{"title":"Graphical effects in learning logic: reasoning, representation and individual differences","authors":"Richard Cox, K. Stenning, J. Oberlander","doi":"10.4324/9781315789354-41","DOIUrl":null,"url":null,"abstract":"Hyperproof is a computer program created by Barwise and Etchemendy for teaching logic using multimodal graphical and sentential methods, inspired by their theories of heterogeneous reasoning (Barwise and Etchemendy 1994). Elsewhere, we have proposed a theory of the cognitive impact of assigning information to different modalities (Stenning and Oberlander 1992). Our view is that where diagrams are advantageous, it is because they enforce the representation of information, leading to weak expressiveness, thereby facilitating inference. The present study tests and develops these claims by comparing the effects of teaching undergraduate logic classes using Hyperproof and a control syntactic teaching method. Results indicate that there is significant transfer from the logic courses to logical and analytical reasoning problems. There are also significant interactions between theoretically motivated pre-course aptitude measures and teaching method; the interactions influence postcourse reasoning performance in transfer domains. Hyperproof boosts students previously weak on items which benefit from diagram use, whereas the syntactic course appears to degrade the same group of students’ graphical strategies. As well as being theoretically interesting, these results provide support for the important practical conclusion that individual differences in aptitude should be taken into account in choosing teaching","PeriodicalId":393936,"journal":{"name":"Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4324/9781315789354-41","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 5
Abstract
Hyperproof is a computer program created by Barwise and Etchemendy for teaching logic using multimodal graphical and sentential methods, inspired by their theories of heterogeneous reasoning (Barwise and Etchemendy 1994). Elsewhere, we have proposed a theory of the cognitive impact of assigning information to different modalities (Stenning and Oberlander 1992). Our view is that where diagrams are advantageous, it is because they enforce the representation of information, leading to weak expressiveness, thereby facilitating inference. The present study tests and develops these claims by comparing the effects of teaching undergraduate logic classes using Hyperproof and a control syntactic teaching method. Results indicate that there is significant transfer from the logic courses to logical and analytical reasoning problems. There are also significant interactions between theoretically motivated pre-course aptitude measures and teaching method; the interactions influence postcourse reasoning performance in transfer domains. Hyperproof boosts students previously weak on items which benefit from diagram use, whereas the syntactic course appears to degrade the same group of students’ graphical strategies. As well as being theoretically interesting, these results provide support for the important practical conclusion that individual differences in aptitude should be taken into account in choosing teaching
Hyperproof是Barwise和Etchemendy为使用多模态图形和句子方法教授逻辑而创建的计算机程序,灵感来自他们的异质推理理论(Barwise和Etchemendy 1994)。在其他地方,我们提出了将信息分配给不同模式的认知影响理论(Stenning and Oberlander 1992)。我们的观点是,图表是有利的,这是因为它们加强了信息的表示,导致了弱表达性,从而促进了推理。本研究通过比较超证明法和控制句法法在本科逻辑学课堂教学中的效果来验证和发展这些观点。结果表明,从逻辑课程到逻辑和分析推理问题有明显的转移。理论激励的课前能力倾向测量与教学方法之间也存在显著的交互作用;交互作用影响迁移域的课后推理表现。“超证明”课程提高了学生以前在图表使用中受益的项目上的能力,而语法课程似乎降低了同一组学生的图形策略。这些结果不仅在理论上很有趣,而且为一个重要的实际结论提供了支持,即在选择教学时应考虑到个人能力的差异