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Books on the topic 'Reasoning abilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Clarke, Peter J. Ethical reasoning abilities: Accountancy practitioners in Ireland. Dublin: University College Dublin (Centre for Accounting and Taxation Research), 1995.

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2

Annala, Darren. Are altered states related to reasoning abilities? Sudbury, Ont: Laurentian University, Department of Psychology, 1988.

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3

Tewari, A. D. Reasoning Abilities and Achievements in Mathematics. Commonwealth Publishers, 1990.

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4

Nonverbal Reasoning (General Aptitude and Abilities Series). National Learning Corp, 1997.

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5

Abstract Reasoning (General Aptitude and Abilities Series). National Learning Corp, 1997.

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6

Corporation, National Learning. Logical Reasoning (General Aptitude & Abilities Series, Cs-47). National Learning Corp, 1998.

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7

Logical Abilities in Children : Volume 4: Reasoning and Concepts. Taylor & Francis Group, 2017.

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8

Logical Abilities in Children : Volume 3 : Reasoning in Adolescence: Deductive Inference. Taylor & Francis Group, 2017.

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9

Osherson, Daniel N. Logical Abilities in Children : Volume 2 : Logical Inference: Underlying Operations. Taylor & Francis Group, 2017.

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10

Logical Reasoning: Test Preparation Study Guide Questions & Answers (General Aptitude and Abilities Series). National Learning Corp, 1997.

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11

J, Clarke Peter, and University College Dublin. Centre for Accounting and Taxation Research., eds. An international comparison of ethical reasoning abilities: Accounting students from Ireland and the United States. Dublin: University College Dublin (Centre for Accounting and Taxation Research), 1995.

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12

Schloegl, Christian, and Julia Fischer. Causal Reasoning in Non-Human Animals. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.36.

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One goal of comparative cognitive studies is to achieve a better understanding of the selective pressures and constraints that play a role in cognitive evolution. This chapter focuses on the question of causal reasoning in animals, which has mainly been investigated in tool-using and large-brained species. Our survey reveals that numerous animal species appear to be sensitive to violations of causality and may even be tuned to attend to causally relevant features. This, in turn, may facilitate causal learning. The ability to draw logical conclusions and make causal deductions, however, seems to be restricted to few species and limited to (ecologically) relevant contexts. It seems warranted to reject the traditional associationist view that non-human animals lack any understanding of causality, but convincing evidence for human-like abilities is lacking. For instance, animals do not appear to understand the causal structure of interventions.

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13

E, Stice James, ed. Developing critical thinking and problem-solving abilities. San Francisco: Jossey-Bass, 1987.

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14

Ünal, Ercenur, and Anna Papafragou. The relation between language and mental state reasoning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0008.

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This chapter discusses how children’s conceptual representations of the mind make contact with language. It focuses on two domains: the understanding of the conditions that lead to knowledge, and the ability to attribute knowledge to oneself and others. Specifically, it asks whether language provides the representational resources necessary for representing mental states and whether cross-linguistic differences in encoding of mental states influence sensitivity to the features that distinguish the conditions that allow people to gain knowledge. Empirical findings in these domains strongly suggest that language scaffolds the development of these cognitive abilities without altering the underlying conceptual representations of mental states.

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15

Rauscher, Frances H. The impact of music instruction on other skills. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0023.

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This article examines how making music may actually enhance children's abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.

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16

Gebuis, Titia, and Bert Reynvoet. Number Representations and their Relation with Mathematical Ability. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.035.

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In this chapter we review research on the processes that underlie the development of mathematical abilities. It is proposed that numerical deficiencies might arise from domain specific problems. The approximate number system that supports reasoning with non-symbolic numbers, on the one hand, and the symbolic number system on the other hand were put forth as possible candidates. To gain insight into the two different systems, we will describe the development of non-symbolic and symbolic number processing and introduce the two main theories about numerical deficiencies: the approximate number system and the access deficit hypothesis. The paradigms used to study both accounts differ in several ways and are of importance for research on the relation between non-symbolic and symbolic number and mathematical abilities. Then, we will review how the studies investigating both accounts relate to two different sets of developmental models that describe the neural representation of number.

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17

Tyler, Tom R., and Rick Trinkner. Models of Legal Socialization. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0011.

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The aim of this part of the book is to examine different theoretical perspectives on the legal socialization process. In addition, this section of the book considers research on neurological development and how general biological and cognitive growth during childhood and adolescence can put limits on their understanding of the law, legal procedures, and appropriate legal behavior. The text here then introduces the chapters which follow which look closely at the literature on the mechanisms of attitude and value socialization, as well as the literature that examines the evolution of reasoning and the cognitive abilities that enable abstract thinking.

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18

Gerstenberg, Tobias, and Joshua B. Tenenbaum. Intuitive Theories. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.28.

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This chapter first explains what intuitive theories are, how they can be modeled as probabilistic, generative programs, and how intuitive theories support various cognitive functions such as prediction, counterfactual reasoning, and explanation. It focuses on two domains of knowledge: people’s intuitive understanding of physics, and their intuitive understanding of psychology. It shows how causal judgments can be modeled as counterfactual contrasts operating over an intuitive theory of physics, and how explanations of an agent’s behavior are grounded in a rational planning model that is inverted to infer the agent’s beliefs, desires, and abilities. It concludes by highlighting some of the challenges that the intuitive theories framework faces, such as understanding how intuitive theories are learned and developed.

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19

Holland, James, and Julian Webb. Learning Legal Rules. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198799900.001.0001.

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Learning Legal Rules brings together the theory, structure, and practice of legal reasoning in order to help the reader to develop both their knowledge and reasoning skills. It provides techniques of legal research, analysis, and argument, and explains the operation of precedent as well as effective statutory interpretation. When studying law, it is easy to become focused on the substantive aspects of the subject—the concepts, rules, and principles that go to make up contract, tort, crime, etc. In order to study and practise law effectively, it is essential not only to understand what the legal rules are, but also why they are as they are, and what consequences they might have. This requires that you develop the abilities that are the core focus of this book: to find and make sense of the primary and secondary sources of law; to interpret and apply authorities; to construct arguments both about the facts of a case, and as to how and why a particular authority should or should not be applied in a given situation, and to write clearly, and in an appropriate legal style, making reference to authority as necessary, in the proper academic form.

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20

Smart, Colette M. Wisdom Mind. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197510001.001.0001.

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Wisdom Mind is an empirically supported intervention program for older adults—those who are cognitively healthy, as well as those who may be experiencing some concerns about their thinking abilities, what we refer to as subjective cognitive decline. While mindfulness is already known to benefit a wide variety of individuals, the unique strengths of this program are the ways in which it is tailored specifically to older adults. Session content is grounded in and contextualized with the developmental concerns of older adults (e.g., cognitive slip-ups, loss and grief). Content is further grounded in a clinical-neuropsychological perspective, which incorporates both restitution (i.e., scaffolding mindfulness practices in a sequence of increasing difficulty) and compensation (e.g., strategies to promote learning and integration). The session-by-session Facilitator Guide provides detailed information on how to deliver the program, as well as the reasoning behind why certain practices and strategies are provided at different times and in different ways. In this way, even seasoned mindfulness instructors can benefit from the Guide, which provides integrative guidance on how to deliver mindfulness effectively to older adults. The companion Participant Workbook contains all of the information needed to participate in the program, including written prompts for homework and space for notetaking. A companion website provides downloadable meditation audios that facilitators and participants can access throughout the program. For facilitators who wish to record their own audios, scripts are also provided in the Guide.

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21

Smart, Colette M. Wisdom Mind. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197510124.001.0001.

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Wisdom Mind is an empirically supported intervention program for older adults—those who are cognitively healthy, as well as those who may be experiencing some concerns about their thinking abilities, what we refer to as subjective cognitive decline. While mindfulness is already known to benefit a wide variety of individuals, the unique strengths of this program are the ways in which it is tailored specifically to older adults. Session content is grounded in and contextualized with the developmental concerns of older adults (e.g., cognitive slip-ups, loss and grief). Content is further grounded in a clinical-neuropsychological perspective, which incorporates both restitution (i.e., scaffolding mindfulness practices in a sequence of increasing difficulty) and compensation (e.g., strategies to promote learning and integration). The session-by-session Facilitator Guide provides detailed information on how to deliver the program as well as the reasoning behind why certain practices and strategies are provided at different times and in different ways. In this way, even seasoned mindfulness instructors can benefit from the Facilitator Guide, which provides integrative guidance on how to deliver mindfulness effectively to older adults. The companion Participant Workbook contains all of the information needed to participate in the program, including written prompts for homework and space for notetaking. A companion website provides downloadable meditation audios that facilitators and participants can access throughout the program. For facilitators who wish to record their own audios, scripts are also provided in the Guide.

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