Communication, goals, and counterexamples in syllogistic reasoning

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dc.contributor.authorVargas Mancera, Francisco Javier
dc.contributor.authorstenning, keith
dc.contributor.orcidVargas Mancera, Francisco Javier [0000-0002-4215-2796]
dc.contributor.orcidVargas Mancera, Francisco Javier [0000-0002-4215-2796]
dc.date.accessioned2020-08-24T21:52:13Z
dc.date.available2020-08-24T21:52:13Z
dc.date.issued2020
dc.description.abstractenglishWe report on a study on syllogistic reasoning conceived with the idea that subjects' performance in experiments is highly dependent on the communicative situations in which the particular task is framed. From this perspective, we describe the results of Experiment 1 comparing the performance of undergraduate students in 5 different tasks. This between-subjects comparison inspires a within-subject intervention design (Experiment 2). The variations introduced on traditional experimental tasks and settings include two main dimensions. The first one focuses on reshaping the context (the pragmatics of the communication situations faced) along the dimension of cooperative vs. adversarial attitudes. The second one consists of rendering explicit the construction/representation of counterexamples, a crucial aspect in the definition of deduction (in the classical semantic sense). We obtain evidence on the possibility of a significant switch in students' performance and the strategies they follow. Syllogistic reasoning is seen here as a controlled microcosm informative enough to provide insights and we suggest strategies for wider contexts of reasoning, argumentation and proof.eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.3389/feduc.2020.00028
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.issn2504-284X
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlhttps://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/3838
dc.language.isoeng
dc.publisherFrontiers Media S.A.spa
dc.publisher.journalFrontiers in educationspa
dc.relation.ispartofseriesFrontiers in education, 2504-284X, Vol. 5, 2020spa
dc.relation.urihttps://www.frontiersin.org/articles/10.3389/feduc.2020.00028/full
dc.rightsAttribution 4.0 International*
dc.rights.accessrightshttps://purl.org/coar/access_right/c_abf2
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightsAcceso abierto
dc.rights.creativecommons2020-04-17
dc.rights.localAcceso abiertospa
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subject.keywordsArgumentationspa
dc.subject.keywordsCounterexamplesspa
dc.subject.keywordsDeductive reasoningspa
dc.subject.keywordsLogicspa
dc.subject.keywordsMathematics educationspa
dc.subject.keywordsProofspa
dc.titleCommunication, goals, and counterexamples in syllogistic reasoningspa
dc.title.translatedCommunication, goals, and counterexamples in syllogistic reasoningspa
dc.type.coarhttps://purl.org/coar/resource_type/c_6501
dc.type.driverinfo:eu-repo/semantics/article
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.type.localArtículo de revista

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