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

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  1.  4
    Marion E. Smith (1978). Moral Reasoning: Its Relation to Logical Thinking and Role‐Taking. Journal of Moral Education 8 (1):41-49.
    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.
  3.  8
    Robert Klee (1993). The Phrenetic Calculus: A Logician's View of Disordered Logical Thinking in Schizophrenia. Behavior and Philosophy 20:49 - 61.
    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. Bärbel Inhelder & Jean Piaget (1958). The Growth of Logical Thinking From Childhood to Adolescence an Essay on the Construction of Formal Operational Structures. Routledge & Kegan Paul.
    First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
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  5. Barbel Inhelder & Jean Piaget (1959). The Growth of Logical Thinking. British Journal of Educational Studies 7 (2):183-184.
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  6.  3
    Charles F. Kielkopf (1985). Logical Thinking. Teaching Philosophy 8 (3):255-257.
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  7. 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.
     
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  8.  4
    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.
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  9.  3
    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.
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  10.  2
    Michael Pomedli (1986). Mythical and Logical Thinking : Friends or Foes ? Laval Théologique et Philosophique 42 (3):377-387.
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  11.  1
    E. Conze (1934). Social Implications of Logical Thinking. Proceedings of the Aristotelian Society 35:23 - 44.
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  12. Peter A. Facione & Donald Scherer (1981). Logic and Logical Thinking: A Modular Approach. Journal of Symbolic Logic 46 (3):672-673.
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  13. W. Mays (1958). INHELDER and PIAGET, The Growth of Logical Thinking From Childhood to Adolescence. [REVIEW] Hibbert Journal 57:93.
     
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  14. G. C. J. Midgley (1952). CARRÉ, M. H. -Does It Follow? Practice in Logical Thinking. [REVIEW] Mind 61:434.
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  15. Clarence Norton (1978). The Convincing Power of Logical Thinking. American Classical College Press.
     
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  16. Richard L. Purtill (1994). Logical Thinking. University Press of America.
  17. N. Rashevsky & Arthur W. Burks (1946). Mathematical Biophysics of Abstraction and Logical Thinking. Journal of Symbolic Logic 11 (3):99-100.
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  18.  3
    Lionel Ruby (1969). The Art of Making Sense: A Guide to Logical Thinking. London, Angus & Robertson.
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  19. 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.
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  20.  8
    John Pollock (2006). Thinking About Acting: Logical Foundations for Rational Decision Making. Oxford University Press, Usa.
    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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  21. A. Morton (2008). Review: John L. Pollock: Thinking About Acting: Logical Foundations for Rational Decision Making. [REVIEW] Mind 117 (467):716-719.
    a review of John Pollock's *Thinking about Acting* with a focus on his aim of describing psychological mechanisms which are humanly feasible.
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  22. John L. Pollock (2006). Thinking About Acting: Logical Foundations for Rational Decision Making. Oxford University Press Usa.
    John Pollock aims to construct a theory of rational decision making for real agents--not ideal agents. 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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  23.  60
    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.
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  24.  14
    Charles A. Baylis (1957). Conceptual Thinking: A Logical Inquiry. [REVIEW] Journal of Philosophy 54 (2):48-54.
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  25.  11
    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.
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  26.  7
    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-.
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  27.  2
    D. J. O'Connor & Stephan Korner (1957). Conceptual Thinking: A Logical Enquiry. Philosophical Quarterly 7 (27):182.
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  28.  5
    Paul Weirich (2007). Thinking About Acting: Logical Foundations for Rational Decision Making - by John L. Pollock. Philosophical Books 48 (3):283-285.
    This book review describes and evaluates John Pollock's view about rational decision-making.
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  29.  1
    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.
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  30.  4
    H. A. Bedau (1957). Book Review:Conceptual Thinking: A Logical Inquiry Stephan Korner. [REVIEW] Philosophy of Science 24 (1):87-.
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  31.  3
    Andre Schuwer (1971). Remarks on the Idea of Authentic Thinking in the Logical Investigations. Research in Phenomenology 1 (1):17-32.
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  32. Edward H. Madden (1956). S. Koerner's Conceptual Thinking, A Logical Inquiry. [REVIEW] Philosophy and Phenomenological Research 17:275.
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  33. Helmut Pape (2009). Thinking and Acting. The Logical Background of Peirce’s Pragmatism: Pensando E Agindo. O Arcabouço Lógico Do Pragmatismo de Peirce. Cognitio 10 (1).
     
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  34. 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.
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  35. G. J. Warnock (1957). KÖRNER, S. - Conceptual Thinking: A Logical Inquiry. [REVIEW] Mind 66:560.
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  36.  55
    Donald D. Hoffman (2006). The Scrambling Theorem: A Simple Proof of the Logical Possibility of Spectrum Inversion. Consciousness and Cognition 15 (1):31-45.
    The possibility of spectrum inversion has been debated since it was raised by Locke and is still discussed because of its implications for functionalist theories of conscious experience . This paper provides a mathematical formulation of the question of spectrum inversion and proves that such inversions, and indeed bijective scramblings of color in general, are logically possible. Symmetries in the structure of color space are, for purposes of the proof, irrelevant. The proof entails that conscious experiences are not identical with (...)
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  37.  16
    H. Hochberg (1978). Thought, Fact and Reference: The Origins and Ontology of Logical Atomism. University of Minnesota Press.
    The Analysis of Perception i Moore's most systematic attempt to handle the problems of in- tentionality occurs in connection with his analysis of perception in Some Main Problems of Philosophy . He begins the book with the following ...
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  38.  20
    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.
    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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  39.  7
    Herman E. Stark (2000). The Lord Scroop Fallacy. Informal Logic 20 (3).
    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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  40.  5
    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.
    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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  41.  18
    Steve Awodey (forthcoming). Carnap and the Invariance of Logical Truth. Synthese:1-12.
    The failed criterion of logical truth proposed by Carnap in the Logical Syntax of Language was based on the determinateness of all logical and mathematical statements. It is related to a conception which is independent of the specifics of the system of the Syntax, hints of which occur elsewhere in Carnap’s writings, and those of others. What is essential is the idea that the logical terms are invariant under reinterpretation of the empirical terms, and are therefore semantically determinate. A certain (...)
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  42.  15
    Michael A. Peters (2007). Kinds of Thinking, Styles of Reasoning. Educational Philosophy and Theory 39 (4):350–363.
    There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to treat thinking ahistorically, (...)
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  43.  78
    Isaac Levi (2010). Probability Logic, Logical Probability, and Inductive Support. Synthese 172 (1):97 - 118.
    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 (...)
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  44.  29
    Markus Knauff (2007). How Our Brains Reason Logically. Topoi 26 (1):19-36.
    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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  45.  40
    Suzanne R. Kirschner (2011). Critical Thinking and the End(s) of Psychology. Journal of Theoretical and Philosophical Psychology 31 (3):173-183.
    Critical thinking always involves logical and metacognitive skills. However, different modes of thinking critically with regard to psychology evince diverse sensibilities, that is, different ways of envisioning what might be wrong with a project or approach and how it could be improved. Fostering critical thinking thus is about developing distinctive modes of responsiveness and discernment, of which there can be more than one type. Literature on critical thinking for psychologists can be parsed into several ideal types. (...)
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  46.  7
    Kathleen Miller (1995). A Feminist Defense of the Critical-Logical Model. Informal Logic 17 (3).
    In his (1994) "Feminism, Argumentation, and Coalescence", Michael Gilbert argues that the "Critical Thinking Industry" is antagonistic to women. Because the critical-logical skills in which the industry deals tend to be gender-specific. its adoption as the dominant mode of discourse disenfranchises women, making its overhaul a moral imperative. Following a variety offeminist epistemologists. this conclusion is reached by confiating "critical reasoning" with "communicating about ideas," as though the two were inseparable. In this paper it is argued that the inclusion (...)
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  47. Stephan Körner (1976). Experience and Conduct: A Philosophical Enquiry Into Practical Thinking. Cambridge University Press.
    First published in 1976, this is a comprehensive study of practical thinking. Professor Körner shows the complex relations which a person's practical attitudes bear to each other, and shows in particular how their moral or prudential character depends not only on their content and form but also on their place in the system constituted by them. There are detailed accounts of the concepts of morality, prudence, justice, welfare and legality, as well as the logical foundations, epistemology and metaphysics of (...)
     
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  48.  12
    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).
    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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  49.  27
    Matthew William McKeon (2009). A Plea for Logical Objects. Synthese 167 (1):163 - 182.
    An account of validity that makes what is invalid conditional on how many individuals there are is what I call a conditional account of validity. Here I defend conditional accounts against a criticism derived from Etchemendy’s well-known criticism of the model-theoretic analysis of validity. The criticism is essentially that knowledge of the size of the universe is non-logical and so by making knowledge of the extension of validity depend on knowledge of how many individuals there are, conditional accounts fail to (...)
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  50.  35
    Murray Shanahan (2006). A Cognitive Architecture That Combines Internal Simulation with a Global Workspace. Consciousness and Cognition 15 (2):433-449.
    This paper proposes a brain-inspired cognitive architecture that incorporates approximations to the concepts of consciousness, imagination, and emotion. To emulate the empirically established cognitive efficacy of conscious as opposed to non-conscious information processing in the mammalian brain, the architecture adopts a model of information flow from global workspace theory. Cognitive functions such as anticipation and planning are realised through internal simulation of interaction with the environment. Action selection, in both actual and internally simulated interaction with the environment, is mediated (...)
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