Search results for 'Programmed instruction' (try it on Scholar)

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  1. David C. Epperson & Richard A. Schmuck (1962). An Experimentalist Critique of Programmed Instruction. Educational Theory 12 (4):247-254.score: 45.0
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  2. Robert F. Pigeon (1964). Programmed Instruction for Biology. Bioscience 14 (8):21-24.score: 45.0
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  3. Gregory Ross (1983). Overcoming Declining Literacy with Personalized, Programmed Instruction. Teaching Philosophy 6 (2):139-145.score: 45.0
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  4. James Dickoff (1965). Symbolic Logic and Language. New York, Mcgraw-Hill.score: 30.0
  5. Morton L. Schagrin (1968). The Language of Logic. New York, Random House.score: 30.0
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  6. Edward J. Zoll (1968). Logic. New York, Pitman Pub. Corp..score: 30.0
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  7. Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly & Michael D. Mumford (2009). A Meta-Analytic Investigation of Business Ethics Instruction. Journal of Business Ethics 87 (1):133 - 151.score: 21.0
    The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal (...)
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  8. Ronald R. Irwin (1995). Using Computer-Assisted Instruction and Developmental Theory to Improve Argumentative Writing. Informal Logic 17 (2).score: 21.0
    A study is described in which the effectiveness of a computer program (Hermes) on improving argumentative writing is tested. One group of students was randomly assigned to a control group and the other was assigned to the experimental group where they are asked to use the Hermes program. All students were asked to write essays on controversial topics to an opposed audience. Their essays were content-analysed for dialectical traits. Based on this analysis, it was concluded that the experimental group wrote (...)
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  9. Sam Butchart, Toby Handfield & Greg Restall (2009). Teaching Philosophy, Logic and Critical Thinking Using Peer Instruction. Teaching Philosophy (1):1-40.score: 18.0
    Peer Instruction (or PI for short) is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences.
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  10. James M. Bloodgood, William H. Turnley & Peter Mudrack (2008). The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior. Journal of Business Ethics 82 (3):557 - 571.score: 18.0
    This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics (...)
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  11. Golnaz Hashemian & Michael C. Loui (2010). Can Instruction in Engineering Ethics Change Students' Feelings About Professional Responsibility? Science and Engineering Ethics 16 (1):201-215.score: 18.0
    How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that (...)
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  12. Lucia Zivcakova, Eileen Wood, Gail Forsyth, Navinder Dhillon, Danielle Ball, Brittany Corolis, Amanda Coulas, Stephen Daniels, Joshua Hill, Anja Krstic, Amy Linseman & Marjan Petkovski (2012). Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons' and Students' Perspectives. [REVIEW] Journal of Academic Ethics 10 (2):137-150.score: 18.0
    A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the (...)
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  13. Conor O'Leary & Jenny Stewart (2013). The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction. Journal of Business Ethics 113 (2):225-241.score: 18.0
    Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different (...)
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  14. J. Anthony Blair (2006). Informal Logic's Influence on Philosophy Instruction. Informal Logic 26 (3):259-286.score: 18.0
    Informal logic began in the 1970s as a critique of then-current theoretical assumptions in the teaching of argument analysis and evaluation in philosophy departments in the U.S. and Canada. The last 35 years have seen significant developments in informal logic and critical thinking theory. The paper is a pilot study of the influence of these advances in theory on what is taught in courses on argument analysis and critical thinking in U.S. and Canadian philosophy departments. Its finding, provisional and much-qualified, (...)
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  15. David Hitchcock (2004). The Effectiveness of Computer Assisted Instruction in Critical Thinking. Informal Logic 24 (3).score: 18.0
    278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test (Forms A and B), by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format (...)
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  16. Layman E. Allen (1971). Review: Patrick Suppes, Max Jerman, Dow Brian, Diana Axelsen, Guy Groen, Lester Hyman, Brian Tolliver, Computer-Assisted Instruction: Stanford's 1965-66 Arithmetic Program. [REVIEW] Journal of Symbolic Logic 36 (2):326-327.score: 18.0
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  17. James T. Rozolis (1967). A Comparison of Traditional High School Biology Courses and the Biological Sciences Curriculum Study Program of Courses. An Evaluation of High School and University Biology Instruction 1960-1966. Bioscience 17 (5):315-324.score: 18.0
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  18. Ann M. Singleterry (1967). Review: Federal Electric Corporation, Boolean Algebra. A Self-Instructional Programmed Manual. [REVIEW] Journal of Symbolic Logic 32 (1):133-134.score: 18.0
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  19. Hannes Ruge Uta Wolfensteller (2012). Frontostriatal Mechanisms in Instruction-Based Learning as a Hallmark of Flexible Goal-Directed Behavior. Frontiers in Psychology 3.score: 18.0
    The present review intends to provide a neuroscientific perspective on the flexible (here: almost instantaneous) adoption of novel goal-directed behaviors. The overarching goal is to sketch the emerging framework for examining instruction-based learning and how this can be related to more established research approaches to instrumental learning and goal-directed action. We particularly focus on the contribution of frontal and striatal brain regions drawing on studies in both, animals and humans, but with an emphasize put on human neuroimaging studies. In (...)
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  20. S. K. Wertz (2002). A Program for Research and Instruction in the Philosophy of Sport: A Collingwoodian Recommendation. Journal of Aesthetic Education 36 (3):97-102.score: 18.0
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  21. K. W. Wilkes (1965). Introduction to Genetics—a Program for Self Instruction. The Eugenics Review 57 (1):32.score: 18.0
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  22. Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford (2013). Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making. Science and Engineering Ethics 19 (3):1305-1322.score: 16.0
    Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...)
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  23. P. Waples Ethan, L. Antes Alison, T. Murphy Stephen, Michael Shane Connelly & D. Mumford (2009). A Meta-Analytic Investigation of Business Ethics Instruction. Journal of Business Ethics 87 (1).score: 15.0
    The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal␣impact (...)
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  24. Lynn D. Devenport, Shane Connelly, Ryan P. Brown, Michael D. Mumford, Ethan P. Waples, Alison L. Antes & Stephen T. Murphy (2009). A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences. Ethics and Behavior 19 (5):379-402.score: 15.0
    Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery (...)
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  25. Brian Schrag (2005). Teaching Research Ethics: Can Web-Based Instruction Satisfy Appropriate Pedagogical Objectives? [REVIEW] Science and Engineering Ethics 11 (3):347-366.score: 15.0
    Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (3) teaching researchers how to make (...)
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  26. Marjorie J. Cooper (2007). Are We Sending Mixed Messages? How Philosophical Naturalism Erodes Ethical Instruction. Journal of Business Ethics 75 (2):171 - 180.score: 15.0
    To develop critical thinking skills, higher order ethical reasoning, a better grasp of the implications of ethical decisions, and a basis for ethical knowledge, it is necessary to explore the philosophical premises foundational to one’s ethical persuasion. No philosophical premises are more important than those pertaining to the nature of human personhood and business’ responsibility to respect the inherent value of human beings. Philosophical naturalism assigns the essence of human personhood strictly to causal interactions of physical matter. Substance dualism, on (...)
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  27. André D. Robert (2013). Certitudes et hésitations des institutions scolaires françaises entre instruction, socialisation et qualification. Un point de vue historique sur la longue durée. Phronesis 2 (2-3):105-113.score: 15.0
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  28. Sandra L. Bem (1967). Verbal Self-Control: The Establishment of Effective Self-Instruction. Journal of Experimental Psychology 74 (4, Pt.1):485-491.score: 15.0
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  29. Yves Careil (2013). Le cas français ou les tensions sur l'instruction et la socialisation quand on passe d'un modèle éducatif, républicain, à un autre, d'inspiration néolibérale. Phronesis 2 (2-3):14-35.score: 15.0
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  30. William A. Cook (1973). Imagery Mnemonic Instruction Effects on Cued Recall of Word Tetrads. Journal of Experimental Psychology 101 (2):273.score: 15.0
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  31. Vera T. Kanareff & John T. Lanzetta (1958). The Acquisition of Imitative and Opposition Responses Under Two Conditions of Instruction-Induced Set. Journal of Experimental Psychology 56 (6):516.score: 15.0
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  32. Philippe Maubant (2013). Intervention et pratique éducative : Reflet et/ou tensions entre instruction, socialisation et qualifications ? Phronesis 2 (2-3):1.score: 15.0
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  33. Philippe Maubant (2013). Intervention et pratique éducative : Reflet et/ou révélateur des tensions entre instruction, socialisation et qualification ? Phronesis 2 (2-3):1-3.score: 15.0
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  34. Arne Ohman (1971). Interaction Between Instruction-Induced Expectancy and Strength of Unconditioned Stimulus in GSR Conditioning. Journal of Experimental Psychology 88 (3):384.score: 15.0
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  35. Liliane Portelance, Stéphane Martineau, Annie Presseau & Sébastien Rojo (2012). Naviguer entre l'instruction et la socialisation : discours d'enseignants québécois du secondaire. Phronesis 1 (4):98-109.score: 15.0
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  36. Leo Postman & William O. Jenkins (1948). An Experimental Analysis of Set in Rote Learning: The Interaction of Learning Instruction and Retention Performance. Journal of Experimental Psychology 38 (6):683.score: 15.0
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  37. Delos D. Wickens, Charles K. Allen & Frances A. Hill (1963). Effects of Instruction on Extinction of the Conditioned GSR. Journal of Experimental Psychology 66 (3):235.score: 15.0
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  38. Oskar Lindwall & Anna Ekström (2012). Instruction-in-Interaction: The Teaching and Learning of a Manual Skill. [REVIEW] Human Studies 35 (1):27-49.score: 14.0
    This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following (...)
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  39. Kenneth R. Koedinger, Albert T. Corbett & Charles Perfetti (2012). The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36 (5):757-798.score: 14.0
    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate (...)
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  40. Stéphane Vautier, Etienne Mullet & Sylvie Bourdet-Loubère (2003). The Instruction Set of Questionnaires Can Affect the Structure of the Data: Application to Self-Rated State Anxiety. Theory and Decision 54 (3):249-259.score: 14.0
    The present study tested the assumption that self-ratings, such as those used for measuring state anxiety, do not measure a one-dimensional transcendent entity but involve decisions based on a multi-dimensional judgment. Two groups of subjects were presented with a balanced nine-item state anxiety questionnaire. Each group received a different set of instructions (a standard set and an altered instruction set suggesting unidimensionality of the questions in the questionnaire). It was hypothesized that this change in instructions would impact the structure (...)
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  41. Kenneth M. Hiltebeitel & Scott K. Jones (1992). An Assessment of Ethics Instruction in Accounting Education. Journal of Business Ethics 11 (1):37 - 46.score: 12.0
    Business school faculty have begun to increase ethics instruction, but very little has been done to assess the effectiveness of this instruction. Curricula-wide studies present conflicting results of the effect of ethics integration into the business curricula. Several studies suggest that courses like business ethics and business and society might have an effect on the ethical awareness or ethical reasoning of business students. A belief of many individuals interested in business ethics is that students must be exposed to (...)
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  42. Mariale Hardiman, Luke Rinne, Emma Gregory & Julia Yarmolinskaya (2012). Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy. [REVIEW] Neuroethics 5 (2):135-143.score: 12.0
    The popularization of neuroscientific ideas about learning—sometimes legitimate, sometimes merely commercial—poses a real challenge for classroom teachers who want to understand how children learn. Until teacher preparation programs are reconceived to incorporate relevant research from the neuro- and cognitive sciences, teachers need translation and guidance to effectively use information about the brain and cognition. Absent such guidance, teachers, schools, and school districts may waste time and money pursuing so called brain-based interventions that lack a firm basis in research. Meanwhile, the (...)
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  43. M. Bloodgood James, H. Turnley William & E. Mudrack Peter (forthcoming). Ethics Instruction and the Perceived Acceptability of Cheating. Journal of Business Ethics.score: 12.0
    This study examined whether undergraduate students’ perceptions regarding the acceptability of cheating were influenced by the amount of ethics instruction the students had received and/or by their personality. The results, from a sample of 230 upper-level undergraduate students, indicated that simply taking a business ethics course did not have a significant influence on students’ views regarding cheating. On the other hand, Machiavellianism was positively related to perceiving that two forms of cheating were acceptable. Moreover, in testing for moderating relationships, (...)
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  44. M. Bloodgood James, H. Turnley William & Peter Mudrack (2008). The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior. Journal of Business Ethics 82 (3).score: 12.0
    This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics (...)
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  45. Randall R. Curren (1994). Justice, Instruction, and the Good: The Case for Public Education in Aristotle and Plato'sLaws. Studies in Philosophy and Education 13 (1):1-31.score: 12.0
    This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle's Politics , drawing on both the wider Aristotelian corpus and on examination of continuities with Plato's Laws . Part III : Sections VIII-XI examine the two arguments which Aristotle adduces in support of the claim that education should be provided through a public system. The first of these arguments concerns the need to unify society through education for friendship and the sharing (...)
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  46. Jerome S. Bruner (1966). Toward a Theory of Instruction. Cambridge, Mass.,Belknap Press of Harvard University.score: 12.0
    Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a ...
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  47. Thomas G. Plante (2007). Ethical Considerations for Psychologists Screening Applicants for the Priesthood in the Catholic Church: Implications of the Vatican Instruction on Homosexuality. Ethics and Behavior 17 (2):131 – 136.score: 12.0
    The release of the Vatican instruction on homosexuality in the priesthood and Catholic seminaries poses several challenging ethical issues for the psychologists who conduct psychological screening evaluations for those men interested in religious life as Catholic priests. This brief article reviews some of the key ethical issues associated with these evaluations in light of the new Vatican instruction on homosexuality. The RRICC model based on the American Psychological Association's Code of Ethics (i.e., responsibility, respect, integrity, competence, and concern) (...)
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  48. Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke, Symbolic Arithmetic Knowledge Without Instruction.score: 12.0
    Symbolic arithmetic is fundamental to science, technology and economics, but its acquisition by children typically requires years of effort, instruction and drill1,2. When adults perform mental arithmetic, they activate nonsymbolic, approximate number representations3,4, and their performance suffers if this nonsymbolic system is impaired5. Nonsymbolic number representations also allow adults, children, and even infants to add or subtract pairs of dot arrays and to compare the resulting sum or difference to a third array, provided that only approximate accuracy is required6–10. (...)
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  49. Hilary J. Leevers & Paul L. Harris (1999). Persisting Effects of Instruction on Young Children's Syllogistic Reasoning with Incongruent and Abstract Premises. Thinking and Reasoning 5 (2):145 – 173.score: 12.0
    Studies of reasoning have often invoked a distinction between a natural or ordinary consideration of the premises, in which they are interpreted, and even distorted, in the light of empirical knowledge, and an analytic or logical consideration of the premises, in which they are analysed in a literal fashion for their logical implications. Two or three years of schooling have been seen as critical for the spontaneous use of analytic reasoning. In two experiments, however, 4-year-olds who were given brief instructions (...)
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  50. Greg Restall (2009). Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking. Teaching Philosophy 32 (1):1-40.score: 12.0
    Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have (...)
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