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RELATIONSHIP BETWEEN FUNCTIONAL PRINCIPLES AND WEIGHTED AVERAGE COMPUTATION: COMPARTMENTALIZATION OR INTEGRATION?
Title
THE RELATIONSHIP BETWEEN FUNCTIONAL PRINCIPLES AND WEIGHTED AVERAGE COMPUTATION: COMPARTMENTALIZATION OR INTEGRATION?.
Creator
FRANCIS, FRANK SHEPHERD, Florida Atlantic University
Abstract/Description
The present study investigated the relationship between knowledge of functional principles and knowledge of weighted averages. Weighted average knowledge is used in estimating answers to mixture problems, and the present study examined two different methods of training people in estimation proficiency. One training method, the principles method, utilized principles of range, monotonicity, and linearity. Another training method was the formula method. The study compared the effectiveness of...
Show moreThe present study investigated the relationship between knowledge of functional principles and knowledge of weighted averages. Weighted average knowledge is used in estimating answers to mixture problems, and the present study examined two different methods of training people in estimation proficiency. One training method, the principles method, utilized principles of range, monotonicity, and linearity. Another training method was the formula method. The study compared the effectiveness of the two procedures in improving subjects' performance on estimation and graph identification tasks. It was predicted that formula instruction would provide subjects with a more effective means by which to accomplish the estimation task, whereas principles instruction would improve performance on the graph identification task. Results showed formula instruction to be more effective in improving accuracy on the estimation task, but neither method proved helpful on the graph identification task. Knowledge of functional principles and knowledge of weighted averages appeared compartmentalized (i.e., separate).
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/14420
Subject Headings
Functionalism (Psychology), Reasoning (Psychology)
Format
Document (PDF)
Young children's artifact conceptualization
Title
Young children's artifact conceptualization: a child centered approach.
Creator
Schultz, Patricia P., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
One of the most fundamental functions of human cognition is to parse an otherwise chaotic world into different kinds of things. The ability to learn what objects are and how to respond to them appropriately is essential for daily living. The literature has presented contrasting evidence about the role of perpetual features such as artifact appearance versus causal or inductive reasoning in chldren's category distinctions (e.g., function). The present project used a child-initiated inquiry...
Show moreOne of the most fundamental functions of human cognition is to parse an otherwise chaotic world into different kinds of things. The ability to learn what objects are and how to respond to them appropriately is essential for daily living. The literature has presented contrasting evidence about the role of perpetual features such as artifact appearance versus causal or inductive reasoning in chldren's category distinctions (e.g., function). The present project used a child-initiated inquiry paradigm to investigate how children conceptualize artifacts, specifically how they prioritize different types of information that typify not only novel but also familiar objects. Results underscore a hybrid model in which perceptual features and deeper properties act synergistically to inform children's artifact conceptualization. Function, however, appears to be the driving force of this relationship.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3320103
Subject Headings
Cognition in children, Child development, Reasoning in children, Reasoning (Psychology)
Format
Document (PDF)
Pseudoscience
Title
Pseudoscience.
Creator
Shier, Mike., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Pseudoscience is a collection of nonfiction essays analyzing the origins and methodologies or various pseudoscientific practices against the backdrop of events from the narrator's life that mirror those practices in some way. Pseudoscience is unverifiable. Pseudoscience is unverifiable.
Date Issued
2012
PURL
http://purl.flvc.org/FAU/3359285
Subject Headings
Pseudoscience, Thought and thinking, Reasoning (Psychology)
Format
Document (PDF)
A study to compare the critical thinking dispositions between Chinese and American college students
Title
A study to compare the critical thinking dispositions between Chinese and American college students.
Creator
Dennett, Susan K., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between...
Show moreThe purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004100, http://purl.flvc.org/fau/fd/FA00004100
Subject Headings
Behaviorism (Psychology), Critical thinking, Learning, Psychology of, Reasoning (Psychology), Thought and thinking
Format
Document (PDF)
Keeping an eye on cheaters: cognitive and social determinates of successful deontic reasoning in preschool children
Title
Keeping an eye on cheaters: cognitive and social determinates of successful deontic reasoning in preschool children.
Creator
Sellers, Patrick D. II, Bjorklund, David F., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Deontic reasoning is a domain of reasoning concerning permissions, obligations, and prohibitions founded on conditional logic (Wason,1968). The inclusion of a social valence to deontic rules leads to increased rule violation identification in both adults (Cosmides & Tooby, 1992) and children (Harris & Nunez, 1996), suggesting an evolutionary advantage for a specific class of reasoning known as “cheater-detection” (Fiddick, 2004). The current investigation is the first attempt to understand...
Show moreDeontic reasoning is a domain of reasoning concerning permissions, obligations, and prohibitions founded on conditional logic (Wason,1968). The inclusion of a social valence to deontic rules leads to increased rule violation identification in both adults (Cosmides & Tooby, 1992) and children (Harris & Nunez, 1996), suggesting an evolutionary advantage for a specific class of reasoning known as “cheater-detection” (Fiddick, 2004). The current investigation is the first attempt to understand the cognitive and social variables that account for children’s logical reasoning advantage in social violation situations.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004464
Subject Headings
Cognitive neuroscience, Cognitive psychology, Deontic logic, Developmental psychology, Judgment (Ethics), Judgment in children, Moral development, Moral motivation, Practical reason, Reasoning in children
Format
Document (PDF)
Attentional basis of deontic reasoning about permission rules in 3-5 year-old children
Title
Attentional basis of deontic reasoning about permission rules in 3-5 year-old children.
Creator
Sellers, Patrick D. II, Bjorklund, David F., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Deontic reasoning is a domain of reasoning concerning permissions, obligations, and prohibitions often utilizing conditional logic (Wason, 1968). Correct identification of rule violations is bolstered by the addition of a social valence to the rule for both adults (Tooby & Cosmides, 1992) and children (Harris & Nunez, 1996). This “deontic advantage” for violation-detection is taken as evidence for evolved social-cognitive mechanisms for reasoning about cheaters in the context of social...
Show moreDeontic reasoning is a domain of reasoning concerning permissions, obligations, and prohibitions often utilizing conditional logic (Wason, 1968). Correct identification of rule violations is bolstered by the addition of a social valence to the rule for both adults (Tooby & Cosmides, 1992) and children (Harris & Nunez, 1996). This “deontic advantage” for violation-detection is taken as evidence for evolved social-cognitive mechanisms for reasoning about cheaters in the context of social contracts (Fiddick, 2004), and the early development of this advantage supports an evolutionary account of such abilities (Cummins, 2013). The current research hypothesized that differential attention to rule elements underlies the early emergence of the deontic advantage. Accuracy to a change-detection paradigm was used to assess implicit attention to various rule elements after children were told 4 different rules (2 social contracts, 2 epistemic statements). Thirteen 3-year-olds, twenty 4-year-olds, and sixteen 5-year-olds completed the experiment. Each participant completed 64 change-detection trials embedded within a scene depicting adherence to or violation of the rule. Results indicate that 4 and 5 year-olds consistently attend to the most relevant rule information for making decisions regarding violation (F(6, 124)=3.86, p<.01, ηp 2 = .144) and that they use observed compliance/non-compliance with the rule to further direct attention (F(6, 138)=3.27, p<.01, ηp 2 = .125). Furthermore, accuracy of change-detection to scenes of rule violation increases from ages 4 to 5, but not 3 to 4. However, a novel finding emerged suggesting that children use the absence of benefit to direct attention, suggesting possible “being-cheated” detection, rather than cheater-detection (F(9, 345) = 21.855, p<.001, ηp 2 = .322). This work is the first to investigate a deontic effect on attentional processes and opens a new avenue of inquiry to understanding the internal and external variables contributing to the development of deontic reasoning. Follow up studies are currently underway to clarify how children use these environmental cues and in/out group membership to direct attention to rule violations.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004159
Subject Headings
Child development, Child psychology, Judgment (Ethics), Judgment in children, Moral development, Reasoning in children
Format
Document (PDF)
exploratory investigation of sources of individual differences in chemistry performance: The potential role of visual and verbal working memory and student affect in chemistry problem solving
Title
An exploratory investigation of sources of individual differences in chemistry performance: The potential role of visual and verbal working memory and student affect in chemistry problem solving.
Creator
Klein, Jason, Florida Atlantic University, Hecht, Steven A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at...
Show moreThis was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at a major Southeastern university participated in this study (Age ranged from 18 to 39 years (M = 20.70 years of age)). Perceived usefulness of the chemistry material, mathematical ability, GPA, and SGPA uniquely predicted conceptual stoichiometry problem solving ability.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/13382
Subject Headings
Reasoning (Psychology), Chemistry--Study and teaching (Secondary), Thought and thinking, Problem solving, Creative ability in technology
Format
Document (PDF)