The relevance of logical thinking and cognitive style to everyday problem solving among older adults

Pezzuti, Lina; Artistico, Daniele; Chirumbolo, Antonio; Picone, Laura; Dowd, Sara

doi:10.1016/j.lindif.2014.07.011

Cited by 18 publications

(14 citation statements)

References 37 publications

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“…Regarding these results, a study shows that the use of generative learning strategy is a promising approach to improve students' metacognitive calibration skills (Pilegard & Fiorella, 2016). This ability will direct students to improve their ability to think logically (Pezzuti et al, 2014). As known, metacognitive is the ability of students to control their cognitive domain.…”

Section: The Prerequisite Test Of Students' Logicalthinking Abilitymentioning

confidence: 96%

“…Generative learning model encourages students to make an understanding of the material using their own language and then relate it to the knowledge they have (Fiorella et al, 2015). This is able to facilitate students to develop their logical-thinking abilities (Pezzuti et al, 2014).…”

Section: The Prerequisite Test Of Students' Logicalthinking Abilitymentioning

confidence: 99%

“…The development of science and technology in the 21 st century requires individuals who are responsive to making decisions to solve problems encountered in the community (Voogt & Roblin, 2012). The ability to make decisions based on mindset and cognitive knowledge is an important skill in the logical-thinking ability (Pezzuti et al, 2014;Seyhan 2015). Ministry of Education and Culture formulates a set of paradigm for 21 st century learning whereby it orients to emphasize students' skills at exploring information, making hypotheses, thinking logically, and collaborating to solve problems (Ministry of Education and Culture, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Students’ Logical-Thinking Ability in Natural Science Learning with Generative Learning Model

2018

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The logical-thinking ability is one of the important competencies of 21st century that should be empowered. It is one of the aspects in a cognitive science domain that has not been implemented effectively in teaching and learning in the class. Then, this study aimed to analyzed the influence of generative learning model to enhance students' logical-thinking ability. This study was also conducted by using a quasi-experimental study with pretest-posttest non-equivalent control group design. The sample was chosen by using simple random sampling technique. This study involved two classes which had 67 participants consisting of 34 students in Class VIII.9 as an experimental group and 33 students in Class VIII.7 as a control group. The researcher used the instrument of logical-thinking ability formulated in the form of multiple choice tests with five alternative answers that had been tested for its validity and reliability. The analysis of data employed t-test using SPSS 21. The result indicated that the t-count > t-table (2.44 > 1.99) and p-value = 0.017 (p <0.05). It could be concluded that the application of generative learning model resulted in a significant influence on students' logical-thinking ability. The result of the analysis could be used by the schools for evaluating the quality of natural science learning in order to encourage students’ logical-thinking ability.

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Section: The Prerequisite Test Of Students' Logicalthinking Abilitymentioning

confidence: 96%

Section: The Prerequisite Test Of Students' Logicalthinking Abilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Students’ Logical-Thinking Ability in Natural Science Learning with Generative Learning Model

2018

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“…It is related to imagination to some extent. As indicated in studies on logical thinking (Pezzuti et al, 2014;Wang, 2003) and non-logical thinking (Hitchcock, 2009;Su, 2002), the diverse forms of thinking can be contradictory to, different from and opposite to existing logic and, because of such relations, stimulate imagination.…”

Section: Imagination Experience Logical Thinking and Non-logical Thimentioning

confidence: 99%

The Influence of Gender, Learning Background, Participation, and Topic Limitation on the Imagination of Industrial Design Students in Taiwan

Liang

Lee

Liang³

et al. 2017

EURASIA J MATH SCI T

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In this study, five industrial senior designers are invited to observe and record a required design practice course of an industrial design department of a university for one semester, 18 weeks, each week for 5-6 hours. During the process, the imagination indicators proposed by Vygotsky is adopted in combination with a 5-point Likert scale. The sophomore class, 63 students in total, is observed. The outcome of study indicates that when the topics are with limitation, the gender factor has significant influence during design stages, and the influence of students' pre-university learning background is significant as well. When the topics are not limited, the influence of the gender factor also appears to be significant. The pre-university learning background has more influence on the performance of imagination and vocational high school graduates do better than regular high school graduates. In the meantime, students with higher level of class participation exhibit better imagination.

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“…Logical thinking is an aspect of Piaget's cognitive development that arises in the concrete pre-operational and operational periods. Logical thinking is the ability to conclude according to the rules of logic, be able to prove the truth, have the characteristics of thought wrinkles, the ability to argue, and conclude solving problems [9]. Logical thinking ability is needed by students' when taking conclusions in solving a problem, especially in mathematics that learns it needed logical thinking.…”

Section: Introductionmentioning

confidence: 99%

The Enhancement of Mathematical Creative Thinking and Logical Thinking Ability, and Student Habits of Mind in Junior High School Through ASSURE Learning Model

Sumiarto¹,

Endang²,

Martadiputra³

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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The purpose of the study is to analyze the enhancement of creative thinking and logical thinking ability through ASSURE learning model with used a problem-based learning method. The research design is pretest-posttest with experimental and control class. The research data was obtained using a test of creative and logical thinking skills. The results of the study show that; (1) based on overall and high initial mathematical abilities, the enhancement mathematical creative thinking ability of students who obtained ASSURE learning model is significantly higher than students who obtain conventional learning. (2) Based on overall and the initial mathematical abilities (low, medium and high), the enhancement mathematical logical thinking ability of students who obtained ASSURE learning model is significantly higher than students who obtain conventional learning. (3) Students habits of mind who obtained ASSURE learning model are better than students who obtained conventional learning.

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The relevance of logical thinking and cognitive style to everyday problem solving among older adults

Cited by 18 publications

References 37 publications

Enhancing Students’ Logical-Thinking Ability in Natural Science Learning with Generative Learning Model

Enhancing Students’ Logical-Thinking Ability in Natural Science Learning with Generative Learning Model

The Influence of Gender, Learning Background, Participation, and Topic Limitation on the Imagination of Industrial Design Students in Taiwan

The Enhancement of Mathematical Creative Thinking and Logical Thinking Ability, and Student Habits of Mind in Junior High School Through ASSURE Learning Model

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