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Journal articles on the topic 'Reasoning processes'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Graesser, Arthur C., Barry Gholson, and David Houston. "Reasoning Processes: Preface." Applied Cognitive Psychology 10, no. 7 (November 1996): 1. http://dx.doi.org/10.1002/(sici)1099-0720(199611)10:7<1::aid-acp442>3.0.co;2-i.

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2

Brookes, Stephen. "Reasoning about recursive processes:." Electronic Notes in Theoretical Computer Science 20 (1999): 182–201. http://dx.doi.org/10.1016/s1571-0661(04)80074-4.

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3

Jonker, Catholijn M., and Jan Treur. "Modelling the dynamics of reasoning processes: Reasoning by assumption." Cognitive Systems Research 4, no. 2 (June 2003): 119–36. http://dx.doi.org/10.1016/s1389-0417(02)00102-x.

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4

Velázquez-Quesada, Fernando R. "Reasoning Processes as Epistemic Dynamics." Axiomathes 25, no. 1 (October 30, 2014): 41–60. http://dx.doi.org/10.1007/s10516-014-9255-6.

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5

Misra, Jayadev. "Equational reasoning about nondeterministic processes." Formal Aspects of Computing 2, no. 1 (March 1990): 167–95. http://dx.doi.org/10.1007/bf01888222.

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6

Strannegård, Claes, Simon Ulfsbäcker, David Hedqvist, and Tommy Gärling. "Reasoning Processes in Propositional Logic." Journal of Logic, Language and Information 19, no. 3 (October 10, 2009): 283–314. http://dx.doi.org/10.1007/s10849-009-9102-0.

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Hershey, John C., and Jonathan Baron. "Clinical Reasoning and Cognitive Processes." Medical Decision Making 7, no. 4 (December 1987): 203–11. http://dx.doi.org/10.1177/0272989x8700700402.

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8

Dou, Wenwen, Dong Hyun Jeong, Felesia Stukes, William Ribarsky, Heather Richter Lipford, and Remco Chang. "Recovering Reasoning Processes from User Interactions." IEEE Computer Graphics and Applications 29, no. 3 (May 2009): 52–61. http://dx.doi.org/10.1109/mcg.2009.49.

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9

Shaw, Victoria F. "The Cognitive Processes in Informal Reasoning." Thinking & Reasoning 2, no. 1 (May 1996): 51–80. http://dx.doi.org/10.1080/135467896394564.

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10

Oaksford, Mike, Frances Morris, Becki Grainger, and J. Mark G. Williams. "Mood, reasoning, and central executive processes." Journal of Experimental Psychology: Learning, Memory, and Cognition 22, no. 2 (1996): 476–92. http://dx.doi.org/10.1037/0278-7393.22.2.476.

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German, Steven M., and A. Prasad Sistla. "Reasoning about systems with many processes." Journal of the ACM 39, no. 3 (July 1992): 675–735. http://dx.doi.org/10.1145/146637.146681.

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Chaudhri, Vinay K., Stijn Heymans, and Neil Yorke-Smith. "Reasoning about interruption of biological processes." Biologically Inspired Cognitive Architectures 12 (April 2015): 34–42. http://dx.doi.org/10.1016/j.bica.2015.04.004.

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13

Arrighi, Claudia, and Roberta Ferrario. "Abductive Reasoning, Interpretation and Collaborative Processes." Foundations of Science 13, no. 1 (January 10, 2008): 75–87. http://dx.doi.org/10.1007/s10699-007-9117-4.

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Shin, Hyoung Seok. "Reasoning processes in clinical reasoning: from the perspective of cognitive psychology." Korean Journal of Medical Education 31, no. 4 (December 1, 2019): 299–308. http://dx.doi.org/10.3946/kjme.2019.140.

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Kleitman, Sabina, and Lazar Stankov. "Self-confidence and metacognitive processes." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 45–69. http://dx.doi.org/10.2298/zipi0501045k.

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This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132) were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI), and a Verbal Reasoning Test (VRT). The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296) employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.

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Wilkinson, Dean J., and Laura S. Caulfield. "Delusional ideation, cognitive processes and crime based reasoning." Europe’s Journal of Psychology 13, no. 3 (August 31, 2017): 503–18. http://dx.doi.org/10.5964/ejop.v13i3.1181.

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Probabilistic reasoning biases have been widely associated with levels of delusional belief ideation (Galbraith, Manktelow, & Morris, 2010; Lincoln, Ziegler, Mehl, & Rief, 2010; Speechley, Whitman, & Woodward, 2010; White & Mansell, 2009), however, little research has focused on biases occurring during every day reasoning (Galbraith, Manktelow, & Morris, 2011), and moral and crime based reasoning (Wilkinson, Caulfield, & Jones, 2014; Wilkinson, Jones, & Caulfield, 2011). 235 participants were recruited across four experiments exploring crime based reasoning through different modalities and dual processing tasks. Study one explored delusional ideation when completing a visually presented crime based reasoning task. Study two explored the same task in an auditory presentation. Study three utilised a dual task paradigm to explore modality and executive functioning. Study four extended this paradigm to the auditory modality. The results indicated that modality and delusional ideation have a significant effect on individuals reasoning about violent and non-violent crime (p < .05), which could have implication for the presentation of evidence in applied setting such as the courtroom.

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Deng, Yuxin, and Matthew Hennessy. "Compositional reasoning for weighted Markov decision processes." Science of Computer Programming 78, no. 12 (December 2013): 2537–79. http://dx.doi.org/10.1016/j.scico.2013.02.009.

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18

James, G., and S. Manning. "Cognitive Processes During Clinical Reasoning: Preliminary study." Physiotherapy 88, no. 2 (February 2002): 111. http://dx.doi.org/10.1016/s0031-9406(05)60939-x.

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19

Folger, Robert, and Christopher Stein. "Abduction 101: Reasoning processes to aid discovery." Human Resource Management Review 27, no. 2 (June 2017): 306–15. http://dx.doi.org/10.1016/j.hrmr.2016.08.007.

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Wong, Shiu F., and Jessica R. Grisham. "Inverse reasoning processes in obsessive-compulsive disorder." Journal of Anxiety Disorders 47 (April 2017): 75–82. http://dx.doi.org/10.1016/j.janxdis.2016.12.005.

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21

Gazi, E., W. D. Seider, and L. H. Ungar. "Control of nonlinear processes using qualitative reasoning." Computers & Chemical Engineering 18 (January 1994): S189—S193. http://dx.doi.org/10.1016/0098-1354(94)80032-4.

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22

Berkowitz, Marvin W., and Monika Keller. "Transitional Processes in Social Cognitive Development: A Longitudinal Study." International Journal of Behavioral Development 17, no. 3 (September 1994): 447–67. http://dx.doi.org/10.1177/016502549401700304.

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Microprocesses of stage change were studied by applying Snyder and Feldman's consolidation/transition model to substages and subcontents of Selman's stages of friendship reasoning in a six-year longitudinal study of 97 9-to 15-year-old children. It was hypothesised that individuals exhibiting reasoning above their own modal stages would be more likely to experience a developmental advance in modal reasoning, even when examined at the level of substage and subcontent. This was confirmed; however, the amount of variance in above mode reasoning was not related to development. Finally, controversies in the prior literature were explained by methodological differences. It was concluded that the Piagetian processes underlying the Snyder and Feldman model were supported.

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23

Rimoldi, Horacio J. A., and Elsa Inés Bei de Libonatti. "Logical and Psychological Reasoning." Perceptual and Motor Skills 83, no. 3_suppl (December 1996): 1127–38. http://dx.doi.org/10.2466/pms.1996.83.3f.1127.

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The performance of 30 subjects when solving problems built around logical connectives (Conjunction, Inclusive Disjunction, Exclusive Disjunction, Conditional, and Biconditional) was compared with the results obtained when the same logical connectives were presented using a multiple-choice approach. The processes followed by the subjects in solving 20 problems were evaluated in terms of information theory, making it possible to investigate (a) the processes followed by the subjects and (b) the quality of the final answer Analysis indicated that the problem-solving processes do not necessarily provide the same information as that obtained by the final answers. The knowledge obtained by examining the questions subjects ask is different from the knowledge obtained when examining the answers to multiple-choice items.

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24

Epley, Nicholas, and Thomas Gilovich. "The Mechanics of Motivated Reasoning." Journal of Economic Perspectives 30, no. 3 (August 1, 2016): 133–40. http://dx.doi.org/10.1257/jep.30.3.133.

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Whenever we see voters explain away their preferred candidate's weaknesses, dieters assert that a couple scoops of ice cream won't really hurt their weight loss goals, or parents maintain that their children are unusually gifted, we are reminded that people's preferences can affect their beliefs. This idea is captured in the common saying, “People believe what they want to believe.” But people don't simply believe what they want to believe. Psychological research makes it clear that “motivated beliefs” are guided by motivated reasoning—reasoning in the service of some self-interest, to be sure, but reasoning nonetheless. People generally reason their way to conclusions they favor, with their preferences influencing the way evidence is gathered, arguments are processed, and memories of past experience are recalled. Each of these processes can be affected in subtle ways by people's motivations, leading to biased beliefs that feel objective. In this symposium introduction, we set the stage for discussion of motivated beliefs in the papers that follow by providing more detail about the underlying psychological processes that guide motivated reasoning.

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25

El Hussein, Mohamed, Sandra Hirst, and Joseph Osuji. "Professional Socialization: A Grounded Theory of the Clinical Reasoning Processes That RNs and LPNs Use to Recognize Delirium." Clinical Nursing Research 28, no. 3 (August 17, 2017): 321–39. http://dx.doi.org/10.1177/1054773817724961.

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Delirium is an acute disorder of attention and cognition. It affects half of older adults in acute care settings and is a cause of increasing mortality and costs. Registered nurses (RNs) and licensed practical nurses (LPNs) frequently fail to recognize delirium. The goals of this research were to identify the reasoning processes that RNs and LPNs use to recognize delirium, to compare their reasoning processes, and to generate a theory that explains their clinical reasoning processes. Theoretical sampling was employed to elicit data from 28 participants using grounded theory methodology. Theoretical coding culminated in the emergence of Professional Socialization as the substantive theory. Professional Socialization emerged from participants’ responses and was based on two social processes, specifically reasoning to uncover and reasoning to report. Professional Socialization makes explicit the similarities and variations in the clinical reasoning processes between RNs and LPNs and highlights their main concerns when interacting with delirious patients.

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Emerson, E. Allen, and Kedar S. Namjoshi. "On Reasoning About Rings." International Journal of Foundations of Computer Science 14, no. 04 (August 2003): 527–49. http://dx.doi.org/10.1142/s0129054103001881.

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Distributed protocols are often composed of similar processes connected in a unidirectional ring network. Processes communicate by passing a token in a fixed direction; the process that holds the token is allowed to perform certain actions. Usually, correctness properties are expected to hold irrespective of the size of the ring. We show that the question of checking many useful correctness properties for rings of all sizes can be reduced to checking them on ring of sizes up to a small cutoff size. We apply our results to the verification of a mutual exclusion protocol and Milner's scheduler protocol.

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27

Rodrigues, Margarida, William Vieira, and Lurdes Serrazina. "O Conhecimento Didático de Futuros Professores sobre as Ações Promotoras do Raciocínio Matemático." Jornal Internacional de Estudos em Educação Matemática 14, no. 4 (December 21, 2021): 404–14. http://dx.doi.org/10.17921/2176-5634.2021v14n4p404-414.

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ResumoEste artigo é parte do Projeto Raciocínio Matemático e Formação de Professores (REASON) que tem como objetivo estudar o conhecimento matemático e didático que os professores precisam para conduzir uma prática que promova o raciocínio matemático dos alunos e estudar formas de apoiar o seu desenvolvimento. Mais especificamente, discutimos ações dos professores para promover os processos de raciocínio dos alunos, antes e após uma experiência de formação. Para isso, analisamos dados relativos a duas questões, incluídas na tarefa usada como pré-teste e pós-teste, que tratam das ações do professor para promover o raciocínio matemático nos alunos, aplicada numa turma de 1.º ano do Mestrado do 1.º Ciclo e 2.º Ciclo (Matemática e Ciências Naturais) do Ensino Básico. Realizamos uma análise de conteúdo das respostas de acordo com ações propostas na literatura, seguida de uma categorização das ações propostas pelos participantes para desenvolver os processos de raciocínio e uma classificação das ações que envolvem o desenvolvimento dos processos de generalizar e justificar. Observamos que a experiência de formação contribuiu para um maior conhecimento dos futuros professores sobre ações promotoras dos processos de raciocínio dos alunos e reveladoras de um melhor entendimento sobre ações docentes que desafiam a utilizar os processos de generalizar e justificar. Palavras-chave: Raciocínio Matemático. Ações do Professor. Conhecimento Didático de Professores. Formação Inicial de Futuros Professores. AbstractThis article is part of the Mathematical Reasoning and Teacher Education Project (REASON), which aims to study the mathematical and didactic knowledge that teachers need to conduct a practice that promotes students' mathematical reasoning and to study ways to support their development. More specifically, we discuss teachers' actions to promote students' reasoning processes, before and after a training experience. For this, we analyzed data related to two questions, included in the task used as pre-test and post-test, which deal with the teacher's actions to promote mathematical reasoning in students, applied in a 1st year of the Master of the 1st Cycle and 2nd Basic Education Cycle (Mathematics and Natural Sciences). We performed a content analysis of the responses according to actions proposed in the literature, followed by a categorization of the actions proposed by the participants to develop the reasoning processes and a classification of actions that involve the development of generalizing and justifying processes. We observed that the training experience contributed to a greater knowledge of future teachers about actions that promote students' reasoning processes and that they reveal a better understanding of teachers' actions that challenge them to use the processes of generalizing and justifying. Keywords: Mathematical Reasoning. Teacher's Actions. Teachers' Didactic Knowledge. Initial Training for Future Teachers.

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Best, John B. "Conditional reasoning processes in a logical deduction game." Thinking & Reasoning 7, no. 3 (August 2001): 235–54. http://dx.doi.org/10.1080/13546780143000035.

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Charlin, Bernard, Stuart Lubarsky, Bernard Millette, Françoise Crevier, Marie-Claude Audétat, Anne Charbonneau, Nathalie Caire Fon, Lea Hoff, and Christian Bourdy. "Clinical reasoning processes: unravelling complexity through graphical representation." Medical Education 46, no. 5 (April 20, 2012): 454–63. http://dx.doi.org/10.1111/j.1365-2923.2012.04242.x.

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30

Gouvea, Julia. "Alternative Perspectives on Students’ Reasoning about Emergent Processes." CBE—Life Sciences Education 17, no. 1 (March 2018): fe2. http://dx.doi.org/10.1187/cbe.18-01-0001.

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31

Bacon, Alison M., and Simon J. Handley. "Dyslexia and reasoning: The importance of visual processes." British Journal of Psychology 101, no. 3 (August 1, 2010): 433–52. http://dx.doi.org/10.1348/000712609x467314.

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Smorti, Andrea. "Everyday Life Reasoning, Possible Worlds and Cultural Processes." Integrative Psychological and Behavioral Science 42, no. 2 (January 22, 2008): 224–32. http://dx.doi.org/10.1007/s12124-007-9048-1.

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Adu-Gyamfi, Kwaku, and Michael J. Bossé. "PROCESSES AND REASONING IN REPRESENTATIONS OF LINEAR FUNCTIONS." International Journal of Science and Mathematics Education 12, no. 1 (April 16, 2013): 167–92. http://dx.doi.org/10.1007/s10763-013-9416-x.

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34

Seuranen, Timo, Markku Hurme, and Elina Pajula. "Synthesis of separation processes by case-based reasoning." Computers & Chemical Engineering 29, no. 6 (May 2005): 1473–82. http://dx.doi.org/10.1016/j.compchemeng.2005.02.016.

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Upmeier zu Belzen, Annette, Paul Engelschalt, and Dirk Krüger. "Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence." Education Sciences 11, no. 9 (September 3, 2021): 495. http://dx.doi.org/10.3390/educsci11090495.

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While the hypothetico-deductive approach, which includes inductive and deductive reasoning, is largely recognized in scientific reasoning, there is not much focus on abductive reasoning. Abductive reasoning describes the theory-based attempt of explaining a phenomenon by a cause. By integrating abductive reasoning into a framework for modeling competence, we strengthen the idea of modeling being a key practice of science. The framework for modeling competence theoretically describes competence levels structuring the modeling process into model construction and model application. The aim of this theoretical paper is to extend the framework for modeling competence by including abductive reasoning, with impact on the whole modeling process. Abductive reasoning can be understood as knowledge expanding in the process of model construction. In combination with deductive reasoning in model application, such inferences might enrich modeling processes. Abductive reasoning to explain a phenomenon from the best fitting guess is important for model construction and may foster the deduction of hypotheses from the model and further testing them empirically. Recent studies and examples of learners’ performance in modeling processes support abductive reasoning being a part of modeling competence within scientific reasoning. The extended framework can be used for teaching and learning to foster scientific reasoning competences within modeling processes.

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Donati, Camillo, Andrea Guazzini, Giorgio Gronchi, and Andrea Smorti. "About Linda Again: How Narratives and Group Reasoning Can Influence Conjunction Fallacy." Future Internet 11, no. 10 (October 8, 2019): 210. http://dx.doi.org/10.3390/fi11100210.

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Conjunction fallacy (together with other systematic reasoning errors) is usually explained in terms of the dual process theory of reasoning: Biases should be ascribed to fast and automatic processes, whereas slow and deliberative processes are responsible of producing answers that are correct with respect of normative criterion. The dual process theory is related to Bruner’s distinction between narrative and paradigmatic thought: Both modes of thought can be characterized by the two different processes of reasoning. In this paper, we explore the role of Bruner’s mode of thought manipulating also the difference between group vs individual reasoning. We observed that the narrative strategy of response induces more wrong answers. However, narrative-based strategies have higher effectiveness in the case of group reasoning. Our results suggest that narrative reasoning and group reasoning may induce violations of the conjunction rule when acceptable by the verisimilitude of the story. Five models are also presented in order to predict answer correctness and strategy of reasoning using a text analysis software.

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Garety, Philippa. "Reasoning and Delusions." British Journal of Psychiatry 159, S14 (November 1991): 14–18. http://dx.doi.org/10.1192/s0007125000296426.

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Delusions are among the most common psychiatric symptoms, but the psychological processes involved in their formation and maintenance remain a matter of controversy. This paper briefly reviews competing theories, particularly those involving abnormalities of perception and reason. An investigation of reasoning in deluded schizophrenic and paranoid subjects is presented, followed by a tentative model of belief formation in which abnormalities or biases in reasoning and perception, implicated in the formation of some delusions, are highlighted.

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Stadler, Michael A. "Demonstrating Scientific Reasoning." Teaching of Psychology 25, no. 3 (July 1998): 205–6. http://dx.doi.org/10.1207/s15328023top2503_11.

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A game called Black Box is a useful tool for introducing various features of scientific reasoning to introductory research methods classes. The rules of the game are straightforward and it uses little time, thus allowing a real-time demonstration of processes such as induction and deduction. Instructors can also make other analogies between aspects of the game and various concepts commonly mentioned in discussions of scientific reasoning, such as serendipity or falsification.

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van Driel, Johan, Jannet van Drie, and Carla van Boxtel. "Struggling with historical significance: Reasoning, reading, and writing processes." European Journal of Applied Linguistics 10, no. 1 (March 1, 2022): 185–211. http://dx.doi.org/10.1515/eujal-2021-0004.

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Abstract The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.

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Abdoler, Emily, Bridget O’Brien, Brian Schwartz, and Brian Schwartz. "1946. An Exploratory Study of the Therapeutic Reasoning Underlying Antimicrobial Selection." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S56—S57. http://dx.doi.org/10.1093/ofid/ofz359.123.

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Abstract Background Clinical reasoning research has helped illuminate how clinicians make diagnoses but offers less insight into management decisions. The need to understand therapeutic choices is particularly salient within infectious diseases (ID), where antimicrobial prescribing has broad implications given increasing rates of resistance. Researchers have examined general factors underlying antibiotic prescribing. Our study advances this work by exploring the factors and processes underlying physician choice of specific antimicrobials. Methods We conducted individual interviews with a purposeful sample of Hospitalists and ID attendings. Our semi-structured interview explored the reasoning underlying antimicrobial choice through clinical vignettes. We identified steps and factors after 12 interviews then conducted 4 more to confirm and refine our findings. We generated a codebook through an iterative, inductive process and used Dedoose to code the interviews and facilitate analysis. Results We identified three antibiotic reasoning steps (Naming the Syndrome, Delineating Pathogens, Antimicrobial Selection) and four factors involved in the reasoning process (Host Features, Case Features, Provider and Healthcare System Factors, Treatment Principles) (Table 1). Participants considered host and case features when determining likely pathogens and antimicrobial options; the other two factors influenced only antimicrobial selection. From these data, we developed an antimicrobial reasoning framework (Figure 1). We also determined that participants seemed to have a “script” with specific content for each antimicrobial they considered, functioning much like the illness scripts common to diagnostic reasoning (Table 2). Conclusion Our antimicrobial reasoning framework details the cognitive processes underlying antimicrobial choice. Our results build on general therapeutic reasoning frameworks while elaborating factors specific to ID. We also provide evidence of the existence of “therapy scripts” that mirror diagnostic reasoning’s “illness scripts.” Our framework has implications for medical education and antimicrobial stewardship. Disclosures All Authors: No reported Disclosures.

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Suryanti, Suryanti, Cicik Pramesti, and Riki Suliana Ranggawati Sidik. "KESALAHAN PENALARAN MATEMATIS PADA MATERI PERSAMAAN DIFERENSIAL." Numeracy 9, no. 1 (April 30, 2022): 14–26. http://dx.doi.org/10.46244/numeracy.v9i1.1755.

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Mathematical reasoning is a thinking activity that connects various facts, characteristics, pattern of relationships in problem solving so that logical generalizations are obtained. Not a few errors occur in the process of solving differential equation. An investigation is needed on the reasoning process in solving differential equation problems. The purpose of this research is to describe students’ mathematical reasoning errors in the differential equation material. This research is a qualitative descriptive with test instruments and interview guidelines. The research was conducted on 5 subjects, namely 6th semester students. The results showed that the most mathematical reasoning errors were indicators using relationship patterns to analyze the situation. In the reasoning process, many reasoning errors are made in planning solutions, mathematical manipulation, and making conclusions.

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Valerjev, Pavle, and Marin Dujmović. "Single-Heuristic Reasoning: Is It Still Dual-Process?" Journal of Intelligence 11, no. 2 (February 8, 2023): 33. http://dx.doi.org/10.3390/jintelligence11020033.

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Traditionally, paradigms used to study conflict in reasoning (and metacognition during reasoning) pit heuristic processes against analytical processes. Findings indicate that the presence of conflict between processes prolongs reasoning and decreases accuracy and confidence. In this study, we aimed to explore reasoning and metacognition when only one type of heuristic process is exploited to cue multiple responses. In two experiments, a novel modification of the Base Rate neglect task was used to create versions in which one belief-based heuristic competes, or works in concert, with another of the same type to provide a response. Experiment 1 results reveal that the presence of conflict between cued responses does not affect meta-reasoning, which indicates that reasoning defaulted to a single process. An alternative explanation was that the effect of conflict was masked due to an imbalance in the strength of the dominant response between conflicting and congruent versions. Experiment 2 was designed to test hypotheses based on these competing explanations. Findings show that when the strength of a response was no longer masking the effect, the conflict did result in longer reasoning times and lower confidence. The study provides more robust evidence in favor of the dual-process account of reasoning, introduces a new methodological approach, and discusses how conflict may be modulated during reasoning.

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Hessels, Marco G. P., and Christine Hessels-Schlatter. "Pedagogical principles favouring the development of reasoning in people with severe learning difficulties." Educational and Child Psychology 25, no. 1 (2008): 66–73. http://dx.doi.org/10.53841/bpsecp.2008.25.1.66.

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To understand the world around, to adapt oneself to and act on one’s environment requires inductive reasoning skills, a principle component of intelligence. People with severe learning difficulties are characterised by their incapacity to access this type of reasoning. However, it is possible to foster inductive reasoning by acting specifically on the cognitive processes involved. Several pedagogical principles that allow the development or (partial) compensation for such processes are presented. Their application within the framework of the validation process of the Analogical Reasoning Learning Test (ARLT) showed that this approach contributed to a genuine development of inductive reasoning in a large part of the group of participants.

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Roberts, Sally K., and Carla Tayeh. "Assessing Understanding through Reasoning Books." Mathematics Teaching in the Middle School 15, no. 7 (March 2010): 406–13. http://dx.doi.org/10.5951/mtms.15.7.0406.

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Barral, Laure Vidaud, Francois Pinet, Jean-Marc Tacnet, and Anne-Laure Jousselme. "Combining UML Profiles to Design Serious Games Dedicated to Trace Information in Decision Processes." International Journal of Information System Modeling and Design 11, no. 2 (April 2020): 1–27. http://dx.doi.org/10.4018/ijismd.2020040101.

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Abstract:

An expert assessment consists of an ordered series of decisions that have to respond to time-evolving information contexts. Improving decisions made in a risk context requires better knowledge of reasoning mechanisms. The authors think that serious games can constitute a rich observatory for reasoning and decisions. However, the design of these games is not trivial and is rarely scalable or reusable. This paper proposes a UML profile library for generically modeling expert reasoning in situations using serious games that involve risks. Two main UML profiles are dedicated to both serious games and gamer decisions traceability modeling. Complementary profiles address risk expert reasoning modeling and data quality modeling. The authors illustrate the approach using the design of a serious game about avalanche risk analysis.

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Evans-Hall, Kellie-Ann R. "'Reasoning': An Exploration of Pedagogic Processes in Jamaican Prisons." International Journal of Learning: Annual Review 13, no. 6 (2006): 47–54. http://dx.doi.org/10.18848/1447-9494/cgp/v13i06/44969.

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Lockwood, Elise. "Students' Combinatorial Reasoning: Counting Processes and Sets of Outcomes." Notices of the American Mathematical Society 65, no. 07 (August 1, 2018): 1. http://dx.doi.org/10.1090/noti1705.

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Bosse, Tibor, Catholijn M. Jonker, and Jan Treur. "SIMULATION AND ANALYSIS OF CONTROLLED MULTI-REPRESENTATIONAL REASONING PROCESSES." Applied Artificial Intelligence 21, no. 10 (November 5, 2007): 973–1018. http://dx.doi.org/10.1080/08839510701527226.

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Gauffroy, Caroline, and Pierre Barrouillet. "Conditional reasoning in context: A developmental dual processes account." Thinking & Reasoning 20, no. 3 (December 9, 2013): 372–84. http://dx.doi.org/10.1080/13546783.2013.853695.

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Berle, David, and Michelle L. Moulds. "An experimental investigation of emotional reasoning processes in depression." British Journal of Clinical Psychology 52, no. 3 (March 7, 2013): 316–29. http://dx.doi.org/10.1111/bjc.12019.

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