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Dissertations / Theses on the topic 'Intuitive understanding'
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1
Newitt, Christopher Scott. "An intuitive turn : understanding the roles of rational and intuitive processes in moral decision-making." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13389.
Full textAbstract:
The relative contribution of reason and intuition to everyday moral decision-making is an issue that predates psychology as a distinct academic discipline. In the past several years this debate has become one of the most contentious issues in the social sciences. Although most researchers now accept that intuition plays some role in everyday moral decision-making, there is little conceptual agreement on what processes shape moral intuition. To date there have been no attempts to demonstrate convergent validity between competing measures of moral intuition. The goals of this project are to examine the convergent validity demonstrated by measures of moral intuition and to examine whether the concept of moral autonomy is a useful framework for understanding individual differences in the propensity to rely on intuition or reason when making moral decisions. This project comprises a series of three studies. Study 1 examines the relation between moral autonomy, general cognitive styles, and performance on a causal deviance task which taps intuitive judgments. Study 2
represents the first step in the search for convergent validity among measures of moral
intuition; responses from the causal deviance task and the moral dumbfounding task are compared. In Study 3, two new measures of moral intuition are introduced and compared with existing measures. The results of this project suggest that the conceptualization of moral intuition differs significantly across theoretical perspectives and, as such, there is little
convergent validity between measures derived from the heuristics-and-biases tradition and
those from the sentimentalist tradition. A richer conception of intuition, one that captures the distinction between affective appraisals and decisions arrived at without conscious deliberation, offers the potential to bridge theoretical differences. This project represents the first attempt to demonstrate convergent validity between opposing theoretical conceptualizations of moral intuition. The lack of agreement between these theoretical approaches highlights the need to take a more conceptually rich view of intuition. Intuition is not simply an error, as suggested by the heuristics-and-biases approach, nor is it simply an affective response, as suggested by sentimentalists; rather, intuition is a concept characterized by non-inferential, non-deliberative understanding.
2
Clymer, Leisa J. "Constructing alternate realities : understanding the nature of intuitive experiences /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158625648.
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3
Binnie, Lynne M. "Intuitive psychology and intuitive physics : a comparison of understanding between children on the autistic spectrum and typically developing children." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/25153.
Full textAbstract:
This thesis considers how a disassociation among children with autism in cognitive functioning in the domains of psychology and physics might enhance our understanding of cognitive development in general. Cognition is assumed by many theorists to develop in a domain-specific fashion. This position holds that children's intuitive understanding is constructed differently according to the domain of knowledge. A literature review is reported which indicates that autism could indeed be a paradigm case for investigating this theoretical perspective. Study 1 investigated intuitive concepts of psychology, physics and biology by administering two tasks from each domain to 23 typically developing pre-schoolers, 20 children with autism and 18 children with Down syndrome. Results found that children with autism performed significantly below the other groups on the intuitive psychology tasks. However, performance within the domains of physics and biology did not significantly differ across groups. This disassociated understanding evidenced between the domains of psychology and physics/biology in children with autism strengthens the argument that cognition develops domain-specifically Study 2 focussed in greater detail on this disassociation by employing three tasks each comprising a psychological and physical condition to 21 children with autism and three groups of typically developing children: 21 matched according to chronological age [CA]; 17 pre-schoolers; 18 seven-year-olds and 17 ten-year-olds. In both conditions of a picture-sequencing task children with autism were more likely to choose a physical causal picture than a psychological one to complete the sequence. This finding indicates that children with autism may prefer to reason about causality in a purely physical way. In a categorisation task no group differences were identified in the psychological condition. However, in the physics condition, children with autism and ten-year-olds were more likely to categorise according to physical features than superficial features. In a multiple-choice task, children with autism performed poorer than all other typically developing groups in the psychology condition but better than all comparison groups except the ten-year-olds in the physics condition. This study not only confirms initial findings but also additionally demonstrates a superior ability to reason about physical phenomena in children with autism. The theoretical and practical implications of this potential cognitive strength are discussed.
4
Bogacz, Margaret M. Sennott Linn I. "An intuitive approach to understanding calculus concepts in business applications using probability theory." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514766.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1985.Title from title page screen, viewed June 6, 2005. Dissertation Committee: Linn Sennott (chair), Kenneth Berk, John Dossey, Lawrence Spence, Charles Streeter. Includes bibliographical references (leaves 273-274) and abstract. Also available in print.
5
Kaltenbacher, Bridgette Gertraude. "Intuitive interaction steps towards an integral understanding of the user experience in interaction design." Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514297.
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6
Roh, Kyeong Hah. "College students' intuitive understanding of the concept of limit and their level of reverse thinking." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124365986.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xiv, 260 p.; also includes graphics (some col.). Includes bibliographical references (p. 210-217). Available online via OhioLINK's ETD Center
7
O'Brien, Marita Anne. "Understanding human-technology interactions: the role of prior experience and age." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34000.
Full textAbstract:
Everyday technologies are intended for use by everyone with no specific training and minimal instructions. Prior research (e.g., Norman, 2002; Polson&Lewis, 1990) suggests that these technologies are usable if users can leverage their prior experience. However, different users will leverage difference experiences to operate the same technologies (Blackler, Popovic,&Mahar, 2003a). This dissertation systematically examined use of prior knowledge in the operation of everyday technology by diverse users, specifically users of different ages and experience levels.
In Study 1 encounters with everyday technologies were self-reported by younger adults, older adults with low technology experience, and older adults with high technology experience. Comparisons of technology repertoires for each participant group indicated similar usage between younger adults and high tech older adults that differed in expected domains. Low tech older adults used fewer technologies, but overall they used more than expected across domains. Prior experience generally helped participants have successful encounters, but in some cases introduced problems.
In Study 2 video recorded observations were made during participant interactions with exemplar everyday technologies. Participants with more relevant experience generally performed better. Older adults exhibited more inter-individual variability in their performance levels. Appropriate use of prior experience, an unassuming approach to the interaction, and using information on the technology generally led to more successful performance. Results from both studies can provide theoretical and practical support for more effective design that reflects how the target population will use their prior experience.
8
Fresen, Jill Winifred. "Random variables a CAI tutorial in statistics for distance education /." Thesis, Pretoria : [s.n.], 1996. http://upetd.up.ac.za/thesis/available/etd-10192001-124625.
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9
Jensen, Eva. "(Mis)understanding and learning of feedback relations in a simple dynamic system /." Örebro : Stockholm : Univ. library [Univ.-bibl.] ; Swedish National Defence College [Försvarshögsk.], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-49.
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10
Gette, Cody. "Exploring the Complex Relationships among Reasoning, Content Understanding, and Intuition in Physics." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28878.
Full textAbstract:
Physics education research over the past few decades has made significant advances toward improving instructional practices and developing effective instructional materials for physics classrooms. In some contexts, however, after multiple instructional refinements difficulties can remain persistent. Recent findings in PER suggest that many of these difficulties are consistent with reasoning paths accounted for by dual process theories of reasoning. Students often appear to be able to employ correct conceptual understanding in one context, but neglect to demonstrate the same understanding in another closely related context. This thesis explores the use of dual-process theories of reasoning as a lens for interpreting observed patterns of student reasoning. First, we examined both the impact of problem design and the impact of instruction targeting accessible intuitive ideas in the context of sinking and floating. We found that targeted instruction which directly addressed everyday experiences had a significant impact on student performance in that context. We also found that changes to problem design and instruction emphasizing correct approaches had little impact on performance. Further investigations into the cognitive mechanisms behind student reasoning patterns found a positive relationship between student cognitive reflection skills and performance on Newton's third law problems. Findings suggest that those with higher cognitive reflection skills, as measured by the CRT, are more likely to 1) answer correctly on problems which elicit intuitively appealing but incorrect answers 2) provide correct and complete physical justification to problem solutions and 3) answer problems consistently. Finally, we examined student reasoning patterns in the context of mechanical waves. We attempted to influence intuitive approaches with video simulations of the physical situation. We found that students tended to reason with mathematical approaches and had difficulty overcoming intuitive ideas even after viewing the physical simulation.National Science Foundation (NSF) (Grant Nos. DUE-1431857, DUE-1431541, DUE-1431940, DUE-1432765, DUE-1432052, and DRL-0962805)
11
Williams, John Alejandro. "Searching for deep understanding : implementing a mechanical engineering design process in K9-K12 physics classrooms to identify and improve levels of physics intuition and content." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/60208.
Full textAbstract:
Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2010.Vita. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 71).
This experiment tested the level of Physics content knowledge of various K9-K12 Physics students in a local Boston high school by having them implement a mechanical engineering design process to solve open-ended design problems. Using MIT's 2.009 and 2.72 Mechanical Engineering project-based classes as models for project planning, a fully hands-on collaborative project was developed whereby students designed, built, tested, and then raced model kit cars driven by compressed gas. Over the course of six weeks, students selected three design elements of their car to change and did detailed analysis to predict how these changes would affect the performance of their car. Major deliverables of the project included a group-kept design notebook that was turned in on a weekly basis as well as a final product brochure that highlighted the major areas of learning that the students experienced with the project. Results of the project were positive. The stock kit car ran anywhere from 20-25mph without modifications, but students achieved speeds of over 95mph by optimizing their design in ways dictated by the laws of physics. Yet, there can be disconnects between what a student produces in his or her work and their true understanding of what they have done. By examining the design notebooks as well as through weekly interactions with the students, it was clear that very few students exhibited true ownership of some very fundamental principles of Physics and mechanics. Yet, these same students tended to do very well in their MCAS (Massachusetts Comprehensive Assessment System) as well as in the framework of traditional classroom testing and assignments. Conclusions can be drawn from this thesis work that although students can demonstrate proficiency of bodies of scientific knowledge in the framework of written tests, their understanding of the material does not go deep enough to immediately apply this content knowledge to solve open-ended engineering problems. The good news is that these students aren't employees of an engineering firm who are expected to arrive with a well founded mastery of their field, instead they are students who are expected to grow and learn from failures. It is clear that hands-on projects like the one developed for this thesis work serve as irreplaceable learning opportunities where students can bridge the gap between textbook learning and the true physical implications of what they learn. Not only this, but they learn basic problem-solving, time, and team management skills that will serve them well regardless of the path they choose after graduation.
by John Alejandro Williams.
S.B.
12
Nygren, David. "A case study of student reasoning about refraction and image-object positioning." Thesis, Uppsala universitet, Fysikundervisningens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-224188.
Full textAbstract:
This exploratory case study was undertaken to obtain a greater understanding of the difficulties that physics students face when solving image-object projections in optics problems. This was carried out by studying the students’ reasoning when facing new kinds of problem settings using the refraction of light and the position of the virtual image and the real object as the frame for the research. The results show that there is more than one reasoning possibility that is feasible for students to use when dealing with the same problem. The results also illustrate how several different ways of reasoning may be simultaneously needed to solve a refraction problem. The different kinds of reasoning have been referred to as reasoning categories in this study. The analysis illustrates how the categories complement each other, and the use of many reasoning categories is shown to be fruitful. However, the vast majority of the participants made contradicting answer selections when solving similar problems by using contradicting reasoning approaches. This lack of consistency in the participants’ reasoning could indicate that they have a fragmentary understanding of optics in general. Both the capability to link reasoning approaches together, as well as the affordances that different modes of representations offer, are needed for the construction of a better conceptual understanding. Only mastering a few ways of reasoning and a few modes of representation could lead to fragmented knowledge, which, in turn leads to making problem solving really challenging. One purpose of this study was to find out if reasoning categories and modes of representations are essentially linked. If so, then the reasoning categories would be determined by the representation of the problem. The analysis shows that there is a connection, but that there are also other factors at play.
13
Barin, Ozlem. "The Role Of Imagination In Kant'." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/1110089/index.pdf.
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The purpose of this study is to examine the role of imagination in Immanuel Kant’
s Critique of Pure Reason by means of a detailed textual analysis and interpretation. In my systematic reading of the Kantian text, I analyse how the power of imagination comes to the foreground of Kant&
#8217
s investigation into the transcendental conditions of knowledge. This is to explain the mediating function of imagination between the two distinct faculties of the subject
between sensibility and understanding. Imagination achieves its mediating function between sensibility and understanding through its activity of synthesis. By means of exploring the features of the activity of synthesis I attempt to display that imagination provides the ground of the unification of sensibility and understanding. The argument of this study resides in the claim that the power of imagination, through its transcendental synthesis, provides the ground of the possibility of all knowledge and experience. This is to announce imagination as the building block of Kant&
#8217
s Copernican Revolution that grounds the objectivity of knowledge in its subjective conditions. Therefore, the goal of this study is to display imagination as a distinctive human capacity that provides the relation of our knowledge to the objects.
14
Karahan, Gulizar. "Dualities In Bergson Revisited: Towards A Reconciliation?" Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609544/index.pdf.
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The aim of this study is to make an inquiry on the nature and the development of dualities in Bergson&rsquos philosophy. Since the nature of each duality differs from the others and the dualistic pattern inherent in Bergsonian philosophy is subject to change, we base our study on a chronological structure in order to comprehend better how this pattern changes. We claim that such an inquiry will yield relevant outcomes with regard to ontological and epistemological evolution of Bergson&rsquo
s thought. To state more precisely, we are of the idea that the modification in the dualistic pattern in Bergson&rsquo
s ontology is reflected in a parallel manner in his epistemology. The fundamental question that shows us the way to follow in our study is whether the elements of the dualities (whether they be ontological or epistemological) are reconciled by Bergson or they are left as absolutely distinct elements. At the end of the inquiry regarding that question, which we believe can be taken as an inspiring point in developing new approaches especially to epistemological problems, our conviction is that Bergson points out to a meeting point.
15
Koontse, Reuben Double. "The role of mathematics in first year students’ understanding of electricity problems in physics." Thesis, 2015. http://hdl.handle.net/10500/18602.
Full textAbstract:
Mathematics plays a pertinent role in physics. Students' understanding of this role has significant implications in their understanding of physics. Studies have shown that some students prefer the use of mathematics in learning physics. Other studies show mathematics as a barrier in students' learning of physics. In this study the role of mathematics in students' understanding of electricity problems was examined. The study undertakes a qualitative approach, and is based on an intepretivist research paradigm.
A survey administered to students was used to establish students' expectations on the use of mathematics in physics. Focus group interviews were conducted with the students to further corroborate their views on the use of mathematics in physics. Copies of students' test scripts were made for analysis on students' actual work, applying mathematics as they were solving electricity problems.
Analysis of the survey and interview data showed students' views being categorised into what they think it takes to learn physics, and what they think about the use of mathematics in physics. An emergent response was that students think that, problem solving in physics means finding the right equation to use. Students indicated that they sometimes get mathematical answers whose meaning they do not understand, while others maintained that they think that mathematics and physics are inseparable.
Application of a tailor-made conceptual framework (MATHRICITY) on students work as they were solving electricity problems, showed activation of all the original four mathematical resources (intuitive knowledge, reasoning primitives, symbolic forms and interpretive devices). Two new mathematical resources were identified as retrieval cues and sense of instructional correctness. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday day mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient.
Students' awareness of the domains of knowledge, which was a measure of their understanding, was done through the Extended Semantic Model. Students' awareness of the four domains (concrete, model, abstract, and symbolic) was evident as they were solving the electricity questions. The symbolic domain, which indicated students' awareness of the use of symbols to represent a problem, was the most prevalent.Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education (Physics Education)))
16
Bukor, Emese. "Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves." Thesis, 2011. http://hdl.handle.net/1807/31700.
Full textAbstract:
This research explored the complexity of language teacher identity from a holistic perspective involving two features: the integration of teachers’ personal and professional experiences, and the application of conscious/rational and intuitive/tacit thought processes.
The study examined four ESL teachers’ beliefs, perceptions, and interpretations about the influences of their important personal, educational, and professional experiences on the development of their teacher identity. It also investigated the overall impact of an autobiographical reflective process combined with a guided visualization activity on the re-construction of participants’ perceptions of teacher identity.
The interdisciplinary theoretical orientation was grounded in theories and concepts from psychology and educational research, e.g., Personal Construct Theory (Kelly, 1955, 1963), the complementary nature of reason and intuition, and the concept of “perspective transformation” (Mezirow, 1978, 2000). The methodology was heuristic research (Moustakas, 1990, 1994) and methods included reflexive autobiographical journaling, guided visualization, and in-depth interviews.
The results confirm that teacher identity is deeply embedded in one’s personal biography. Participants’ beliefs, perceptions, and interpretations nurtured in the family environment strongly influenced their school experiences, career choice, instructional practice, teaching philosophy, and teacher identity. The use of the guided visualization technique, integrated with rational reflection, considerably enhanced the depth and breadth of participants’ self-understanding and personal/professional growth, which is an important methodological contribution of the study for teacher development.
The results strongly suggest that it is essential to explore teachers’ personal life experiences in order to gain a holistic understanding of the dominant influences on the development of teacher identity. The study presents a model for designing a longitudinal professional development program offered in a series of workshops to raise teachers’ awareness of the implicit influences on teacher identity and instructional practice through the application of both conscious/rational and intuitive/tacit methods to access their beliefs, perceptions, and interpretations of their life experiences.
17
Brito, Maria do Céu Barroca de. "Criatividade, filosofia e emaravilhamento: (Técnicas de criatividade aplicadas a comunidade de investigação em Filosofia com crianças)." Master's thesis, 2013. http://hdl.handle.net/10284/5904.
Full textAbstract:
O projeto de investigação “Criatividade, filosofia e emaravilhamento” foi
desenvolvido com um grupo de crianças do ensino pré-primário e duas turmas do 1º
ciclo de escolaridade. A investigação decorreu em Comunidades de Investigação
Filosófica, através da aplicação da metodologia de Filosofia Para Crianças, de
Mathew Lipman. Sendo a matriz deste projeto holística, a dimensão cognitiva integrou
a corporalidade e fê-la dialogar dialeticamente com os conceitos de sensibilidade
estética (aisthésis) e razão prática (phronésis), através de uma poiésis orientada para o
desenvolvimento cognitivo, ético e estético.
O recurso às técnicas de criatividade de David Prado Diez, nomeadamente a Analogia
Inusual, o Torvelinho de Ideias e o Relaxamento Criativo, permitiu estabelecer o
diálogo entre a imaginação, a cinestesia, a criatividade e o discurso argumentativo.
A cooperação, a intersubjetividade, a comunicação autêntica, a vivência imagética da
beleza, da harmonia e da paz, visaram a formação de um ethos comum e de uma
consciência em simbiosinergia com as comunidades bióticas e com o cosmos.The research project "Creativity, philosophy and Amazement" was developed with a group of preschool children and two classes of the 1st cycle: from the 1st and the 2nd year, respectively. The research took place in communities of Philosophical Research, through the application of the methodology laid out in Philosophy for Children, by Matthew Lipman. The matrix of this project was holistic, and thus the cognitive dimension included corporeality aspects, in conjunction with the concepts of aesthetic sensitivity (aisthésis) and practical reason (phronésis) through a poiésis oriented towards a cognitive, ethical and aesthetic development. The use of the creative techniques of David Prado Diez, notably the Unusual Analogy, the Whirlwind of Ideas and Creative Relaxation, allowed for a dialogue between imagination, kinesthesia, creativity and argumentative discourse. Cooperation, intersubjectivity, authentic communication, the visual experience of beauty, harmony and peace, aimed at the formation of a common ethos and a conscience in symbiosynergy with the biotic communities and with the cosmos.
18
Nevanti, Kirsi. "In Real Life (Or Elsewhere) : om kreativa processer och parallella verkligheter i dokumentärfilm." Doctoral thesis, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-262.
Full textAbstract:
Reality isn’t what it appears to be. Contexts are not always clear and visible. People don’t always say what they really mean. And they don’t always mean what they say. When life is your stage manager, anything can happen. I often say, life is hard, my head is harder. Making documentaries is not for the faint-hearted.This PhD project explores creative processes and parallel realities in documentary film, and discusses and conceptualizes the artistic practice of documentary filmmaking. The project consists in part of artistic works and essays that are critical reflections on the creative process and how that process can be conceptualized. The cinematic centerpiece of the thesis is entitled Images and the Worlds of Being (2011–2016). Previous subprojects are A Shift Between Worlds (2013–2015) and an essay book entitled In Real Life (or Elsewhere) (2013). Between 2013 and 2017, more essays were written, some of them translated to English. All the Swedish essays are available in PDF format. All of the works in the PhD project explore creative processes and parallel realities in two different ways: A Shift Between Worlds (2013–2015) explores identity and parallel realities in the gendered world. These works are based on two workshops led by Diane Torr, “Man for a Day” and “Woman for a Day.” They resulted in several component works, including two video essays, two audio works and two large-format photographic works, the latter in collaboration with photographer Johan Bergmark, as well as a short commentary film entitled Diane Speaks Out (2016). Images and the Worlds of Being (2011–2016) – a VR Classic Style film – explores what happens when documentary images are shown on four screens forming the walls of a room. This work also focuses on the view through the camera lens through which the filmmaker meets the world, in a hypnotic tapestry of parallel realities in a tenderly portrayed, runaway present. A sort of logical reasoning about the illogic of our era, in search of elusive reality (to paraphrase Jean Baudrillard) – the presence in the act of seeing. An experiment in the forms of visual knowledge, outside the traditional display windows. Shooting location: The World.