The article deals with issues concerning the abductive-inductive reasoning of 42 preservice elementary majors on patterns that consist of figural and numerical cues. We discuss: ways in which the participants develop generalizations about classes of abstract objects; abductive processes they exhibit which support their induction leading to a…

There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and…

A number of recent models and experiments have suggested that evidence of early category-based induction is an artifact of perceptual cues provided by experimenters. We tested these accounts against the prediction that different relations (causal versus non-causal) determine the types of perceptual similarity by which children generalize. Young…

The logic and experimental data are described with which chemists originally deduced the formulas of the fundamental compounds such as H[subscript 2], H[subscript 2]O, Cl[subscript 2], NH[subscript 3], CH[subscript 4], and HCl. This information is never provided in current texts at any level and the formulas of such simple compounds are taken as…

Discusses the modalities of "de re" and "de dicto" with reference to Aristotle's system, Barcan's formula, and Kripke's semantics. (Text is in French.) (CDSH/AM)

Narrates the deterioration of a hyper-meticulous gardener in Austin, Texas, whose rage for order by day, and dionysian revels by night come into conflict when he must accept the botanical engineer of the month award at an evening banquet. Offers the story as an allegorical disclaimer of classical syllogistic reasoning. (JG)

A gifted elementary program employs a dialectic approach in which students examined philosophical ideas based on writings of M. Adler. Information on performance rating methods is appended. (CL)

This study investigates the responses of 84 children, aged 6 years 3 months to 7 years 5 months, to questions dealing with the categories of physical causality and 2 causal demonstrations. (WY)

The article proposes that the teaching of logic is appropriate for the gifted learner; that because teaching of logic aims to develop the powers of reasoning, it is particularly important that young children with superior innate abilities be provided with the skills necessary to maximize their intellectual potential. (Author/SBH)

This paper shows how an open-ended nonlinear dialectic process can be depicted as a self-linearizing form which reveals transition structures as nodal points of self-reflection. (MS)

James Marshall's work on Foucault exemplifies a break with tradition in philosophy of education and if taken appropriately as a new methodology, a new logic, portends a different future for the field. This article begins from a misunderstanding of Marshall. It then posits Marshall as situated in a particular Foucauldian root: a logic break out of…

Theories of analogical reasoning have assumed that a 1-to-1 constraint discourages reasoners from mapping a single element in 1 analog to multiple elements in another. Empirical evidence suggests that reasoners sometimes appear to violate the one-to-one constraint when asked to generate mappings, yet virtually never violate it when asked to…