Search results

1

Argumentationsmuster und -schemata in positiven Arztbewertungen

100%

Kałasznik M.

Linguistische Treffen in Wrocław

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2021

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issue 19

119-131

EN

Nowadays there is a tendency to use the Internet for everything, e.g. evaluate products, services, people, etc. Online reviews play a major role because they can help determine the likelihood of buying a particular product, the use of a service, or the pre-evaluation of a particular person. In this context, doctor reviews are analyzed in the article, which are understood as texts in which a patient can rate his doctor after the visit or after the treatment. Thus, subjective opinions of the patient about the doctor come to light in doctor reviews. The function of doctor reviews, which are accessible online for everyone, is basically to take your own position on the doctor‘s visit and to describe the impressions. Linked to this, however, is the fact that such texts also have an appealing character in that they can induce other possible patients to choose an appropriate doctor. The corpus of the investigation includes almost 160 medical reviews from an orthopedic surgeon, which were taken from the medical evaluation portal jameda.de in October 2019. In this context, the present article tries to examine which argumentation patterns and schemes are used by Internet users in order to convince other potential patients to visit a doctor and to recommend him to others. In the case of argumentation models, recurring statements about the doctor‘s competence, success of the treatment, friendly and competent care by the doctor and the entire team, about communication skills and stress reduction could be found. These factors determine the overall positive evaluation and the recommendation of the doctor, as well as contribute to the fact that patients thank the doctor in the evaluation. The identified categories, however, also refer to the expectations of the patients with regard to the doctor‘s visit. In the case of argumentation schemes, on the other hand, linguistic means could be identified that introduce a certain type of argumentation (causal, pragmatic and symptomatic argumentation as well as argumentation based on analogy). The analysis is anchored in the field of pragmalinguistics, the results of which can also be important for practice owners and doctors who attach great importance to online marketing.

2

General aptitude and the assumption of truth in deductively rational reasoning about probable but false antecedent to consequent relations

100%

Schroyens W., Fleerackers L., Maes S.

Advances in Cognitive Psychology

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2010

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vol. 6

88-102

EN

Two experiments (N1= 117 andN2= 245) on reasoning with knowledge-rich conditionals showed a main effect of logical validity, which was due to the negative effect of counter-examples being smaller for valid than for invalid arguments. These findings support the thesis that some people tend to inhibit background inconsistent with the hypothetical truth of the premises, while others tend to abandon the implicit truth-assumption when they have factual evidence to the contrary. Findings show that adhering to the truth-assumption in the face of conflicting evidence to the contrary requires an investment of time and effort which people with a higher general aptitude are more likely to do.

3

Logic, Reasoning, Argumentation: Insights from the Wild

100%

Zenker F.

Logic and Logical Philosophy

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2018

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vol. 27

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issue 4 Special Issue on Logic, Cognition, Argumentation. Guest Editors: Mariusz Urbański, Michiel van Lambalgen and Marcin Koszowy

421-451

EN

This article provides a brief selective overview and discussion of recent research into natural language argumentation that may inform the study of human reasoning on the assumption that an episode of argumentation issues an invitation to accept a corresponding inference. As this research shows, arguers typically seek to establish new consequences based on prior information. And they typically do so vis-à-vis a real or an imagined opponent, or an opponent-position, in ways that remain sensitive to considerations of context, audiences, and goals. Deductively valid inferences remain a limiting case of such reasoning. In view of these insights, it may appear less surprising that allegedly “irrational” behavior can regularly be produced in experimental settings that expose subjects to standardized reasoning tasks.

4

Język, logika a rozumowanie – teoria reguł czy modele umysłowe?

100%

Białek M., Szkoła Wyższa Psychologii Społecznej w Warszawie

Acta Universitatis Lodziensis. Folia Psychologica

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2008

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vol. 12

EN

In present research there was shown the issue of connection between reasoning and logical competence. The point of view of rules theory and mental models theory concerning discussed range of problems was presented and subsequently the prediction of rules theory was verified. The results of the survey conducted on 70 people: 37 students of philosophy and 33 students of other courses at University of Lodz let us reject rules theory as a predictive to the proceedings of reasoning process and induce to accept an alternative theory explaining the proceedings of the discussed process. The adduced research proved that the level of logical competence does not differentiate the surveyed with respect to the level of reasoning’s correctness and it does not influence the constancy of selection of the reasoning’s patterns.

5

Filosofická logika?

100%

Peregrin J.

Filosofický časopis (Philosophical Journal)

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2012

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vol. 60

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issue 3

343-360

EN

Since, in the twentieth century, logic has come to essentially rest upon mathematics (just like a lot of other sciences) there began to appear many works which, under the title ´logic´, contained what is basically mathematics. There emerged them term mathematical logic (which was however interpreted in various ways, sometimes precisely to indicate a certain purely mathematical discipline resulting from logic, sometimes as the application of logic to the foundations of mathematics and sometimes also as logic undertaken by mathematical means). Some philosophers interesed in logic, but not specifically in mathematics, therefore began to use the term philosophical logic as a way of reinstating a balance between the philosophical and mathematical aspects of logic. There is a problem however in that this term very quickly acquired a whole range of different meanings which have essentially blurred what should be done under this heading; and, moreover, this situation made the very raison d´etre of logic, which grounds it in reality - viz. examination and critical evaluation of the rules which govern our argumentation nad, in a certain sense, our reasoning -, move to a periphery of logic. This situation should be resolved, I belive, by our revisiting the question of what should be the aim of logic, and by clarifying to what extent that which goes under the title logic can really contribute to this aim.

CS

Poté co se logika ve dvacátém století podstatným způsobem opřela o matematiku (podobě jako některé další vědy), začala se objevovat i celá řada prací, které pod hlavičkou logika obsahují v podstatě matematiku. Začalo se hovořit o matematické logice (což bylo ovšem interpretováno různým způsobem, někdy právě jako označení jisté čistě matematické disciplíny vzešlé z logiky, jindy jako aplikace na základy matematiky a opět jindy jako logika provozovaná matematickými prostředky). Někteří filosofové, které zajímala logika, ale nijak specificky matematika, proto začalil razit termín filosofická logika, který měl znovu nastolit rovnováhu mezi filosofickým a matrmatickým aspektem logiky. Problém je ovšem v tom, že tento termín velice rychle získal celou plejádu různých významů, které zcela zatemňují to, co by se mělo pod jeho hlavičkou dělat; a v této situaci se navíc zcela na okraj logiky dostává to, co dává logice její raison d´etre a co ji stále ukotvuje v realitě - totiž zkoumání a kritické hodnocení pravidel, kterými se řídí naše argumentace a v jistém smyslu i naše usuzování. Domnívám se, že tuto situaci je třeba řešit tak, že si zopakujeme, co má být cílem logiky a uděláme si pořádek v tom, co z toho, co se dnes pod hlavičkou logika provozuje, je k tomuto cíli schopno nějak skutečně přispět.

6

Logic And Cognition:

100%

Urbański M.

Logic and Logical Philosophy

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2011

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vol. 20

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issue 1-2

175-185

EN

In this paper two concepts of psychologism in logic are outlined: the one which Frege and Husserl fought against and the new psychologism, or cognitivism, which underlies a cognitive turn in contemporary logic. Four issues such cognitively oriented logic should be interested in are indicated. They concern: new fields opened for logical analysis, new methods and tools needed to address these fields, neural basis of logical reasoning, and an ed- ucational problem: how to teach such logic? Several challenging questions, which arise in the context of these issues, are listed.

7

Abduction: Some Conceptual Issues

100%

Urbański M., Klawiter A.

Logic and Logical Philosophy

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2018

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vol. 27

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issue 4 Special Issue on Logic, Cognition, Argumentation. Guest Editors: Mariusz Urbański, Michiel van Lambalgen and Marcin Koszowy

583-597

EN

We claim that abduction should primarily be studied from the perspective of its use. The big question “What is abduction?” is most often interpreted substantively and this distracts attention from the instrumental aspect of this form of reasoning. We propose to address the problem by asking “How abduction is used?”. As a result of our approach we see the fact that abduction needs to be construed as concerned with both generation and evaluation of hypotheses, and, furthermore, that abduction is a compound form of reasoning.

8

The Affective Self-regulation of Covert and Overt Reasoning in a Promotion vs. Prevention Mind-set

88%

Kolańczyk A., Roczniewska M.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 2

228-238

EN

The main hypothesis of studies presented in this article is that episodic implicit evaluations (affects) toward task-relevant objects determine thinking and decisions by actively placing them within or outside the scope of attention. In these studies we also aimed to test the impact of regulatory focus on implicit evaluations and goal pursuit. We applied the Promotion-Prevention Self-control Scale as a measure of mind-set during thinking in the Wason Selection Task (WST) in Study 1 and Island Decision Game (IDG) in Study 2. Directly after learning of the tasks, participants evaluated (in affective priming paradigm) objects that constituted the task’s content. The findings are in line with the hypothesis stating that goals influence the way in which objects are automatically evaluated. The effects of promotion mind-set were more pronounced in both studies. Promotion-focused individuals positively assessed objects that serve as a confirmation. The implicit evaluations by prevention-oriented individuals disclosed their falsifying approach to the WST. The positive implicit evaluation of correct objects suggests their sensitivity to information useful for falsification and is consistent with their tendency to cautiously self-control thinking.

9

Evolved Mechanisms Versus Underlying Conditional Relations

88%

Astorga M. L.

Studies in Logic, Grammar and Rhetoric

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2015

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vol. 40

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issue 1

241-253

EN

The social contracts theory claims that, in social exchange circumstances, human reasoning is not necessarily led by logic, but by certain evolved mental mechanisms that are useful for catching offenders. An emblematic experiment carried out with the intention to prove this thesis is the first experiment described by Fiddick, Cosmides, and Tooby in their paper of 2000. Lopez Astorga has questioned that experiment claiming that its results depend on an underlying conditional logical form not taken into account by Fiddick, Cosmides, and Tooby. In this paper, I propose an explanation alternative to that of Lopez Astorga, which does not depend on logical forms and is based on the mental models theory. Thus, I conclude that this other alternative explanation is one more proof that the experiment in question does not demonstrate the fundamental thesis of the social contracts theory.

10

The Effect of Debate Training on Argumentation Skills: The Developmental Process for Japanese College Students

88%

Mika N., Ichi M. S.

Studies for the Learning Society

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2015

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vol. 3

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issue 1-2

4-12

EN

How do students acquire argumentation skills through debating? Although attempts have long been made to answer this question, a common limitation of previous studies is the tendency to ignore the potential of college students who learn how to argue in a community of practice. Cultural difference is also an important theme in argumentation studies, as individuals and a community co-construct the quality of their arguments. In Japanese education, argument is rarely taught in classes. Nakano (2007) pointed out that Japanese students tend to hesitate when arguing with friends, and are low in approach argumentativeness and high in avoidance argumentativeness, compared to other Asian countries. Parliamentary Debate (PD) is most popular and is effective for novice learners of argument (Inoue & Nakano, 2006). Every stage of debating, such as preparation, debate rounds, reflection and so on, forms a cyclic learning system, and this functions as an ideal community of practice (Lave & Wenger, 1991). The present study aims at exploring how members of a community acquire argumentation skills through debating. First, we identify patterns of argument produced in the community during a session. Second, we analyse transitional patterns, focusing on individual differences. In order to teach reasoning and persuasion to those who are especially unwilling to oppose someone, we need to have them realize their improvement with confidence by reducing their mental blocks.

11

Morality, Normativity, and the Good System 2 Fallacy

88%

De Neys W.

Diametros

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2020

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vol. 17

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issue 64

90-95

EN

In this commentary, I warn against a possible dual process misconception that might lead people to conclude that utilitarian judgments are normatively correct. I clarify how the misconception builds on (1) the association between System 2 and normativity in the dual process literature on logical/probabilistic reasoning, and (2) the classification of utilitarian judgments as resulting from System 2 processing in the dual process model of moral reasoning. I present theoretical and empirical evidence against both premises.

12

Justification and Argumentation

88%

Szymanek K.

Studies in Logic, Grammar and Rhetoric

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2014

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vol. 36

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issue 1

231-239

EN

In her paper “Argumentation theory and the conception of epistemic justification”, Lilian Bermejo-Luque presents a critique of deductivism in argumentation theory, as well as her own concept of epistemic justification inspired by the views of Stephen Toulmin. Reading this paper induced me to reflect on the mutual relation between the notions of justification and argumentation. In this work I would like to first draw the reader’s attention to a few issues which seem debatable to me, or which I find worth presenting from a slightly different point of view than that of Lilian Bermejo-Luque. I agree that deductivism is not suitable for a general theory of evaluation of arguments although the critique of deductivism presented by the Author appears as not fully adequate to me. Then I proceed to presenting my doubts about the “conception of justification as a proper outcome of good argumentation” presented in the work. I need to emphasise that due to a broad range of topics addressed by me in this short paper, the description of some of them will be neither fully precise nor exhaustive.

13

Czy filozofia dla dzieci jest filozofią?

75%

Folkierska A.

Kwartalnik Pedagogiczny

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2015

|

issue 2(236)

146-162

EN

The aim of the article is to examine the philosophical value of the famous and widespread American educational project of the “Philosophy in the Classroom”. To fulfil this task, the author analyses the key concepts and the basic premises of the project in terms of their consistency and philosophical background. The critique is embedded in the conceptual framework of Hannah Arendt’s political philosophy as well as of Hans-Georg Gadamer’s philosophical hermeneutics.

14

Wnioskowanie z przesłanek prezentowanych w różnej kolejności. Empiryczna weryfikacja przewidywań teorii modeli umysłowych

75%

Mackiewicz R.

Roczniki Psychologiczne

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2004

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vol. 7

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issue 1

33-56

EN

The aim of conducting research was to investigate how naive reasoners draw inferences from three premises presented one at a time on a computer screen. According to the mental model theory of reasoning those orders of the premises that call for construction of multiple models should be harder that orders calling for a single model that is only updated with the information from subsequent premises. This prediction was corroborated by means of both accuracy and reaction times in the experiment in which participants were free to draw their own conclusions. It also turned out that drawing conclusions from disjunction inferences with a positive categorical was more difficult that drawing conclusions from inferences with a positive categorical. Also inferences containing two disjunctions proved to be harder than disjunction and conditional inferences.

15

Tropy. Korzenie paradygmatu poszlakowego

75%

Ginzburg C.

Zagadnienia Filozoficzne w Nauce

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2006

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issue 39

8-65

PL

The circumstantial reasoning is a common and widely used way of acquiring inferences based on a very limited number of premises. This paradigm emerged as an epistemological model at the end of the 19th century but has not yet received any systematic theoretical treatment. The paradigm became famous as the 'Morelli method' utilized by the historians of art to identify the authorship of various pieces of art, paintings in particular. The method allows the identification based on the investigation of certain features that are unnoticeable to the majority of observers. The same procedure seems to be operational among hunters who are capable of reconstructing the behavior as well as the species of an animal with the help of residual traces left in the surroundings. Also, it has its importance in medicine. The trace reasoning is essentially different in its methodology from that of the contemporary natural sciences within the Galilean paradigm. The difference consists in the radical importance of an individual as an individual as opposed to common regularities in nature studied by the natural sciences. Thus the circumstantial reasoning bears distinctively anthropocentric character. The theoretical analysis of this kind of reasoning may be helpful to overcome the tension between rationalism and irrationalism.

16

The Phenomenon Of The Reasoning On Pupils’ Carer Choice At A Comprehensive School

75%

Surgėlienė J., Bankauskienė N.

Vocational Training: Research And Realities

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2015

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vol. 26

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issue 1

EN

Despite the abundance of career education interventions and information on career opportunities, the search for information process is not necessarily performed very thoroughly, and thus persons, choosing a profession, do it in the simplest way, being unable to properly explain their decisions afterwards. In choosing a career, it is crucial to think through potential alternatives and support them by arguments. That is why it is important to discuss the process of reasoning, which evolves coherently and can be characterised by certain elements. The following research question was raised in this study: “How the reasoning of pupils’ on career choice is distinguished at a comprehensive school?” In this case the main accent of the research is focused on the situation of career choice reasoning at Lithuanian gymnasiums. The research aim was to disclose the phenomenon of the reasoning on pupils’ career choice at a comprehensive school. For this article, the data have been collected by methods of literature review and individual semi-structured interviewing. Qualitative content analysis has been performed while processing the information acquired from semi-structured interviews. Findings from literature review showed that the reasoning is assessed as conscious, aim-oriented process of conclusion drawing, by means of which it is pursued to evaluate alternatives, solve problems and make decisions by referring to certain information, facts and features, personal characteristics and beliefs. Reasoning based on stimuli emergence is the aim-oriented process, functions of which are based on information, knowledge and experience. This needs mental abilities, language. Reasoning is related to personal inclination and habits. Empirical findings revealed that the phenomenon of career choice at school is not unanimously understood and does not have clear structure. The character of pupils’ reasoning is closely related to emergence of certain stimuli. The external stimuli that induce the reasoning on one’s career choice, which were mostly emphasized by the informants, allow considering that here the school educational environment plays the important role.

17

Czy filozofia dla dzieci jest filozofią?

75%

Folkierska A.

Kwartalnik Pedagogiczny

|

2015

|

vol. 60(2 (236))

146-162

PL

The aim of the article is to examine the philosophical value of the famous and widespread American educational project of the “Philosophy in the Classroom”. To fulfil this task, the author analyses the key concepts and the basic premises of the project in terms of their consistency and philosophical background. The critique is embedded in the conceptual framework of Hannah Arendt’s political philosophy as well as of Hans-Georg Gadamer’s philosophical hermeneutics.

18

The logical way of being true: Truth values and the ontological foundation of logic

75%

Shramko Y.

Logic and Logical Philosophy

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2014

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vol. 23

|

issue 2

119–131

EN

In this paper I reject the normative interpretation of logic and give reasons for a realistic account based on the ontological treatment of logical values.

19

How Does One Learn? Is There a Method?

75%

Hilcenko C.

Journal of Education, Technology and Computer Science

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2020

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vol. 11

|

issue 1(31)

61-63

EN

The definition of learning is to gain or acquire knowledge of or skill in (something) by study, experience, or being taught. We discuss here the different methods of learning in traditional and modern societies. We conclude that what we have learned to date is negligible compare to what remains to learn.

20

Multiple Functions of Analogical Reasoning in Science and Everyday Life

63%

Koszowski M.

Polish Sociological Review

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2017

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vol. 197

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issue 1

3-20

EN

This article addresses the functions analogical reasoning may have in science and everyday life. The focus ranges from the heuristic and probative value of this kind of reasoning to its illustrative and didactic utility, not excluding the opinion-forming, choice-facilitating, argumentative and justice-dispensing aspects of the inferences based upon similarity discernible between the instances being compared. In this context, the Author reveals disagreements between the standpoints of several scholars and singles out their most interesting stances and statements. In addition, the question of making the generalizations and understanding of notions (terms) presented in ordinary language as well as the problem of conceptualization have been touched upon. The relation of analogy to metaphor and its occurrence in humor, literature and poetics have also been addressed.

Refine search results

Argumentationsmuster und -schemata in positiven Arztbewertungen

General aptitude and the assumption of truth in deductively rational reasoning about probable but false antecedent to consequent relations

Logic, Reasoning, Argumentation: Insights from the Wild

Język, logika a rozumowanie – teoria reguł czy modele umysłowe?

Filosofická logika?

Logic And Cognition:

Abduction: Some Conceptual Issues

The Affective Self-regulation of Covert and Overt Reasoning in a Promotion vs. Prevention Mind-set

Evolved Mechanisms Versus Underlying Conditional Relations

The Effect of Debate Training on Argumentation Skills: The Developmental Process for Japanese College Students

Morality, Normativity, and the Good System 2 Fallacy

Justification and Argumentation

Czy filozofia dla dzieci jest filozofią?

Wnioskowanie z przesłanek prezentowanych w różnej kolejności. Empiryczna weryfikacja przewidywań teorii modeli umysłowych

Tropy. Korzenie paradygmatu poszlakowego

The Phenomenon Of The Reasoning On Pupils’ Carer Choice At A Comprehensive School

Czy filozofia dla dzieci jest filozofią?

The logical way of being true: Truth values and the ontological foundation of logic

How Does One Learn? Is There a Method?

Multiple Functions of Analogical Reasoning in Science and Everyday Life