We propose a model

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Teachers ' collaborative interpretations of students ' computer-mediated collaborative

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One of the hallmarks of inductive reasoning by adults is the diversity effect, namely that subjects draw stronger inferences from a diverse set of premise statements than from a homogenous set of premises (Osherson et al., 1990). However, past developmental work (Lopez et al., 1992; Gutheil & Gelman, 1997) has not found diversity effects with children age 9 and younger. In our own experiments, we found robust and appropriate use of diversity information in children as young as 5 years. For stimuli we used pictures of people and their possessions, rather than the stimuli concerning animals and their biological properties in past studies. We discuss implications of these results for models of inductive reasoning. Introduction One of the most important functions of categories is that they allow us to make predictions and draw inferences. For example, in seminal work by Rips (1975), subjects drew inferences from one category of animals to another. They were told to imagine an ...

this article is whether children can incorporate this information into inductive reasoning

The empirical managerial accounting literature has failed to produce a substantive cumulative body of knowledge. This literature has not matured beyond describing practice to developing and testing theories explaining observed practice, like other areas of accounting research. While the lack of publicly available data is a popular reason for this literature’s underdeveloped state, it is not the only one. Other conjectures include: its inductive approach, researchers ’ incentives, its use of non-economics-based frameworks,

Our brains make up a series of signs and are engaged in making or manifesting or reacting to a series of signs: through this semiotic activity they are at the same time engaged in “being minds ” and so in thinking intelligently. An important effect of this semiotic activity of brains is a continuous process of “externalization of the mind ” that exhibits a new cognitive perspective on the mechanisms underling the semiotic emergence of abductive processes of meaning formation. To illustrate this process I will take advantage of the analysis of some aspects of the cognitive interplay between internal and external representations. I consider this interplay critical in analyzing the relation between meaningful semiotic internal resources and devices and their dynamical interactions with the externalized semiotic materiality suitably stocked in the environment. Hence, minds are material, “extended ” and artificial in themselves. A considerable part of human abductive thinking is occurring through an activity consisting in a kind of reification in the external environment (that originates what I call semiotic anchors) and a subsequent re–projection and reinterpretation through new configurations of neural networks and chemical processes. I also illustrate how this activity takes advantage of hybrid representations and how it can nicely account for various processes of creative and selective abduction, bringing up the question of how multimodal aspects involving a full range of sensory modalities are important in hypothetical reasoning.

In this article, we describe and analyze the emergence of a scientific discipline, usability science,whichbridgesbasicresearchincognitionandperceptionandthedesignofusable technology.Ananalogybetweenusabilityscienceandmedicalscience(whichbridgesbasicbiologicalscienceandmedicalpractice)isdiscussed,withlessonsdrawnfromtheway in which medical practice translates practical problems into basic research and fosters technology transfer from research to technology. The similarities and differences of usability science to selected applied and basic research disciplines—human factors and human–computer interaction (HCI) is also described. The underlying philosophical differences between basic cognitive research and usability science are described as Wundtian structuralism versus Jamesian pragmatism. Finally, issues that usability science is likely to continue to address—presentation of information, user navigation, interaction, learning, and methods—are described with selective reviews of work in graph reading, controlled movement, and method development and validation. 1.

Although teachers need to draw on knowledge of students ’ knowledge in order to engage in a wide range of educational activities — such as curriculum planning, explanation and even some types of adaptive tutoring — relatively little research has been carried out on what types of student knowledge teachers attempt to acquire, and how they acquire it. We propose a theoretical model of teachers ' cognitive-interactional activities within an experimental reflective teaching situation. This situation employs a new research method that we call "collaborative interpretation", during which teachers study and discuss a computer generated interaction trace of a dyad's computer-mediated problem-solving with a view to engaging the dyad in a pedagogical interaction. Our model of the teacher’s activity is based on viewing it as a complex explanation process, involving reconstruction of the students ’ activity, identification and evaluation of what is to be explained, and collaborative elaboration of aspects of the explanation process itself. This research is a first step towards achieving our long-term research goal, of designing innovative computer supported collaborative training techniques for physics teachers that provide different dynamic presentations of students ' collaborative problem-solving in order to facilitate teachers ' understanding.