Contrasting the cognitive effects of graphical and sentential logic teaching: Reasoning, representation and individual differences
Contrasting the cognitive effects of graphical and sentential logic teaching: Reasoning, representation and individual differences
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图解逻辑教学与句子逻辑教学的认知效果对比：推理、表征与个体差异
DOI：
10.1080/01690969508407099
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发表时间：
1995
期刊：
影响因子：
--
通讯作者：
J. Oberlander
中科院分区：
文献类型：
--
作者：
K. Stenning;Richard Cox;J. Oberlander
Hyperproof是由Barwise和Etchemendy（1994）创建的一个计算机程序，用于使用多模态图形和多模态表示来教授逻辑。在其他地方，我们提出了一个理论的认知影响分配信息的不同形式。该理论预测，Hyperproof的图形抽象设备将在确定学习结果方面发挥关键作用。在这里，索赔进行测试的控制比较教学本科班使用Hyperproof和传统的句法教学方法的效果。结果表明，有显着的迁移从逻辑课程的一系列口头推理问题。理论动机的课程前能力倾向的措施和教学方法之间也有显着的相互作用，这些相互作用影响课程后的推理性能的转移域。研究结果不仅具有重要的理论意义，而且为个体差异的重要实践结论提供了支持。
Abstract Hyperproof is a computer program created by Barwise and Etchemendy (1994) for teaching logic using multimodal graphical and sententid representations. Elsewhere, we have proposed a theory of the cognitive impact of assigning information to different modalities. The theory predicts that Hyperproof's devices for graphical abstraction will play a pivotal role in determining learning outcomes. Here, the claims are tested by a controlled comparison of the effects of teaching undergraduate classes using Hyperproof and a traditional syntactic teaching method. The results indicate that there is significant transfer from the logic courses to a range of verbal reasoning problems. There are also significant interactions between theoretically motivated precourse aptitude measures and teaching methods, and these interactions influence post-course reasoning performance in transfer domains. As well as being theoretically significant, the results provide support for the important practical conclusion that indivi...