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O’Connor, John K. "Category Mistakes and Logical Grammar." Symposium 16, no. 2 (2012): 235–50. http://dx.doi.org/10.5840/symposium201216237.
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Glotova, Olena. "Causality as philosophical, logical and linguistic category." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 13, no. 22 (2020): 138–45. http://dx.doi.org/10.34079/2226-3055-2020-13-22-138-145.
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The article is devoted to the study of a functional-semantic category of causality, one of the central cognitive structures of human consciousness. The essence of this category can be fully revealed only taking into account its peculiarities in the systems of other sciences, namely philosophy and logics. The definition of the linguistic category of causality reflecting its philosophical and logical comprehension is presented. It confirms the possibility to apply the functional approach to studying lexical and grammatical forms belonging to different language levels and expressing causative-consecutive relations in a unified system.
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Koseska-Toszewa, Violetta. "Definiteness-indefiniteness category and logical quantification." Cognitive Studies | Études cognitives, no. 11 (November 24, 2015): 111–24. http://dx.doi.org/10.11649/cs.2011.006.
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Definiteness-indefiniteness category and logical quantificationThis work has been written within the “Logic and Language” project, realized under a cooperation agreement between the Institute of Slavic Studies of the Polish Academy of Sciences and the Institute of Bulgarian Language of the Bulgarian Academy of Sciences. The publication of a many-volume Bulgarian Polish Grammar (12 monographs), and of a Polish-Bulgarian Contrastive Grammar, from now on: Synthesis, is completed. Theories of mathematical logic are satisfied in perfect way in a natural language, which is shown by our understanding of the semantic definiteness / indefiniteness category as a system of scope-based quantification notions. A natural language complements and modifies logical theories. For example, understanding of the definiteness / indefiniteness category as a sentence category follows from the language material, especially in article languages. In such languages, quantification of the predicate is a necessary prerequisite for interpretation. Also introduction of the notions of strong and weak quantification meanings is motivated, for example, by the need to distinguish between the meanings of expressions like Pol. pewien x, jakiś x / Bulg. njakoj x, njakakyv x on the nominal phrase level, and by understanding of the ambiguity of quantification expressions like Bulg. vinagi, ponjakoga / Pol. zawsze, czasami. The fact of treating the definiteness / indefiniteness category as a sentence category expands understanding of the incomplete quantification notion also with respect to the verbal phrase, rather than, as in Ajdukiewicz’s approach, with respect to the nominal phrase only. Similarly, a proper name in a natural language is not a unique name, like in mathematical logic, but requires additional unique quantification. A network-based description of time is the first attempt at this type of description in the subject literature. In the present article, I stress that fact that quantification of states and events understood as in Petri net theory reveals the dependence between the aspectual and temporal meanings of verb, and proves that the information on time and aspect need not be dealt with separately.
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Blagova, A. R. "Definition as a Logical and Linguistic Category." Concept: philosophy, religion, culture, no. 1 (July 7, 2020): 72–83. http://dx.doi.org/10.24833/2541-8831-2020-1-13-72-83.
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Definition is a logical and linguistic category that for a long time has been the subject of logicians’ and philosophers’ research. Today we understand a definition as a logical method that allows us to discover a word’s content, i.e. what it means in everyday use or what a speaker intends it to mean for this speaker’s own specific purposes. A definition consists of two parts: definiendum (that what is defined) and definiens (that which defines). The definiendum refers to the exact object, action, state etc., that is to be defined. The definiens contains the information necessary to define this object, action, state etc. This information is obtained during the process of definition. In the language, a definition can mean both the process of developing a sentence and the result of this process, i.e. the sentence itself. When composing an explanation of a word’s lexical meaning, we should draw on the vast experience of Russian lexicography. Practical lexicography gave us a wide range of kinds of word definitions which are now being extensively researched as theoretical generalizations and conclusions. This article explores methods of explanation of word meanings in the context of different possible logical relations between definiendum and definiens: inclusion, overlap, complementarity, adjacency. The existing word definitions (hyponymic, identifying, enumerative, synonymic, antonymic) can be distributed between those kinds of logical relations. Descriptive explanations are regarded as a specific kind of definition. Theoretical generalizations and conclusions are backed by examples from the main explanatory dictionaries of the Russian language.The conclusion is drawn that parts of a word definition can enter into different kinds of logical relations. Exploration of those relations is highly important for educational purposes as methodological basis for correct definitions of word meanings as well as for the composition of lexicographic explanations. At the same time, we shouldn’t forget that there are various ways to define a word’s lexical meaning. One and the same word can be defined in a number of ways, so the lexicographers’ main task is still to choose the best way or combination of ways that can fully and accurately discover the meaning of the word being defined.
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DIACONESCU, RĂZVAN. "Category-based constraint logic." Mathematical Structures in Computer Science 10, no. 3 (2000): 373–407. http://dx.doi.org/10.1017/s0960129599002960.
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The research reported in this paper exploits the view of constraint programming as computation in a logical system, namely constraint logic. The basic ingredients of constraint logic are: constraint models for the semantics (they form a comma-category over a fixed model of ‘built-ins’); generalized polynomials in the role of basic syntactic ingredient; and a constraint satisfaction relation between semantics and syntax. Category-based constraint logic means the development of the logic is abstract categorical rather than concrete set theoretical.We show that (category-based) constraint logic is an institution, and we internalize the study of constraint logic to the abstract framework of category-based equational logic, thus opening the door for considering constraint logic programming over non-standard structures (such as CPO's, topologies, graphs, categories, etc.). By embedding category-based constraint logic into category-based equational logic, we integrate the constraint logic programming paradigm into (category-based) equational logic programming. Results include completeness of constraint logic deduction, a novel Herbrand theorem for constraint logic programming characterizing Herbrand models as initial models in constraint logic, and logical foundations for the modular combination of constraint solvers based on amalgamated sums of Herbrand models in the constraint logic institution.
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Tuti Isnani, Hendri Handoko, and Saluky. "Analysis of Students' Mathematical Literacy Ability in Solving Mathematical Problems in View of Logical Intelligence." Educational Insights 1, no. 2 (2023): 41–57. http://dx.doi.org/10.58557/eduinsights.v1i2.9.
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Mathematical literacy skills are really needed by students in everyday life. Apart from that, students' logical intelligence still needs to be developed . Students must be equipped with logical intelligence to improve mathematical literacy skills so they can solve everyday mathematical problems. This research aims to determine students' mathematical literacy abilities in solving mathematical problems in terms of logical intelligence. This research was conducted at SMP Negeri 1 Gebang with subjects as many as 32 students in class VIII C. This research used a qualitative approach with descriptive methods . Data collection techniques in this research were a mathematical literacy ability test , a logical intelligence questionnaire and an interview guide. Logical intelligence is divided into three categories, namely high, medium and low , 1 student is taken from each category to be interviewed . The results of the research show that students' mathematical literacy abilities in solving mathematical problems in terms of high category logical intelligence can fulfill three indicators of mathematical literacy abilities . Mathematical literacy ability in solving students' mathematical problems in terms of logical intelligence in the moderate category can fulfill two indicators of mathematical literacy ability . Mathematical literacy ability in solving students' mathematical problems in terms of low category logical intelligence can fulfill two indicators of mathematical literacy ability . The average mathematical literacy ability of all categories of students' logical intelligence contains two indicators of mathematical literacy ability .
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Sofwan, Tb. "The Quantum Learning Model's View of Mathematical Logical Intelligence from the Point of View of Creativity in Mathematics Learning." ASM Science Journal 20, no. 1 (2025): 1–16. https://doi.org/10.32802/asmscj.2025.1862.
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Intelligence is highly important to observe as it will impact students' thinking processes. Additionally, the thinking process can be further elevated through collaboration with creativity. The research aims to conduct an analysis of the levels of logical-mathematical intelligence and creativity through the quantum learning model, conduct an analysis of mathematical logical intelligence and creativity through the quantum learning instructional model and to analyse the effectiveness of the quantum learning model in terms of mathematical logical intelligence viewed from the perspective of creativity. The research employs a mixed methods approach, grounded in a combination of positivism and post-positivism. Research results utilising the quantum learning model indicate that students with high levels of logical intelligence are capable of applying mathematical concepts and analysing the interconnectedness between concepts. Students in the moderate category sometimes exhibit doubt and a lack of confidence when solving problems. Students in the low category tend to make larger errors compared to students in other categories. Creative indicators possessed by high-category students include classification, generalisation, hypothesis formulation, calculation, and conclusion. In the moderate category, these indicators involve classification, calculation, and conclusion. In the low category, the primary purpose is to seek instant solutions. The relationship between logical-mathematical intelligence and creativity in students categorised as high is that these students are able to apply concepts and analyse the connections between concepts, enabling them to classify, calculate, and draw conclusions. The effectiveness of the quantum learning instructional model in terms of creativity and logical intelligence is placed in the moderately effective category.
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Svačinová, Iva. "The Role of Quasi-Logical Arguments in Critical Dialogue: A Pragma-Dialectical Redefinition." Informal Logic 37, no. 1 (2017): 42. http://dx.doi.org/10.22329/il.v37i1.4468.
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The article focuses on the New Rhetoric’s concept of quasi-logical arguments imitating logical or mathematical demonstrations, and examines it from point of view of pragma-dialectics as a device contributing towards resolving the difference of opinion. It is shown that the category of quasi-logical arguments cannot be considered as an argument scheme or a united type of strategic maneuvering. It is suggested to consider the category of quasi-logical arguments as a cluster of specific strategic maneuvers increasing the efficiency of arguments under certain circumstances. This approach is demonstrated in a case study of pragma-dialectical analysis of the quasi-logical scheme of probability.
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Wiweger, Antoni. "A Functionalization of Logical Kits." Fundamenta Informaticae 15, no. 2 (1991): 180–86. http://dx.doi.org/10.3233/fi-1991-15207.
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Relations between general logical kits and kits of some particular type, called functional kits, are investigated. The functional representation R(K) of a logical kit K is constructed and it is shown that R(K) is a reflection of K in the category of kits and A-surjective kit homomorphisms with respect to the subcategory of functional kits.
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Georgievа, Mariana. "Syntax as a Language Ontology." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 6 (2021): 563–66. http://dx.doi.org/10.53656/for21.61synt.
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In our opinion, * `logical basis` and *` syntactic basis` are incorrect from a cognitive point of view. The subjunctive is a syntactic category and the qualification `logical` is an oxymoron, or at least a dissonance. In logic, the category is the subject. And since the subjunctive is the syntactic category, even more disturbing is the tautological * `syntactic subjunctive`. The article substantiates the cognitive reading of the substratum. What is new is the derivation of linguistic ontology as a category of the cognitive method in syntax, of cognitive syntax.
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Pothos, Emmanuel M., Nick Chater, and Andrew J. Stewart. "Information about the logical structure of a category affects generalization." British Journal of Psychology 95, no. 3 (2004): 371–86. http://dx.doi.org/10.1348/0007126041528158.
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Yi, Sae-Seong. "The Problem of Self-Reorganization of Logical and Category Development." Journal of the New Korean Philosophical Association 115 (January 31, 2024): 179–203. http://dx.doi.org/10.20433/jnkpa.2024.01.179.
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Biygeldieva, N. "Performance Functions of the Flashback Category in Artistic Text." Bulletin of Science and Practice, no. 9 (September 15, 2023): 281–84. http://dx.doi.org/10.33619/2414-2948/94/31.
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In the article, on a scientific and theoretical basis, the performing functions of the category of retrospection in a literary text are revealed. In order to comprehensively study the category of retrospection, it is not enough to analyze only its structural (formal) aspect, it should be considered in an in-depth study, as part of a holistic text, in its dynamic aspect. The retrospective category is a functional-stylistic category; in its analysis, the main goal is to consider its linguistic means, spatial structure, and functional aspect. The originality of the functions of the category of retrospection lies in the issue of a communicative-cognitive plan (to achieve an adequate understanding of the text) and the law of logical (artistic) thinking, i.e. the presence of an “old” concept, which is generalized and emphasized in the course of a logical discussion in the dynamics of the verbal-thinking process.
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Sari, Rika Mulyati Mustika, Nanang Priatna, and Dadang Juandi. "ANALYSIS OF HIGH SCHOOL STUDENTS LOGICAL-MATHEMATICAL THINKING ABILITY BASED ON THE POLYA STAGE SOLVING IN TERMS OF MATHEMATICAL SELF-CONCEPT ABILITY." Prima: Jurnal Pendidikan Matematika 6, no. 1 (2022): 53. http://dx.doi.org/10.31000/prima.v6i1.5316.
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This research is based on the importance of logical-mathematical thinking skills in solving logical-mathematical problems. The research purpose is to describe high school students' logical thinking abilities on geometric transformation material in terms of mathematical self-concepts. The research used a qualitative approach, with the research subject as many as six students of 12th grades science class from one of Bandung Regency high schools selected by sampling technique. Students' logical thinking ability is known from the test scores in solving compiled problems. The score refers to logical-mathematical thinking ability indicators, and the problem-solving technique refers to the Polya stages. Data analysis techniques used are data reduction, data presentation, descriptive statistical calculations, and conclusions/verification. The results showed that the overall students’ logical-mathematical thinking ability in the geometry transformation material is in the medium category. In the self-concept category, subjects with high self-concept can fulfil logical thinking questions based on Polya stages. As for subjects with moderate self-concept, the students can only fulfil several indicators of logical-mathematical thinking skills with problem-solving techniques. The result is still not perfect refer to the Polya stage. As for the subject with low self-concept, almost all Polya stages are not fulfiled. The students in the low self-concept category answered the questions incompletely. They had difficulty understanding the problem and planning a solution so that their answers did not match the questions.
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Umiati, Umiati, Hamdani Hamdani, and Dian Ahmad BS. "KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KECERDASAN LOGIS MATEMATIS KELAS VIII." Jurnal AlphaEuclidEdu 4, no. 2 (2023): 188. http://dx.doi.org/10.26418/ja.v4i2.69465.
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This research aims to determine mathematical communication skills of students in terms of mathematical logical intelligence. The research method used is descriptive quantitative. The subjects of this study were 29 students of class VIII SMP Negeri 3 Pontianak. Data collection techniques used are direct measurement techniques and communication. Data collection tools used are test questions and interview guidelines. The results of the research generally show that mathematical logical intelligence is obtained by 74% in the high category, while the mathematical communication ability is obtained by 54% in the low category. Students who have high mathematical logical intelligence tend to have high mathematical communication skills, while students with low mathematical logical intelligence tend to have low mathematical communication skills
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Lu-Adler, Huaping. "Kant on the Logical Form of Singular Judgements." Kantian Review 19, no. 3 (2014): 367–92. http://dx.doi.org/10.1017/s1369415414000168.
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AbstractAt A71/B96–7 Kant explains that singular judgements are ‘special’ because they stand to the general ones asEinheittoUnendlichkeit. The reference toEinheitbrings to mind the category of unity and hence raises a spectre of circularity in Kant’s explanation. I aim to remove this spectre by interpreting theEinheit-Unendlichkeitcontrast in light of the logical distinctions among universal, particular and singular judgments shared by Kant and his logician predecessors. This interpretation has a further implication for resolving a controversy over the correlation between the logical moments of quantity (universal, particular, singular) and the categorial ones (unity, plurality, totality).
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Kots, Tetiana. "AXIOLOGY AS A LINGUISTIC CATEGORY: VERBAL REALIZATION AND STYLISTIC DIFFERENTIATION." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 29 (2020): 18–20. http://dx.doi.org/10.17721/1728-2659.2021.29.4.
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The article clarifies the functional and stylistic parameters of evaluation as a linguistic category, which covers different levels of language units with evaluative semantics and conveys the positive or negative attitude of the speaker to the named subject, phenomenon, concept. Positive or negative semantic scale of evaluation is formed in accordance with certain social, national-cultural, moral values. Logical (rational) and emotional (irrational) assessment in the text interact. Logical evaluation is motivated by objective thoughts, and emotional – the feelings of the subject to the object (person, object, phenomenon, event, etc.). Units of logical evaluation are words and phrases with positive and negative semantics from the intellectual sphere of linguistic thinking, and units of emotional – expressive-connotative linguistic means. Evaluation is done through the use of language units registered in dictionaries or in the memory of native speakers in terms of their values: good and evil, truth and falsehood, justice and injustice, benefit and harm, beauty and ugliness, allowed and forbidden. Evaluative semantics is revealed in the appropriate contextual conditions, in particular in updating the structure and semantics of components, stylistic marking of syntactic units. The combination of logical and emotional assessment allows closely related to the communication situation pragmatic evaluation of the text as a whole, in particular verbal acts of approval, encouragement, commitment (plus on the scale) or vice versa condemnation, contempt (minus on the scale), which are based on a common fund knowledge and norms of interlocutors. The stylistic potential of evaluation in the text is revealed on lexical, phraseological, syntactic levels. Texts differ in style and content differ in the way they express verbal axiology.
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Zufar, Muflih Abdullah, and Dwi Astuti. "Analysis of logical thinking ability of students 1G Madrasah Mu'allimin Muhammadiyah Yogyakarta academic year 2022/2023." Math Didactic: Jurnal Pendidikan Matematika 9, no. 1 (2023): 60–70. http://dx.doi.org/10.33654/math.v9i1.2027.
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Education is a systematic effort to develop individual abilities in the era of globalization. According to Law Number 20 Article 3 of 2003 education has a strategic function in preparing high intellectual, emotional and social abilities. Thinking ability affects success in learning. Thinking is the process of interpreting circumstances from existing premises. Logical thinking becomes a step in solving complex problems for every individual. Mathematics affects the formation of a mindset. The ability to think logically is based on indicators in making meaning, making logical connections between concepts and facts, grieving and testing concepts, solving problems rationally, and drawing conclusions. The research was conducted on seventh-grade G-class students of Madrasah Mu'allimin Muhammadiyah Yogyakarta using test and interview methods as confirmation. Student work results were analyzed descriptively and grouped into four categories in general and based on indicators. It was found that students' abilities were in the less high category with a percentage of 76.7% and based on indicators the majority were in the less high category. So, it can be concluded that student’s ability to think logically is low.
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Kozyreva, Tatyana V. "Life as category of the humanities." Yugra State University Bulletin 12, no. 1 (2016): 130–38. http://dx.doi.org/10.17816/byusu2016121130-138.
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On the basis of concepts of various researchers in article the analysis of a phenomenon life from a position of the humanities is given. The author allocates problems which thinkers through the appeal to this concept tried to solve, logical difficulties of the conceptual image of life are shown, fundamental categories for definition of life are allocated, the objective structures displaying life are designated. Work is guided by Diltey, Gusserl, Heidegger, Zimmel, Spengler's concepts, Ortega-and-Gasseta.
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Muh. Hasbi Assidiq. R, Rahmawati Rahmawati, and Edy Kurniawan. "Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Logis pada Peserta Didik." Simpati 2, no. 4 (2024): 01–07. https://doi.org/10.59024/simpati.v2i4.914.
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This research aims to: (1) describe how much logical thinking ability increases in students who are taught using the problem-based learning model; (2) describe how much logical thinking ability increases in students who are taught using conventional learning models; and (3) analyze the influence of the problem-based learning model on students' logical thinking abilities. The research method used was quasi-experimental with a Nonequivalent Control Group Design. Data collection techniques use logical thinking ability tests (pretest and posttest). The data analysis technique uses descriptive analysis and inferential analysis. The research results show that: (1) the logical thinking ability of students taught using the problem-based learning model has increased by 0.75 (high category) with an average pretest score of 9.40 and posttest of 26.30; (2) the logical thinking ability of students taught using conventional learning models increased by 0.22 (low category) with an average pretest score of 12.53 and posttest of 17.17; (3) there is a significant influence of the problem-based learning model on students' logical thinking abilities, which is proven by a probability value of 0.001 <significant 0.05.
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Kammar, Ohad, Shin-ya Katsumata та Philip Saville. "Fully abstract models for effectful λ-calculi via category-theoretic logical relations". Proceedings of the ACM on Programming Languages 6, POPL (2022): 1–28. http://dx.doi.org/10.1145/3498705.
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We present a construction which, under suitable assumptions, takes a model of Moggi’s computational λ-calculus with sum types, effect operations and primitives, and yields a model that is adequate and fully abstract. The construction, which uses the theory of fibrations, categorical glueing, ⊤⊤-lifting, and ⊤⊤-closure, takes inspiration from O’Hearn & Riecke’s fully abstract model for PCF. Our construction can be applied in the category of sets and functions, as well as the category of diffeological spaces and smooth maps and the category of quasi-Borel spaces, which have been studied as semantics for differentiable and probabilistic programming.
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Widiyatmoko, Arif, Novi Ratna Dewi, and Arka Yanitama. "The Implementation of Innovative Thematic Module to Improve Students Logical Thinking Ability." Unnes Science Education Journal 9, no. 3 (2020): 151–58. http://dx.doi.org/10.15294/usej.v9i3.41035.
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The purpose of this study was to developing an innovative thematic module on basic physics course and improving students’ logical thinking ability especially in the subject of Basic Physics II. The assessment developed in this study is an inquiry-based assessment to determine the ability to think logically by the students in learning science theme "light and vision." The research’s results and discussions are a module on the theme of light and vision developed by the eligibility requirements in very decent achievement category. The results showed that 56.66% students are in the stage of formal thinking, capable of abstract thinking and can analyze the problem scientifically and then resolve the issue, to acquire knowledge based on logical reasoning. The implementation of an innovative thematic module can improve students’ logical thinking ability.
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Piekarski, Michał. "THE PROBLEM OF LOGICAL FORM: WITTGENSTEIN AND LEIBNIZ." Studia Philosophiae Christianae 56, S1 (2020): 63–84. http://dx.doi.org/10.21697/spch.2020.56.s1.04.
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The article is an attempt at explaining the category of logical form used by Ludwig Wittgenstein in his Tractatus logico-philosophicus by using concepts from Gottfried Wilhelm Leibniz’s The Monadology. There are many similarities and analogies between those works, and the key concept for them is the category of the inner and acknowledged importance of consideration based on basic categories of thinking about the world. The Leibnizian prospect allows for a broader look at Wittgenstein’s analysis of the relation between propositions and facts, between language and the world. Using the Hanoverian philosopher’s terminology allows for the demonstration of the ambivalence of the concept of logical form in the philosophy of Wittgenstein and also the metaphysical nature of his first book.
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Isakova, Zilolakhon Zokirovna. "THE CATEGORY OF VALUE IN LINGUISTICS." Scientific Reports of Bukhara State University 4, no. 6 (2020): 133–39. http://dx.doi.org/10.52297/2181-1466/2020/4/6/4.
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Background. This article is about axiological relations in the process of contact which is being studied as an developing branch of cognitive linguistics. As we know, axiology was considered as a part of philosophy and logic and its concepts were studied in these subjects. At the end of the 20th century the concept of linguistic axiology was learnt in the sphere of linguistics. Methods. This article is devoted to analytical information about researches and development of axiology was studied as linguistic, logical and philosophical categories. As mentioned above, in modern linguistics, the understanding of the text in pragmatic aspect and the analysis of the role that the price category do not have a long history. In the expression of connotation, it is necessary drawing attention to the following factors: the worldview of the addressant who describes linguistic realities – the speaker and the addressee is a person who accepts linguistic realities – listener; their views on each other or situation in which they are entering into contact; what is the purpose of the addressee and the addressee of communication
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Fikri, Tsaqibul, Siti Labiba Kusna, and Farida Isroani. "EFFECTIVENESS OF THINK TABLE LEARNING MEDIA IN IMPROVING STUDENTS' LOGICAL THINKING ABILITIES." Al Hikmah Indonesian Journal of Early Childhood Islamic Education 8, no. 1 (2024): 44–50. https://doi.org/10.35896/ijecie.v8i1.826.
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The period of development and growth in a child's life is very fundamental, children begin to be sensitive to accepting various developmental efforts, one aspect of child development is logical thinking. The results of observations made at RA Raudlatun Nashirin, Tinawun Village, Malo District, Bojonegoro Regency, showed that the achievements in the development of logical thinking in children aged 4-5 years were still not optimal, this was due to the lack of media to improve children's logical thinking abilities. This research aims to produce Think Table media products to improve logical thinking skills. The type of research used is (Research and Development) with the ADDIE development model which includes 5 stages, namely analysis, design, development, implementation. and evaluation. The trial was carried out with pre-test and post-test activities on 18 children aged 4-5 years. The product results validated by media experts received a score of 95% in the very appropriate category and material experts received a score of 97% in the very appropriate category. Meanwhile, the results of the pre-test activities got a score of 66% in the good category, the treatment activities for 2 days by stimulating children using Think Table media and the post-test activities got a score of 87% in the very good category, from the pre-test and post-test activities. tests experienced a 21% increase. Thus, Think Table media is very suitable for use by children and can improve logical thinking skills in children aged 4-5 years, Tinawun village, Malo subdistrict, Bojonegoro district.
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BENTON, P. N., G. M. BIERMAN, and V. C. V. DE PAIVA. "Computational types from a logical perspective." Journal of Functional Programming 8, no. 2 (1998): 177–93. http://dx.doi.org/10.1017/s0956796898002998.
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Moggi's computational lambda calculus is a metalanguage for denotational semantics which arose from the observation that many different notions of computation have the categorical structure of a strong monad on a cartesian closed category. In this paper we show that the computational lambda calculus also arises naturally as the term calculus corresponding (by the Curry–Howard correspondence) to a novel intuitionistic modal propositional logic. We give natural deduction, sequent calculus and Hilbert-style presentations of this logic and prove strong normalisation and confluence results.
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Noto, Muchamad Subali, Mohd Hasril Amiruddin, Siti Maemunah, Marwia Tamrin Bakar, and Pipin Sumarni. "Students' Mathematical Logical Thinking in Terms of Learning Style." Rangkiang Mathematics Journal 2, no. 1 (2023): 9–17. http://dx.doi.org/10.24036/rmj.v2i1.24.
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One of the mathematical abilities that students must have been the ability to think logically. Students' mathematical logical thinking skills are still at a low level, resulting in students having difficulty learning the material given at school, especially straight-line equation material so in solving problems, various mistakes were found by students. This study aims to describe students' logical thinking skills in solving straight-line equation problems based on logical thinking skills and to describe students' learning styles with a thematic approach. This research is a descriptive study with a qualitative approach. This research was conducted randomly with the research subjects of class VIII as many as 20 students filling out the questionnaire and 4 subjects who took the logical thinking ability test, whichconsists of one student with high logical thinking skills, one student with moderate logical thinking skills, one student with thinking skills. low logical thinking, and one student with very low logical thinking skills. The data collection procedure in this study was a description test and a questionnaire to see students' learning styles. The results showed that the average logical thinking ability of students was 61.9 inthe low category and the presentation of student learning styles was 10.8% visual, verbal 11.2%, aural 10.95%, physical 9.4%, logical 10.6. %, social 12.5%, and solitary 10.2%. This research can be carried out by the teacher to determine the students' logical thinking ability in solving the questions they give and can see the student's learning style so that the material presented is well received by students.
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Revtova, Elena. "Construction of the Definition of the “Credit” Category." Vestnik Volgogradskogo gosudarstvennogo universiteta. Ekonomika, no. 4 (February 2021): 122–31. http://dx.doi.org/10.15688/ek.jvolsu.2020.4.11.
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The subject of the research is the essence, nature and meaning of the “credit” category. The goal is to develop a definition of the “credit” category reflecting the nature of the phenomenon it refers to. Hypothesis: the author believes that general scientific research methods based on the idea of triadicity will reveal and describe the nature of the phenomenon of credit, as well as formulate a scientifically based definition of the corresponding category. Methods: formal-logical method, method of triadic decoding of categories. As a result of using the formallogical method the author defined: a) the generic concept “loan” as a universe, part of which is the “credit” category; b) non-credit forms of loans: “bill”, “bond”, “factoring”, “leasing”; c) necessary and sufficient conditions for classifying an object as a “credit”. A scientifically grounded definition of the “credit” category was formulated. As a result of deciphering the “credit” category, the essential qualities in the “credit” object, which together make up its essence, nature and meaning, were revealed; a detailed definition of the “credit” category was received. The research into the nature of credit has shown that the closest generic concept of credit is a loan; a necessary condition for classifying a credit as a loan is the transfer or receipt of money and goods on loan; repayment, payment and urgency are sufficient conditions for classifying a credit as a loan category; as a result, “credit” is defined as a kind of loan categories, the objective essential properties of which are repayment, payment and urgency. The field of applicability of the results in theory: the possibility of using the formal-logical method to investigate the nature of the research object; to check the obtained definition of the object for logical correctness; to enter your own definitions of the research object into the subject field with the help of “triads”. In lending practice the results are applicable as follows: scientifically grounded definition of the “credit” category, understanding the essence and nature of credit, its properties: repayment, payment and urgency to determine the specific variety of credit.
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Engstrom, Stephen. "The Category of Substance." History of Philosophy and Logical Analysis 21, no. 1 (2018): 235–60. http://dx.doi.org/10.30965/26664275-02101012.
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This paper considers a principal concept of metaphysics – the category of substance – as it figures in Kant’s critical program of establishing metaphysics as a science. Like Leibniz, Kant identifies metaphysical concepts through logical reflection on the form of cognitive activity. He thus begins with general logic’s account of categorical judgment as an act of subordinating predicate to subject. This categorical form is then considered in transcendental logic with reference to the possibility of its real use. Transcendental reflection reveals that the categorical form, in its potential for such use, constitutes the category of substance and accident, representing a first real subject and a determination of its existence. But to qualify for objective, scientific employment, metaphysics’ concepts must admit of real definitions, which show their objects to be possible, and such possibility, pace Leibniz, can be established only in relation to possible experience. Thus, relying on his doctrine of the schematism, Kant shows the category to figure constitutively in experience, as the ground of the first law of nature, that in all change substance persists.
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ŠPADIJER, Sonja. "THE CATEGORY OF CAUSATIVITY AND HYPOTHETICAL CLAUSES INTRODUCED BY SI IN THE FRENCH LANGUAGE." Lingua Montenegrina 11, no. 1 (2013): 83–96. https://doi.org/10.46584/lm.v11i1.315.
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The paper aims to study the category of causativity (la catégorie de la causalité) in the French language, within the hypothetical clauses introduced by si (conj.). The research is intended for teachers and students of the French language, as the author attempts to present results of contemporary research in the field. As Patrick Charaudeau points out, there are different approaches to the study of languages, one of which is a semantic approach to grammar, which is characterized by a dominant logical-linguistic system. The basis of this system is the concept of logical operations that refers to connecting two statements whose existence is inter-dependant. It should be noted that the relationship established between the two statements is not a formal one, but conceptual, and is the result of mind operations and hence the name - logical. The author also addresses the problem of translating conditional-causal structures from French into Montenegrin and Serbian.
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Ferella*, Elsa, Anna Rakhmawati, and Adhan Efendi. "The Development Electronic Magazine Based on Contextual Teaching And Learning to Increase Logical Thinking Skills and Curiosity of Students on Body Defense System Learning Material." Jurnal Pendidikan Sains Indonesia 13, no. 1 (2025): 14–35. https://doi.org/10.24815/jpsi.v13i1.40832.
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The learning material about body's defence system is considered difficult by students because it related to mechanisms internals organs and abstract concepts. The attempt that able to create is by increasing logical thinking and curiosity. Nevertheless, the lack of learning media used by teachers does not support the ability to think logically and curiosity of students. The purpose of this research is to create learning media based contextual teaching and learning (CTL) through electronic magazines that proper, practical, and effective to improving student's logical thinking and curiosity. The procedure used for the research are ADDIE development model consists of five steps, which are analysis, design, development, implementation, and evaluation. The trial test used a quasi experimental design of nonequivalent control group design. The control and experimental classes were selected using the random sampling method so that there were different numbers of students in each class selected. The trial subjects were divided into control class (35 students) and experimental class (36 students). Based on the results of data analysis revealed that: (1) CTL electronic magazines is proper to use as learning media with a very worthy category; (2) CTL electronic magazines is practical to use as learning media based on learner responses percentage of learning implementation ≥ 90% with very good category; (3) CTL electronic magazines are proven effective to increased the logical thinking ability and curiosity of students
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Goldwater, Jonah. "Ryle, the Double Counting Problem, and the Logical Form of Category Mistakes." Journal of the History of Philosophy 56, no. 2 (2018): 337–59. http://dx.doi.org/10.1353/hph.2018.0026.
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Feiler, Adilson, Agemir Bavaresco, and Antônio Costa. "2º Capítulo." Revista Opinião Filosófica 15, no. 3 (2024): 1–12. http://dx.doi.org/10.36592/opiniaofilosofica.v15n3.1187.
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The self-subsistence of the measure, as a logical category, presents itself as free from external determinations, as would be the most diverse expedients, which operate the most diverse types of restrictions: commandments, external orders and strange laws. By enjoying this freedom of determination, the logical category of measurement presents itself in its different operations as capable of operating independently of criteria external to itself. Furthermore, it itself generates its own measurement criteria, without the need to use external parameters, which could be offered by another measurement criterion.
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Nate, Richard. "The interjection as a grammatical category in John Wilkins’ philosophical language." Historiographia Linguistica 23, no. 1-2 (1996): 89–109. http://dx.doi.org/10.1075/hl.23.1-2.05nat.
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Summary Considering the fact that John Wilkins (1614–1672) constructed his artificial language as a mirror of reality, which should be based on logical principles, the incorporation of the interjection into his Natural Grammar seems surprising. It is probable that Wilkins kept the interjection as a grammatical category because it belonged to the fixed canon of the eight parts of speech in traditional Latin grammars. Moreover, interjections were conceived of as immediate, i.e., natural, expressions of feelings and were held to be universal. Wilkins’ description of interjections shows that he is aware of their pragmatic functions. His classification is based on communicative principles. In constructing his artificial writing system, however, Wilkins adheres to his rationalistic position and transforms the interjections into purely referential signs. Thus, his grammatical analysis reveals insights into the pragmatic functions of language for which there was no room in an artificial language based on logical principles.
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Man, Haixia, Chongli Zou, and Kesheng Li. "Calculating Zero Pronominals in Situ: A Type Logical Approach." Complexity 2022 (October 11, 2022): 1–8. http://dx.doi.org/10.1155/2022/8646832.
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Zero pronominals challenge Type Logical Grammar in two ways. One, TLG displays a linear resource management regime for semantic composition, meaning that pronominals call for special treatment if they want to do resource multiplication. Two, as a grammar of lexicalism, TLG applies to phonologically realized lexical entries only, illegitimating the phonetically null items during syntactic derivation. Jägor extends the inventory of category-forming connectives of TLG by a third kind of implication that creates categories of anaphoric items and solves the first problem above. This article goes a step further to tackle the second one. In order to formalize the constructions with zero pronominals, we design a ternary category A B C and include the latter into Jägor’s system. The proposed system is proof-theoretically well-behaved. It is complete, sound, and decidable. More importantly, zero pronominals of various forms can be derived in the system.
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Riyanti, Henni, and Putri Dewi Nurhasana. "Analysis of Logical Thinking Ability in Natural Science Learning Using Blended Learning Based on Google Classroom." EduBasic Journal: Jurnal Pendidikan Dasar 3, no. 1 (2021): 29–36. http://dx.doi.org/10.17509/ebj.v3i1.32584.
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The ability to use technology during the COVID-19 pandemic is needed to empower logical thinking ability as one of the 21st-century competencies. This study aims to analyze the effect of learning natural science assisted by google classroom on improving students' logical thinking abilities during COVID-19. The use of Google Classroom potentially facilitates educators to create creative, innovative, and collaborative blended learning to still build classroom interactions in social distancing period. This quasi-experimental research employed a pre-experimental one-group pretest-posttest design. The research subjects were 39 sixth-grade students. The validity and reliability of the data on the ability to think logically used a logical thinking ability instrument tested. The data analysis utilized the N-gain test with the help of SPSS 21. The results revealed that the N-gain was 82.43 or 82.4%, with a minimum N-gain score of 53.3% and a maximum of 83.5%, included in the high category (g) ≥ 0.7. Thus, it could be concluded that natural science learning assisted by Google Classroom media significantly affected students' logical thinking abilities. Educators can use the analysis results to evaluate natural science learning, especially in elementary schools, to encourage the quality of students' logical thinking abilities.
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Svirko, Svitlana. "PUBLIC SECURITY MANAGEMENT MECHANISM: CONSTRUCTION OF THE CATEGORY." Actual Problems of Economics 1, no. 231 (2020): 125–31. http://dx.doi.org/10.32752/1993-6788-2020-1-231-125-131.
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Approaches to the definition of the category "public administration mechanism" are developed. Based on this, taking into account the peculiarities of the objective attention of the study, substantiated and formed the following conceptual content: "mechanism of public budget security management" is a subsystem of public budget security management, which is a set of interrelated methodological and organizational components. logical causal-effective connection reflects the actual content-structural sequence of the above process in space and time, through which the leading influence on budget security
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Kincaid, Jim. "The Logical Construction of Value-Theory: More on Fine and Saad-Filho." Historical Materialism 17, no. 3 (2009): 208–20. http://dx.doi.org/10.1163/146544609x12469428108664.
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AbstractFine and Saad-Filho are wrong to insist that an abstract category of production should be the starting point of Marxist value-theory in logical, temporal and causal terms. Marx, in Capital, begins with a repertoire of simpler categories and slowly constructs the complex category of capitalist production. It is vital that exploitation should be seen as one phase (however crucial) of a process of capital-in-motion, and due weight given to money, competition and realisation.
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Fitriani, Eka Yulida, and Fidia Fibriana. "Analysis of Religious Characters and Logical Thinking Skills After Using Solar System Teaching Material Integrated with Islamic Science." Journal of Innovation in Educational and Cultural Research 1, no. 2 (2020): 69–76. http://dx.doi.org/10.46843/jiecr.v1i2.7.
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This study aims to analyze the religious character and logical thinking skills of students after using solar systems teaching materials integrated with Islamic Science. The type of research used is descriptive analysis with a Post-Test-Only with Non-equivalent Groups research design. The research data were obtained from observation sheets, questionnaire sheets, and posttest. The religious character and students’ logical thinking skills of the experiment class students are better than the control class. Students in the experiment class were superior to the control class. The effect of the correlation of the use of teaching materials on the religious character of the students obtained 79.21%, while the effect of the correlation of the use of teaching materials on students’ logical thinking skills was 38.44%. The study concludes that students’ religious character after using solar system teaching materials integrated Islamic science is dominant in the “very good” category and students’ logical thinking skills after the use of solar system teaching materials integrated Islamic science is dominant in the high category.
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Andi, Ichsan Mahardika, Pamuji Rizky, Rima Santeri Nelly, and Wulandari Trisena. "The Validity E-Module Science based on Computational Thinking Approach to Improve Logical Thinking Skills." Validity E-Module Science based on Computational Thinking Approach to Improve Logical Thinking Skills 8, no. 10 (2023): 5. https://doi.org/10.5281/zenodo.10069218.
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This study aims to produce a Computational Thinking-based Science e-module to improve students'logical thinking skills. This development research uses the ADDIE development model, including Analysis, Design, Development, Implementation, and Evaluation. Data collection uses e-module validation instruments, teacher and student response questionnaires, and logical thinking ability tests. The results of the study show that the IPA e-module based on computational thinking is valid, because the e-module validation results meet the valid requirements. Thinking computation-based science e-modules are practical because the teacher and student response questionnaires are in the very practical category. In addition, the logical thinking ability test instrument is effective because: (1) students' logical thinking skills in limited trials and large-scale trials usually increase, while the n-gain values in limited trials and large-scale trials are respectively 0, 73 and 0.77 with the high category. Thus the thinking computation-based science e-module which is developed is feasible to improve logical thinking skills in science learning.Keywords:- Creative Problem Solving, Newton's laws on Gravity, Problem-Solving Skills, Teaching Materials.
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Grynko, L. V., O. O. Nihreieva, and L. V. Shuppe. "MEANS OF EXPRESSION OF THE CATEGORY OF PROBABILITY IN MODERN SPANISH AND ITALIAN LANGUAGES." Writings in Romance-Germanic Philology, no. 2(47) (January 15, 2022): 28–36. http://dx.doi.org/10.18524/2307-4604.2021.2(47).245923.
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The article is dedicated to the study of the functioning of language means, which in the primary or secondary function are able to express the modality of probability in modern Spanish and Italian languages. We consider the category of probability as a kind of modal category both in terms of logical (epistemic) modality, functional grammar, and from the standpoint of the theory of linguistic communication. Probability as a kind of modality is one of the most common types of modality with a large gradation of semantic meanings - from complete ignorance to complete confidence. The range of language tools that can express this kind of subjective modality in Spanish and Italian seems vast. It is a functional-semantic category that combines different levels of language: modal adverbs, modal verbs, fixed syntactic constructions, forms of such moods as indicativo, subjuntivo, condicional in Spanish and indicativo, congiuntivo, condizionale in Italian, two forms of the future tense in both languages that are able to develop this modal meaning. All of them can interact with each other, reinforcing the studied modal significance. And so it is possible to express various gradation of probability. Due to the functional-semantic approach to the study of this category on the material of different languages, functional-semantic fields with central and peripheral zones were created. The structuring of these fields became possible due to the separation of primary and secondary probability modalities in the studied units. It seems that everything has already been said about this category, but a new round of interest in logical modality, adapting the concept of possible worlds to the category of probability, again raised the question of its content and caused the need to defend the fact that linguistic modality, although based on logical modality, does not identify with it.
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Ahmad, Marzuki, and Dwi Putria Nasution. "EFEKTIFITAS PEMBELAJARAN OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR LOGIS MATEMATIKA SISWA SEKOLAH DASAR." DIRASATUL IBTIDAIYAH 2, no. 2 (2022): 236–54. http://dx.doi.org/10.24952/ibtidaiyah.v2i2.6731.
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AbstractThe low ability of students to think logically in learning is the main problem in this study. Open-ended learning is a learning approach that provides opportunities for students to explore problems so that various and varied solutions are found that can stimulate the development of students' mathematical logical thinking skills. The purpose of this study was to describe the effectiveness of the application of an open-ended learning approach in teaching students' mathematical logical thinking skills. This research is a quasi-experimental research with Non Equivalent Control Group Design. The population of the study was 5th grade students of SDN 100201. Through purposive sampling technique, class 5-B was appointed as the research sample. Data collection was used through observation of learning activities and tests which included pretest and posttest. The data analysis technique used descriptive analysis, t-test and N-gain. The data from the observation of learning management conducted in two meetings gave an average score of 4.05 (good category). The data obtained from the significance of the logical thinking ability of students' t-test score is 0.000, which means that there is a significant difference in the similarities of the two average students' logical thinking abilities from the results of the pretest and posttest. The average value of the N-Gain of students' mathematical logical thinking skills is 0.38 (medium category). It was concluded that students' mathematical logical thinking skills through open-ended learning were effective in the medium category. Keywords: Learning, Open-ended, Logical Thinking, Mathematics, Elementary School. AbstrakRendahnya kemampuan berpikir logis siswa dalam pembelajaran merupakan permasalahan utama dalam penelitian ini. pembelajaran open-ended merupakan suatu pendekatan pembelajaran yang memberi kesempatan kepada siswa untuk dapat mengeksplorasi permasalahan sehingga ditemukan pemecahannya dengan beragam dan bervariasi yang dapat merangsang perkembangan kemampuan berpikir logis matematika siswa. Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas penerapan pendekatan pembelajaran open-ended dalam membelajarkan kemampuan berpikir logis matematika siswa. Penelitian ini merupakan penelitian kuasi eksperimen dengan rancangan Non Equivalent Control Group Design. Populasi penelitian adalah siswa kelas 5 SDN 100201. Melalui teknik purposive sampling diangkat kelas 5-B sebagai sampel penelitian. Pengumpulan data digunakan melalui observasi kegiatan pembelajaran dan tes yang meliputi uji pretes dan postes. Teknik analisis data menggunakan analisis deskriptif, uji t-test dan N-gain. Data hasil observasi pengelolaan pembelajaran yang dilaksanakan dua kali pertemuan memberikan hasil nilai rata rata 4,05 (kategori baik). Perolehan signifikansi data kemampuan berpikir logis matematika siswa nilai uji-t adalah 0,000 yang bermakna bahwa terdapat signifikansi perbedaan kesamaan dua rata-rata kemampuan berpikir logis siswa dari hasil pretes dan postes. Perolehan nilai rata rata N-Gain kemampuan berpikir logis matematika siswa adalah 0,38 (kategori sedang). Disimpulkan bahwa kemampuan berpikir logis matematika siswa melalui pembelajaran open-ended adalah efektif dengan kategori sedang. Kata Kunci: Pembelajaran, Open-ended, Berpikir Logis, Matematika, Sekolah Dasar.
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Nugraha, Dwi Yan, Dian Nugraha, Widyastuti Widyastuti, and Ahmad Ridfah. "Evaluation of Psychometric Characteristics of A Logical Reasoning Tool With The Classic Test Theory Approach." Jurnal Penelitian dan Pengukuran Psikologi: JPPP 12, no. 2 (2023): 73–79. http://dx.doi.org/10.21009/jppp.122.02.
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Research on logical reasoning began to be carried out in Indonesia, it is necessary to conduct an evaluation of the psychometric characteristics possessed by logical reasoning measurement tools made by researchers. Logical reasoning measurement tools made by researchers need to be re-evaluated considering there are weaknesses in terms of using a relatively small number of subjects, so that it can affect the standardization of logical reasoning measuring devices. This study aims to obtain an overview of item difficulty index, item discrimination index, effectiveness of the distractors, validity, reliability, and error measurement from the logical reasoning measurement tool. Respondents in this study amounted to 7.730 students, consisting of 3.897 men and 3.833 women with an age range of 15-19 years. The research data were analyzed with the help of Microsoft Excel 2007, SPSS version 22.00, and ITEMAN version 3.6. The results of this study indicate that the item difficulty index moves from 0.35 to 0.80 which belongs to the easy and medium category. This study also shows that the item discrimination index moves from 0.10 to 0.71 with four items rejected and need to be aborted. This study also shows that the effectiveness of the distractors contained in each item in the logical reasoning measure is in the effective category. This study also shows that each item in the logical reasoning measure is considered valid in terms of factorial validity through exploratory factor analysis (EFA) procedures. This study also shows that the measurement of logical reasoning is relatively reliable with a Cronbach Alpha coefficient of 0.906. This study also shows that the measurement error obtained in this study is ± 3.92 of the total score obtained using a logical reasoning measure with a confidence level of 95%, with the actual score estimate obtained by respondents moving from 12.08 to 19.92, if the scores obtained by respondents sixteen.
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Hermida, Claudio, Uday S. Reddy, and Edmund P. Robinson. "Logical Relations and Parametricity – A Reynolds Programme for Category Theory and Programming Languages." Electronic Notes in Theoretical Computer Science 303 (March 2014): 149–80. http://dx.doi.org/10.1016/j.entcs.2014.02.008.
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Leksin, Ivan. "Territory as a Public Law Category: Concept and Logical Relationship with the State." Academic Law Journal 24, no. 4 (2023): 457–70. http://dx.doi.org/10.17150/1819-0928.2023.24(4).457-470.
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The article is devoted to several conceptual issues of legal understanding of the state territory. The author analyzes the construction of the notion of state territory and substantiates that its multiple definitions are theoretically acceptable. However, modern legal practice implies the inevitability of recognizing a specific approach to understanding state territory as a sphere where state sovereignty manifests itself. The author considers the discrepancies in the legally fixed descriptions of the RF territory composition. It is stated that the discussion about this composition has no scientific solution and can only be arbitrarily terminated, namely by means of enumerating the components of the territory in the legislation or recognizing the correctness of a certain approach by the academic community. The article addresses some issues of using the relevant terminology in legal doctrine and legal regulation. The author shows that legal and linguistic traditions of the describing of territorial issues in various countries do not agree, and that under certain conditions jurisprudence can technically manage without the term “territory” and similar words. Nevertheless, although the term “territory” is flawed, it has practically no alternative in modern Russian-language jurisprudence. The article reveals that in order to assess if a state requires territory, one should consider the interpretation of the notions of territory and state, as well the used scientific methodology. Besides, it demonstrates that it is methodologically precarious to interpret territory as a feature, element, condition or prerequisite of the state. The author shows that the spatial nature of the state bodies jurisdiction and of the national law operation, as well as the spatial structuring of such jurisdiction and of the legal order stay relevant for the modern period of the statehood development. However, the intensive digitalization implementation taking place in the sphere of public functions and public services can lead to a noticeable reduction of the practical need for territorial structuring of the state.
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Fatic, Aleksandar, and Behzad Hadzic. "The family as an ethical category." Theoria, Beograd 67, no. 4 (2024): 63–79. https://doi.org/10.2298/theo2404063f.
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The paper discusses the role of the family as a moral normative structure and explores how the modern cultural demise of the family has impacted intimacy and the organic reception of moral norms and a sense of commonality between individuals without the need for institutional mediation. The authors suggest that the anti-family rhetoric that has been used to facilitate the factual destruction of the ethical role of the family in modern society has in fact made bare the logical and moral weaknesses inherent in society without a family. They argue that in such an age psychotherapy is the substitute for family that facilitates the rehabilitation of ethically formative structure of organicism that at once reaffirms the specifically human dignity associated with the person?s capacity for intimacy, confidence and belonging, and serves as a normative protection from a reductionist vision of human value as arising from one?s capacity to fulfil the demands of the state articulated in a family-adverse public sphere.
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Amanaliyeva, Aygun. "The possibilities of expressing the linguistic description of the logical quantitative category in Multilanguage systems." Scientific Bulletin 2 (2020): 104–14. http://dx.doi.org/10.54414/ksnf7977.
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The article defines the concept of grammatical category, its place in linguistics, and explores the possibilities of expressing quantitative categories in languages with different systems. The aim of the study is to examine the relevance and functionality of logical quantitative category concepts in a comparative aspect, to define the linguistic meaning of the concept of quantitative category as one of the grammatical categories in linguistics, and to define the category of language in the system of grammatical and morphological categories. There are also a number of typological differences between the quantitative categories in Azerbaijani and English. These differences clearly manifest themselves both semantic and grammatical (morphological and syntactic). The article is also devoted to the study of quantitative units based on comparative materials in the Azerbaijani and English languages, identifying ways of expressing them, identifying their specific features and identifying common - similar and distinctive features.
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Gorovaya, V., and S. Khudoverdova. "Category «Scientific Knowledge» in the Coordinates of Different Aspects." Standards and Monitoring in Education 8, no. 1 (2020): 36–40. http://dx.doi.org/10.12737/1998-1740-2020-36-40.
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The main content of the study is the analysis of the conceptual range of “science”, “scientifi c knowledge”, “multidimensionality of scientifi c knowledge”. Particular attention is paid to the role of a systemic approach that guide the learning process and ensure the formation of a knowledge system. It is shown that scientifi c knowledge diff ers from ordinary knowledge by singling out their architecture, which is a set of characteristics. A generalized characteristic of the concept of “scientifi c knowledge” from diff erent points of view — gnoseological, logical, categorical, functional and didactic.
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Darmawan, Nurani Hadnistia, and Hilman Hilmawan. "Pengembangan Alat Ukur Kecerdasan Jamak Siswa Sekolah Dasar Berorientasi Pembelajaran." Edukasi: Jurnal Penelitian dan Artikel Pendidikan 11, no. 2 (2020): 67–76. http://dx.doi.org/10.31603/edukasi.v11i2.2956.
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The purpose of this research, in general, is to develop measurement tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence for elementary school students. More specifically the purpose of this study is to test the validity and reliability of measuring tools verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence of elementary school students. The research method used is descriptive development method. Development of measuring tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence was collected through survey techniques by observing to see the emergence of each student. Data analysis techniques in this study were conducted by testing the validity and reliability of the measuring instrument. The research subjects were 30 first grade students scattered in SDN 1 Pasirhalang, SDN 1 Selaawi, and SDN 1 Sukaraja, Sukaraja District, Sukabumi Regency in the 2018/2019 school year. The results of this study indicate that the measurement tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence are in the valid category of 30 indicator items out of 40 indicator items and are reliable with Cronbach's Alpha value of 0.739 which is in the high category.
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Sopian, Herman. "Deskripsi Kemampuan Berpikir Logis dan Pemahaman Konsep Sistem Hormon pada Siswa Kelas XI SMA." Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi 7, no. 2 (2019): 85. http://dx.doi.org/10.25134/edubiologica.v7i2.3023.
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This study aimed to obtain information about logical thinking ability and understanding of the concept of students on the hormonal system material. This study was conducted in class XI in one of the high schools in the Serang city. The method used is descriptive quantitative. This quantitative descriptive method to describe, explain and interpret the logical thinking ability and understanding of students on the hormonal system concept by using instruments such as diagnostic tests and about the three-tier test and test of logical thinking (TOLT). The sampling technique is done by cluster random sampling as many as 33 students. Based on the results obtained TOLT that categorized either proportional reasoning, reasoning control variable and low category correlational reasoning, and reasoning probability and combinatorial reasoning sufficient category. Based on the three-tier test results showed that students had difficulty understanding especially on subconcepts hormone function as well as differences in the hormone system and nervous system�