiment research was used. The instruments consisted of demographic survey, logical thinking ability test, cognitive style tests, computer attitude scale, problem solving attitude scale, cooperation learning attitude scale, computer programming achievement pre-test and post-test tests, computer programming attitude scale, instruction satisfaction attitude scale, and problem based cooperation learning materials of computer programming. The samples of this study were two classes of freshman students whose major were computer programming enrolled in the department of industrial education and technology of National Chunghua University of Education in Taiwan, 2003. One class (42 students) was randomly selected as experimental group 1 (students in homogeneous cooperative learning, both are field-independent or both were field-dependent). Another class (42 students) was randomly selected as experimental group 1(students in heterogeneous cooperative learning, one was field-independent and another one was field-dependent). Both groups were taught problem-based cooperation learning materials. The procedures of statistical analysis included One-way MANCOVA and MANOVA, One-way ANOVA and ACONOVA, dependent sample t test, and path analysis etc. The results of the analysis were described briefly as follows: (1) The students who had positive attitude of problem solving were significantly higher than those with negative in the performance of logical thinking ability. (2) The field-independent students had significantly higher than the field-dependent students in the performance of computer programming. (3) The students who had positive attitude problem solving were significantly higher attitude of computer programming than those with negative. (4) The students in the groups of cognitive homogeneous cooperative learning and in the groups of cognitive heterogeneous cooperative learning obtained significantly higher performance of logical thinking ability after teaching problem-based cooperation learning of computer programming. (5) The students in the groups of cognitive homogeneous cooperative learning obtained significantly higher performance of computer programming than in the groups of cognitive heterogeneous cooperative learning. (6) The students in the groups of cognitive heterogeneous cooperative learning obtained positive attitude of computer programming after teaching problem-based cooperation learning. (7) The cognitive style, attitudes of problem solving and cooperation learning affected college student’s effectiveness of programming language.
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Lai, Liang-Chu, and 賴良助. "The Study of the Cognitive Style and Logical Thinking Ability on the Effect of Computer Programming of the Student in College of Technology." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/04770465074224566538.
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碩士國立彰化師範大學
工業教育學系
87
The purpose of this study was to investigate the effect of cognitive style, logical thinking ability and related factors on the performance of computer programming. The experimental design for this research was a one-group quasi-experimental pretest-posttest design. Seventy-two freshmen from the Department of Industrial Education at National Chunghua University of Education were selected as samples. The statistic procedures used to analyze experimental data and test the hypotheses were One-Way MANOVA, multivariate analysis of covariance (MANCOVA), and Canonical correlation. The results of analysis were listed briefly as follows: 1.The students’ background did significantly affect the performance of computer programming. a. Students who spent more time with computers were significantly higher in the performance of computer programming. b. Students who learned the computer programming language had significantly higher in the performance of computer programming. c. Students who had computer programming written experience had significantly higher in the performance of computer programming. 2.Students with higher positive computer attitude had higher score in the performance of computer programming than those with negative computer attitude. 4. The student’s cognitive style, spatial ability, logical thinking ability and computer attitudes were significantly correlated.
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LEE, MEI HSUEH, and 李美雪. "The reading ability of primary school students fromthe aspect of role reaction, personality reflection and logic thinking." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/05417929164627469626.
Full textAbstract:
碩士臺中師範學院
教育測驗統計研究所
89
Abstract This study is to explore the reading ability of primary school students from the aspect of role reaction, personality reflection and logic thinking. Hence, the goals of this study are: 1. To understand the ability index of course outlines and foreign language education in our country which includes the psychological aspect of students’ reading tendency, such as role reaction, personality reflection and logic thinking. 2.To edit ‘Reading Ability Test for Primary School Students’ in accordance with the course focus for cultivating students’ reading ability in and out of our country, and to evaluate three-dimension reading ability and apply statistical techniques to analyze the ability of primary school students. 3. To generalize from study result and to present suggestions in order to benefit the study of teaching primary school students’ reading and to be the reference for future study. The study objects are the students of senior grade in public primary school in Tai- pei City, which are done by cluster sampling and in the aspect of role reaction, personality reflection and logic thinking. To perform pretest, formal test and use ‘Reading Ability Test for Primary School Students’ questionnaire to do the survey and investigation for this study. There are 678 students sampled from the students of senior grade in 12 public primary schools, and 652 students are the valid samples. The data processing of this study shall apply SAS statistical package software, in the following results: 1. The degree of creditability for the whole self-edited ‘Reading Ability Test for Primary School Students’ is 0.66 with good internal consistency and homogeneity, which means this test can be called ideal and its content is valuable for use. The gene- ral average is about 66, and the total grade of the whole test is distributed from 12 to 98. The distribution condition of total grade is negative askew, which means the low grade section has lower ratio, while the high grade section has higher ratio, that meet the ends for practicing test in primary schools. 2. The degree of difficulty is about 0.48, and the test topic over .40 occupies more than 70%, which means the test topic for ‘Reading Ability Test for Primary School Students’ are of middle-level and high-level difficulty. The average degree of apprai- sal is 0.26, there are about 60% test topic with the degree of appraisal D value less than 0.3, which belongs to the test topic in lower degree of appraisal, and also means the degree of appraisal for personality test which is to test psychological reaction is not necessarily very high. 3. The character curve statistics of every test topic can examine the formal test quality. The character curve of 40% test topic is circle slide direction,i.e. left low and right up curve. 13% is appraisable to high-grade student section, 17% is to low-grade student section, i.e. the grade expectation value for most of test topics can be upgraded generally by ability value. 4. By Pearson’s accumulated difference correlation, the final grade of Chinese of the surveyed students as the effective goal is applied to do the test for relational degree of effect, the relative coefficient r value 0.34 is positive correlated. 5. By single factor variable analysis, etc. to test four different backgrounds,then from actual different performance, we can generalize: 1) reading habit: There are obvious difference in the school of study, male & female, and on role reaction, personality reflection and logic thinking. 2) role memory: Different school and grade have different per- formance in role memory, about 80% of the students think this new topic pattern can let the examinees to clearly memorize the role after reading, however, the language ability of grade 5 student is obviously different from language comprehension of grade 6 student. 3) time control: about 60% of the students can finish the test within the specified time for test, while 40% cannot do that, among whom most are grade 5 stu- dents. So the topic type can distinguish clearly different grade and degree students. 4) reading & writing ability: Almost 50% students feel hard in reading and writing tests, which differ in schools. Different school has different courses for teaching languages. 5) performance of speedy reading coped with comprehension strategy: Almost 30% students think not difficult for speedy reading coped with comprehension strategy, while 70% students feel difficult, among whom 10% are gifted students class, another 25% students are mostly the excellent student in former part of common class. Therefore, it is stated that the gifted student are not necessarily language-gifted, while some of the students in common class are potential gifted in language. According to study findings and conclusions, we can provide the suggestions as below : 1) in teaching: to stimulate the students to do deep thinking for role quality in the article, and help learning reading comprehension strategy. To delicately design reading test material, and to cultivate students’ self-awareness ability from the reaction of personality reflection. When proceeding reading teaching, the role quality analysis, personality psychological analysis and self-reflection intellectuality teaching shall be merged in. 2) in further study: for research objects, variables, methods and tools we can further to use experimental teaching to try to set up a standardized reading comprehension ability for future study, so as to evaluate the reading comprehension ability and improvement condition for the students after teaching is done.
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Wu, Min-Chen, and 吳旻真. "Research on logical thinking." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/t7q48y.
Full textAbstract:
碩士中原大學
應用數學研究所
107
According to the experience of the Chinese teacher and tutor, it is found that students have a big obstacle when they study mathematics. This obstacle is to understand the meaning of the question. Especially in the long-term narrative application, because the key points cannot be grasped, it is impossible to understand the concept of the test subject. Finally, the reason why students can''t score is not because they don''t understand the math formula, but they don''t understand the narrative of the topic. This is the biggest reason for the frustration of many students with low academic achievement. Therefore, I hope that this research will enable students to improve their sense of accomplishment while learning mathematics, and then generate interest. Logical thinking is an important course for ordinary students. A person with good logical thinking ability is less likely to make mistakes. Therefore, we find some interesting topics on the Internet and some Taoyuan Golden Mind Questions to analyze and discuss, and how to correctly interpret the narrative of the text to get the real answer, and also help students to further grow in reading comprehension.
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Shim, So Young 1970. "Critical thinking on a logical fallacy." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3054.
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Ad hominem argument is an argument that attacks the defender of a claim rather than the claim in dispute. The purpose of my dissertation is to answer the question of whether ad hominem argument is fallacious. I search for the answer by exploring several areas of philosophy and discussing ad hominem argument from historical, logical, epistemological, and linguistic perspectives. I reach the following conclusions: First, since the conclusion of an ad hominem argument does not appear explicitly in actual argumentation, how to formulate the conclusion plays a crucial role in judging the legitimacy of ad hominem argument; Second, there is no type of logical fallacy unified under the name of “ad hominem” because, at least, some instances of so-called ad hominem fallacy are epistemically justifiable arguments; Third, since an ad hominem argument is used to refute a person’s testimony by attacking his trustworthiness, an ad hominem argument playing a role of undercutting defeater of a speaker’s testimony is legitimate from the perspective of epistemology of testimony; Fourth, since ad hominem argument can be treated as a speech act of argumentation, an ad hominem argument that satisfies the felicity conditions for argumentation is legitimate from the perspective of speech act theory and an ad hominem argument can be legitimately used to reveal the infelicity of the opponent’s argument.text
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Chiu, Su-chen, and 邱素真. "Development of Logical Thinking : From First to Nineth Grade." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/55459986270221901216.
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Ghaderi, Hojjat. "A Logical Theory of Joint Ability in the Situation Calculus." Thesis, 2010. http://hdl.handle.net/1807/26272.
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Logic-based formalizations of dynamical systems are central to the field of knowledge representation and reasoning. These formalizations can be used to model agents that act, reason,and perceive in a changing and incompletely known environment. A key aspect of reasoning about agents and their behaviors is the notion of joint ability. A team of agents is jointly able
to achieve a goal if despite any incomplete knowledge or even false beliefs about the world or each other, they still know enough to be able to get to a goal state, should they choose to do so. A particularly challenging issue associated with joint ability is how team members can coordinate their actions. Existing approaches often require the agents to communicate to agree
on a joint plan. In this thesis, we propose an account of joint ability that supports coordination among agents without requiring communication, and that allows for agents to have incomplete (or even false) beliefs about the world or the beliefs of other agents. We use ideas from game theory to address coordination among agents. We introduce the notion of a strategy for each
agent which is basically a plan that the agent knows how to follow. Each agent compares her strategies and iteratively discards those that she believes are not good considering the strategies that the other agents have kept. Our account is developed in the situation calculus, a logical language suitable for representing and reasoning about action and change that is extended to support reasoning about multiple agents. Through several examples involving public, private, and sensing actions, we demonstrate how symbolic proof techniques allow us to reason about team ability despite incomplete specifications about the beliefs of agents.
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FANG, CHIEH-JEN, and 方玠仁. "Effect of mBot Robotics on Logical Reasoning Ability and Problem Solving Ability of Grade 7 Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/23741560117792273594.
Full textAbstract:
碩士國立中正大學
教學專業發展數位學習碩士在職專班
105
This research studied the effects of the mBot robotics course and gender on the logical reasoning and problem-solving abilities of seventh grade students. Twenty-two students comprising 8 boys and 14 girls from the 7th grade of a junior high school in Tainan City were involved in this study. The “One-group Pretest-Posttest Design” was used to conduct eight classes of experimental teaching in this study. The research tools used in this study including the “Logical Reasoning Ability Test” and “Problem-Solving Ability Test for Junior High School Students.” The experimental results were analyzed using dependent samples T-test and independent samples T-test, and the following findings were obtained: I. Impact of the mBot robotics course on logical reasoning ability 1. The implementation of the mBot robotics course had significant effects on the “Total Score,” “Disjunctive Proposition,” and “De Morgan's Theorem” indicators of the Logical Reasoning Ability Test. 2. The implementation of mBot robotics course had no significant effect on the “Conjunctive Proposition,” “Hypothetical Proposition,” and “First-order Logic” indicators of the Logical Reasoning Ability Test. II. Impact of gender on logical reasoning ability Differences in gender led to no significant differences in the “Total Score,” “Conjunctive Proposition,” “Disjunctive Proposition,” “Hypothetical Proposition,” “De Morgan's Theorem,” and “First Order Logic” indicators of the students in the Logical Reasoning Ability Test. III. Impact of the mBot robotics course on problem-solving abilities 1. The implementation of the mBot robotics course had a significant effect on the “Total Score” and “Problem Redefinition” indicators of the Problem-Solving Ability Test. 2. The implementation of the mBot robotics course had no significant effect on the “Problem Recognition,” “Causal Inference,” “Idea Proposal,” and “Optimal Solution-Seeking” indicators of the Problem-Solving Ability Test. IV. Impact of gender on problem-solving abilities The differences in gender led to no significant differences in the “Total Score,” “Problem Detection,” “Problem Redefinition,” “Causal Inference,” “Idea Proposal,” and “Optimal Solution-Seeking” indicators of the students in the Problem-Solving Ability Test. V. Correlation between logical reasoning and problem-solving ability There was a positive correlation between logical reasoning and problem-solving abilities in both the pre-test and the post-test. Finally, recommendations were proposed in accordance with the findings of this study to provide teachers and future studies with a reference for the implementation of mBot robots in education and in-depth studies. Keywords: mBot robot, logical reasoning ability, problem-solving abilities, visualization programs
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Yu, Chia-heng, and 余佳衡. "Exploring the Logical Thinking of Problem Solving by Think Aloud and Wavelet Analysis." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/58881422513893937298.
Full textAbstract:
碩士國立雲林科技大學
資訊管理系碩士班
99
Human thinking activities because of their different nature and a variety of different types of thinking, which focus on the use of thinking types, called logical thinking, some scholars, have called logical reasoning. According to Piaget (1974) observed, from seven to eleven years of the children have been able to carry out specific logical thinking, and this ability can be used to resolve specific issues; psychological development after the age of eleven to achieving progressively form of transport thinking period, this period of abstract and complexindividual with the ability to think logically, can use deductive reasoning to solveproblems on a hypothetical. The motive and purpose of this study is to explore the logical thinking in solving problems between two objects, by the degree of diificulty of the Scheme programming language, through the records written by thinking aloud and the measurements of EPOC, analysis the final results to discover the association.
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Adair, Stephanie. "Thinking without Concepts: The Aesthetic Role of Logical Functions in Kant’s Third Critique." 2016. http://digital.library.duq.edu/u?/etd,197202.
Full textAbstract:
I defend an understanding of Kant's theory of Geschmacksurteil as detailing an operation of the faculties that does not violate the cognitive structure laid out in the first Critique, even though one would not easily anticipate it from the standpoint of that work, nor would one initially expect aesthetic judgment to be of transcendental interest to Kant. My orientation is primarily epistemological, elaborating the determinations that govern the activity of pure aesthetic judging so as to specify it as a bestimmte type of judgment without transforming it into einem bestimmenden Urteil. I focus on identifying how the logical functions from the table of judgments operate in the pure aesthetic judgment of taste to reveal “the moments to which this power of judgment attends in its reflection” (Critique of the Power of Judgment, §1, 5:203). In the course of doing so, a picture emerges of how the world is not just cognizable in a Kantian framework but also charged with human feeling, acquiring the inexhaustible, inchoate meaningfulness that incites “much thinking” (Critique of the Power of Judgment, §49, 5:315). The universal communicability of aesthetic pleasure serves as the foundation that grounds robust intersubjective relations, enabling genuine connection to others through a shared a priori feeling.McAnulty College and Graduate School of Liberal Arts;
Philosophy
PhD;
Dissertation;
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Tseng, Chiung-Hui, and 曾瓊慧. "A Study on the Mathematical and Logical Reasoning A Study on the Mathematical and Logical Reasoning Ability of Elementary School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/thfj6p.
Full textAbstract:
碩士樹德科技大學
資訊工程系碩士班
105
The purpose of this study is to explore the impact of logic lessons on logical reasoning ability for the elementary school sixth-graders. The relationship between mathematical achievement and logical reasoning ability is studied. The students'' learning attitudes towards mathematical and logical reasoning are also analyzed in this research. The study was based on quasi-experimental design. The study objects are sixth-graders of two classes in some Kaohsiung City elementary school. The students of the experiment group accept logic lessons of 10 classes; the students of control group don’t. After the courses, the students of experiment group and control group accept logical reasoning ability test to verify their logical reasoning ability. The students of experiment group fill out a scale about mathematical and logical learning interest. The results of this study are presented in quantitative statistical analysis form. The logic reasoning ability of experimental group and control group, the relationship between mathematical achievement and logical reasoning ability, and the analysis of scale about mathematical and logic learning interest of experiment group are included. The results show that, after learning the logical course, students’ logical reasoning ability of the experiment group have a significant improvement. However, in the further discussion in gender, only male students’ logical reasoning ability have significant improvement; female students do not. There were significant differences in the logical reasoning ability between the boys and girls in the experiment group. In addition, in both experiment group and control group, the mathematics achievement and logical reasoning ability have a significantly positive correlation. In experiment group, the high score students have the highest correlation. This means that the better the performance of students in mathematics, after learning logic courses, the logical reasoning ability is also better. In the analysis of mathematics and logic learning interest scale, the boys'' learning interest is significantly higher than that of girls’. However, there is no correlation between mathematics and logic learning interest and logical reasoning ability.