Search results for '*Logical Thinking' (try it on Scholar)

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  1. Marion E. Smith (1978). Moral Reasoning: Its Relation to Logical Thinking and Role‐Taking. Journal of Moral Education 8 (1):41-49.score: 44.0
    Abstract The relations between the development of logical thinking, role?taking and moral reasoning were investigated in a sample of 100 children, aged eight?14 years. Positive correlation was found between the three areas. There was a clear association between consolidated concrete operational thinking and Kohlberg's Stage 2 moral reasoning, and some evidence that, in order of development, logical thinking precedes role?taking, and role?taking precedes moral reasoning, at corresponding levels of conceptual complexity. Although many attained high scores in logical (...)
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  2. Marilyn Vos Savant (1996). The Power of Logical Thinking: Easy Lessons in the Art of Reasoning, and Hard Facts About its Absence in Our Lives. St. Martin's Press.score: 39.0
  3. Robert Klee (1993). The Phrenetic Calculus: A Logician's View of Disordered Logical Thinking in Schizophrenia. Behavior and Philosophy 20:49 - 61.score: 36.0
    This paper contains a preliminary investigation of an experimental, first-order logic with identity which encodes as an inference rule the faulty reasoning which Von Domarus (1944) suggested underwrote much of the bizarre thinking seen in certain forms of schizophrenia. I begin with a discussion of the "Von Domarus thesis," note its fate under statistical testing, and remark on its continued explanatory power in the hands of certain psychiatrists. I next discuss a proof calculus which contains a rule representing Von (...)
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  4. John Pollock (2006). Thinking About Acting: Logical Foundations for Rational Decision Making. Oxford University Press, Usa.score: 30.0
    Pollock argues that theories of ideal rationality are largely irrelevant to the decision making of real agents. Thinking about Acting aims to provide a theory of "real rationality.".
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  5. E. Conze (1934). Social Implications of Logical Thinking. Proceedings of the Aristotelian Society 35:23 - 44.score: 30.0
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  6. Richard L. Purtill (1994). Logical Thinking. University Press of America.score: 30.0
  7. Günter Figal (2008). Colloquium 7: On Names and Concepts: Mythical and Logical Thinking in Plato's Symposium. Proceedings of the Boston Area Colloquium of Ancient Philosophy 23 (1):187-204.score: 30.0
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  8. Charles F. Kielkopf (1985). Logical Thinking. Teaching Philosophy 8 (3):255-257.score: 30.0
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  9. Floyd E. Maltheis, William E. Spooner, Charles R. Coble, Shigekazu Takemura, Shinji Matsumoto, Katsunobu Matsumoto & Atsushi Yoshida (1992). A Study of the Logical Thinking Skills and Integrated Process Skills of Junior High School Students in North Carolina and Japan. Science Education 76 (2):211-222.score: 30.0
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  10. Clarence Norton (1978). The Convincing Power of Logical Thinking. American Classical College Press.score: 30.0
     
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  11. Michael Pomedli (1986). Mythical and Logical Thinking : Friends or Foes ? Laval Théologique Et Philosophique 42 (3):377-387.score: 30.0
  12. Robert Rogers (1981). Review: Peter A. Facione, Donald Scherer, Logic and Logical Thinking: A Modular Approach. [REVIEW] Journal of Symbolic Logic 46 (3):672-673.score: 30.0
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  13. Lionel Ruby (1969). The Art of Making Sense: A Guide to Logical Thinking. London, Angus & Robertson.score: 30.0
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  14. Jose Maria Sanchez de Leon Serrano (forthcoming). 1.3 Logical Thinking and Imagination: Task of a Logic as Prima Philosophia with Reference to Marking Intelligence. Hegel-Studien.score: 30.0
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  15. Donald D. Hoffman (2006). The Scrambling Theorem: A Simple Proof of the Logical Possibility of Spectrum Inversion. Consciousness and Cognition 15 (1):31-45.score: 26.0
  16. Shuren Wang (2009). The Roots of Chinese Philosophy and Culture — an Introduction to “ Xiang ” and “ Xiang Thinking”. Frontiers of Philosophy in China 4 (1):1-12.score: 26.0
    To grasp the truth in traditional Chinese classics, we need to uncover the long obscured xiang 象 (image) thinking, which has long been overshadowed by Occidentalism. xiang thinking is the most fundamental thought of human beings. The logic of linguistics all comes from xiang thinking . Through conceptual thinking, people can understand Western classics on metaphysics, yet they may not completely understand the various schools of Chinese classics. The difference between Chinese and Western ways of (...) originated in the difference of the basic views developed in the Axial period . Since Aristotle, Western metaphysical ideas have all been manifested in substantiality, objectivity, and being ready-made, whereas Chinese Taiji, Dao, Xin-xing, and Zen were manifested in the non-substantiality, non-objectivity, and non-ready-made-ness of a dynamic whole. To grasp substance, rational and logical thinking such as definition, judgment, and reasoning is necessary. On the other hand, to grasp Taiji, Dao, etc., which is a dynamic whole or non-substances, xiang thinking , which is related to perception and rich in poetic association, is essential. History has taught us a lesson, i.e., when we opened the window to logical thought, we closed that of xiang thinking . We should remember the words of Xu Guangqi, i.e., To mingle harmoniously and understand thoroughly so as to excel. (shrink)
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  17. Wang Shuren & Zhang Lin (2009). The Roots of Chinese Philosophy and Culture — An Introduction to "Xiang" and "Xiang Thinking". Frontiers of Philosophy in China 4 (1):1 - 12.score: 26.0
    To grasp the truth in traditional Chinese classics, we need to uncover the long obscured "xiang" 象 (image) thinking, which has long been overshadowed by Occidentalism, "xiang thinking" is the most fundamental thought of human beings. The logic of linguistics all comes from "xiang thinking". Through conceptual thinking, people can understand Western classics on metaphysics, yet they may not completely understand the various schools of Chinese classics. The difference between Chinese and Western ways of thinking (...)
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  18. T. A. Ryckman (1992). “P(Oint)-C(Oincidence) Thinking”: The Ironical Attachment of Logical Empiricism to General Relativity (and Some Lingering Consequences). Studies in History and Philosophy of Science Part A 23 (3):471-497.score: 24.0
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  19. J. O. Urmson (1957). Conceptual Thinking, a Logical Inquiry. By Stephan Körner. (C.U.P. 1955. Pp. Viii + 301. Price 30s.). Philosophy 32 (122):267-.score: 24.0
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  20. H. A. Bedau (1957). Book Review:Conceptual Thinking: A Logical Inquiry Stephan Korner. [REVIEW] Philosophy of Science 24 (1):87-.score: 24.0
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  21. A. Morton (2008). Review: John L. Pollock: Thinking About Acting: Logical Foundations for Rational Decision Making. [REVIEW] Mind 117 (467):716-719.score: 24.0
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  22. Teddy Seidenfel, Mark J. Schervish & Joseph B. Kadane (2012). What Kind of Uncertainty is That? Using Personal Probability for Expressing One's Thinking About Logical and Mathematical Propositions. Journal of Philosophy 109 (8-9):516-533.score: 24.0
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  23. Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).score: 24.0
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  24. Paul Weirich (2007). Thinking About Acting: Logical Foundations for Rational Decision Making - by John L. Pollock. Philosophical Books 48 (3):283-285.score: 24.0
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  25. Andre Schuwer (1971). Remarks on the Idea of Authentic Thinking in the Logical Investigations. Research in Phenomenology 1 (1):17-32.score: 24.0
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  26. Robert Carson & Stuart Rowlands (2005). Mechanics as the Logical Point of Entry for the Enculturation Into Scientific Thinking. Science and Education 14 (3-5):473-492.score: 24.0
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  27. D. J. O'Connor & Stephan Korner (1957). Conceptual Thinking: A Logical Enquiry. Philosophical Quarterly 7 (27):182.score: 24.0
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  28. Herman E. Stark (2000). The Lord Scroop Fallacy. Informal Logic 20 (3).score: 24.0
    In this paper I identify a fallacy. The fallacy is worth noting for practical and theoretical reasons. First, the rampant occurrences ofthis fallacy-especially at moments calling for careful thought-indicate that it is more pernicious to clear thinking than many of those found in standard logic texts. Second, the fallacy stands apart from most others in that it contains multiple kinds oflogical error (i.e., fallacious and non-fallacious logical errors) that are themselves committed in abnormal ways, and thus it presents a (...)
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  29. J. L. Vieillard-Baron (2003). The Logical Idea, the Idea of Philosophy and Theological-Historical Structure in the Thinking of Hegel. Hegel-Studien 38:61-82.score: 24.0
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  30. Markus Knauff (2007). How Our Brains Reason Logically. Topoi 26 (1):19-36.score: 22.0
    The aim of this article is to strengthen links between cognitive brain research and formal logic. The work covers three fundamental sorts of logical inferences: reasoning in the propositional calculus, i.e. inferences with the conditional “if...then”, reasoning in the predicate calculus, i.e. inferences based on quantifiers such as “all”, “some”, “none”, and reasoning with n-place relations. Studies with brain-damaged patients and neuroimaging experiments indicate that such logical inferences are implemented in overlapping but different bilateral cortical networks, including parts of the (...)
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  31. Martin Davies (2012). Computer-Aided Mapping and the Teaching of Critical Thinking. Inquiry: Critical Thinking Across the Disciplines 27 (2):15-30.score: 21.0
    This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The (...)
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  32. Murray Shanahan & Bernard J. Baars (2005). Applying Global Workspace Theory to the Frame Problem. Cognition 98 (2):157-176.score: 20.0
  33. Alex Byrne & David R. Hilbert (2006). Hoffman's "Proof" of the Possibility of Spectrum Inversion. Consciousness and Cognition 15 (1):48-50.score: 20.0
    Philosophers have devoted a great deal of discussion to the question of whether an inverted spectrum thought experiment refutes functionalism. (For a review of the inverted spectrum and its many philosophical applications, see Byrne, 2004.) If Ho?man is correct the matter can be swiftly and conclusively settled, without appeal to any empirical data about color vision (or anything else). Assuming only that color experiences and functional relations can be mathematically represented, a simple mathematical result.
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  34. Murray Shanahan (2006). A Cognitive Architecture That Combines Internal Simulation with a Global Workspace. Consciousness and Cognition 15 (2):433-449.score: 20.0
  35. Donald D. Hoffman (2006). The Scrambling Theorem Unscrambled: A Response to Commentaries. Consciousness and Cognition 15 (1):51-53.score: 20.0
  36. C. L. Hardin & W. J. Hardin (2006). A Tale of Hoffman. Consciousness and Cognition 15 (1):46-47.score: 20.0
  37. Susanna Siegel (forthcoming). How is Wishful Seeing Like Wishful Thinking? Philosophy and Phenomenological Research.score: 18.0
    This paper makes the case that when wishful thinking ill-founds belief, the belief depends on the desire in ways can be recapitulated at the level of perceptual experience. The relevant kinds of desires include motivations, hopes, preferences, and goals. I distinguish between two modes of dependence of belief on desire in wishful thinking: selective or inquiry-related, and responsive or evidence-related. I offers a theory of basing on which beliefs are badly-based on desires, due to patterns of dependence that (...)
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  38. Helena Knyazeva (2004). The Complex Nonlinear Thinking: Edgar Morin's Demand of a Reform of Thinking and the Contribution of Synergetics. World Futures 60 (5 & 6):389 – 405.score: 18.0
    Main principles of the complex nonlinear thinking which are based on the notions of the modern theory of evolution and self-organization of complex systems called also synergetics are under discussion in this article. The principles are transdisciplinary, holistic, and oriented to a human being. The notions of system complexity, nonlinearity of evolution, creative chaos, space-time definiteness of structure-attractors of evolution, resonant influences, nonlinear and soft management are here of great importance. In this connection, a prominent contribution made to system (...)
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  39. Peter Carruthers (1998). Conscious Thinking: Language or Elimination? Mind and Language 13 (4):457-476.score: 18.0
    Do we conduct our conscious propositional thinking in natural language? Or is such language only peripherally related to human conscious thought-processes? In this paper I shall present a partial defence of the former view, by arguing that the only real alternative is eliminativism about conscious propositional thinking. Following some introductory remarks, I shall state the argument for this conclusion, and show how that conclusion can be true. Thereafter I shall defend each of the three main premises in turn.
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  40. Jose Luis Bermudez (2003). Thinking Without Words. Oxford University Press.score: 18.0
    In Thinking without Words I develop a philosophical framework for treating some animals and human infants as genuine thinkers. This paper outlines the aspects of this account that are most relevant to those working in animal ethics. There is a range of different levels of cognitive sophistication in different animal species, in addition to limits to the types of thought available to non-linguistic creatures, and it may be important for animal ethicists to take this into account in exploring issues (...)
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  41. Jennifer Wilson Mulnix (2010). Thinking Critically About Critical Thinking. Educational Philosophy and Theory 44 (5):464-479.score: 18.0
    As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often conflated. Next, I present my (...)
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  42. Wolfgang Achtner (2005). Infinity in Science and Religion. The Creative Role of Thinking About Infinity. Neue Zeitschrift Für Systematische Theologie Und Religionsphilosophie 47 (4):392-411.score: 18.0
    This article discusses the history of the concepts of potential infinity and actual infinity in the context of Christian theology, mathematical thinking and metaphysical reasoning. It shows that the structure of Ancient Greek rationality could not go beyond the concept of potential infinity, which is highlighted in Aristotle's metaphysics. The limitations of the metaphysical mind of ancient Greece were overcome through Christian theology and its concept of the infinite God, as formulated in Gregory of Nyssa's theology. That is how (...)
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  43. Isaac Levi (2010). Probability Logic, Logical Probability, and Inductive Support. Synthese 172 (1):97 - 118.score: 18.0
    This paper seeks to defend the following conclusions: The program advanced by Carnap and other necessarians for probability logic has little to recommend it except for one important point. Credal probability judgments ought to be adapted to changes in evidence or states of full belief in a principled manner in conformity with the inquirer’s confirmational commitments—except when the inquirer has good reason to modify his or her confirmational commitment. Probability logic ought to spell out the constraints on rationally coherent confirmational (...)
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  44. Dieter Lohmar (2012). Non-Language Thinking in Mathematics. Axiomathes 22 (1):109-120.score: 18.0
    After a brief outline of the topic of non-language thinking in mathematics the central phenomenological tool in this concern is established, i.e. the eidetic method. The special form of eidetic method in mathematical proving is implicit variation and this procedure entails three rules that are established in a simple geometrical example. Then the difficulties and the merits of analogical thinking in mathematics are discussed in different aspects. On the background of a new phenomenological understanding of the performance of (...)
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  45. David Hunter (2003). Is Thinking an Action? Phenomenology and the Cognitive Sciences 2 (2):133-148.score: 18.0
    I argue that entertaining a proposition is not an action. Such events do not have intentional explanations and cannot be evaluated as rational or not. In these respects they contrast with assertions and compare well with perceptual events. One can control what one thinks by doing something, most familiarly by reciting a sentence. But even then the event of entertaining the proposition is not an action, though it is an event one has caused to happen, much as one might cause (...)
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  46. Mark Schroeder (2011). How Not to Avoid Wishful Thinking. In Michael Brady (ed.), New Waves in Metaethics. Palgrave Macmillan.score: 18.0
    Expressivists famously have important and difficult problems with semantics and logic. Their difficulties providing an adequate account of the semantics of material conditionals involving moral terms, and explaining why they have the right semantic and logical properties – for example, why they validate modus ponens – have received a great deal of attention. Cian Dorr [2002] points out that their problems do not stop here, but also extend to epistemology. The problem he poses for expressivists is the problem of wishful (...)
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  47. Marie-France Daniel & Emmanuelle Auriac (2011). Philosophy, Critical Thinking and Philosophy for Children1. Educational Philosophy and Theory 43 (5):415-435.score: 18.0
    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.
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  48. Peter Carruthers (1998). Distinctively Human Thinking. In Peter Carruthers & Jill Boucher (eds.), Language and Thought. Cambridge. 69.score: 18.0
    This chapter takes up, and sketches an answer to, the main challenge facing massively modular theories of the architecture of the human mind. This is to account for the distinctively flexible, non-domain-specific, character of much human thinking. I shall show how the appearance of a modular language faculty within an evolving modular architecture might have led to these distinctive features of human thinking with only minor further additions and non-domain-specific adaptations.
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  49. Christopher Winch (2006). Education, Autonomy and Critical Thinking. Routledge.score: 18.0
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications of the discussion (...)
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  50. Joe Y. F. Lau (2011). An Introduction to Critical Thinking and Creativity: Think More, Think Better. Wiley.score: 18.0
    "This book is about the basic principles that underlie critical thinking and creativity.
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