Why should we abandon the mental logic hypothesis?

L Bonatti

doi:10.1016/0010-0277(94)90019-1

Home/Archive/PubMed

PubMed · 8039359

Why should we abandon the mental logic hypothesis?

L Bonatti

View original source ↗Export metadata ↓

Abstract

Two hypotheses on deductive reasoning are under development: mental logic and mental models. It is often accepted that there are overwhelming arguments to reject the mental logic hypothesis. I revise these arguments and claim that they are either not conclusive, or point at problems which are troublesome for the mental model hypothesis as well.

Explore related subjects

Concept Formation Humans Logic Problem Solving Psychological Theory Semantics Thinking Journal Article

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

L Bonatti. Why should we abandon the mental logic hypothesis?. https://doi.org/10.1016/0010-0277(94)90019-1

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2007

Within-category discontinuity interacts with verbal rule complexity in perceptual category learning.

A test of the predicted interaction between within-category discontinuity and verbal rule complexity on information-integration and rule-based category learning was conducted. Within-category discontinuity adversely affected information-integration category learning but not rule-based category learning. Model-based analyses suggested that some information-integration participants improved performance by recruiting more "units" in the discontinuous condition. Verbal rule complexity adversely affected rule-based category learning but not information-integration category learning. Model-based analyses suggested that the rule based effect was on both decision criterion learning and variability in decision criterion placement. These results suggest that within-category discontinuity and decision rule complexity differentially impact information-integration and rule-based category learning and provide information regarding the detailed processing characteristics of these two proposed category learning systems.

Concept Formation↗

PubMed2006

Continuing education in nursing: a concept analysis.

The importance of continuing education for nurses has been increasingly emphasized in the nursing literature since the beginning of the profession. The concept of continuing education is often used as a substitute for associated terms such as continuing professional development and lifelong learning, thus highlighting a need for its clarification. The purpose of this article is to explain and describe continuing education, in order to encourage a broader understanding of the concept among nurses. The concept analysis is directed by Rodgers' [Rodgers, B.L., 1989. Concept analysis and the development of nursing knowledge: the evolutionary cycle. Journal of Advanced Nursing 14, 330-335] 'evolutionary approach' which is viewed as an ongoing dynamic process, and one that identifies the shared meaning of concepts. Examining everyday discourse used in the nursing literature identified the critical attributes, antecedents and consequence of continuing education in nursing. As a result, the emerging attributes of the concept are synthesised into a conceptual model. The article concludes with an exploration of the application of the concept of continuing education within nursing and its implications for professional development.

Concept Formation↗

PubMed2006

Evaluating critical thinking in clinical concept maps: a pilot study.

Today, the complexities in the health care system are challenging nurses to be skillful and knowledgeable critical thinkers and decision makers. To adequately prepare future nurses to meet the challenges, nurse educators must nurture and facilitate critical thinking. One strategy believed to promote critical thinking in nursing education is concept maps. The purpose of this pilot study was to determine the level of critical thinking in the clinical concept maps developed by second year baccalaureate nursing students. Students enrolled in a five-week clinical practicum course were asked to submit their final concept map and participate in a focus group. The data for the study included eighteen concept maps, 1 student focus group and 1 instructor focus group. The Holistic Critical Thinking Scoring Rubric (Facione & Facione, 1994) was used to measure levels of critical thinking, and content analysis was used to analyze focus group data. Results from this study indicated that developing concept maps in the clinical setting fostered critical thinking and improved clinical preparedness.

Concept Formation↗