Deductive Reasoning Ability Research Articles

Psychometric Properties of The General Sequential Reasoning Verbal Test (GSR-V): Deductive Reasoning Ability Test

Psychometric Properties of The General Sequential Reasoning Verbal Test (GSR-V): Deductive Reasoning Ability Test

Deductive Reasoning and Mathematical Resilience in Complex Analysis

The pre-research data of mathematics prospective teachers in one of the universities in Bandung showed that the deductive reasoning ability in complex analysis was still not at good level. Beside the cognitive aspect, the affective aspect could be considered too in doing learning process, such as mathematical resilience. This study aims to analyze and identify the correlation between deductive reasoning and mathematical resilience in complex analysis. The research was conducted in one of the mathematics education departments of a university in Bandung. Correlation was the method used in this study. Mathematics prospective teachers were the sample of this research. This study concluded that mathematical deductive reasoning of prospective teachers was on a moderate level, the mathematical resilience of prospective teachers was on the positive category, and there was a significant correlation between deductive reasoning and the mathematical resilience of prospective teachers on a moderate level. Keywords: deduktif reasoning, matchematical resilience, complex analysis

Students' Deductive Reasoning in Evaluating Solutions to Geometry Problems

Deductive reasoning is very important in learning mathematics and is one of the formal goals that emphasizes the arrangement of reasoning. This is a qualitative research that aims to describe the deductive reasoning abilities of junior high school students in evaluating problem solutions in geometry material. The subjects of this study were two junior high school students in Gresik who had high mathematical abilities and were of different genders. The instrument used was task-based interviews. The task in question is a deductive reasoning ability test in which there are problems and their solutions. Data analysis was carried out using three indicators of deductive reasoning according to Sumarmo: carrying out calculations based on certain formulas, conducting proofs, and drawing conclusions. The results showed that the deductive reasoning abilities of female and male students were relatively the same. In solving the problem, Both male and female students had similar initial idea by making an example of the length of the side of the given object. However, male students are more capable of proving and considering more effective strategies for solving problems. Therefore, students and teachers need to improve their deductive reasoning abilities and consider all effective strategies for solving problems.

A Comparative Study of Secondary School Mathematics Teaching Materials from the Perspective of Reasoning--Taking "Pythagorean Theorem" as an Example

Education has always been a hot topic of discussion. From the results of junior high school mathematics assessments in recent years, there are differences in mathematical abilities between Eastern Europe and Europe and America. Since reasoning is crucial to understanding mathematics, we compare the "Pythagorean Theorem" in textbooks from China, the United States, and Singapore, examining the theorem's different types of reasoning and how it relates to previously acquired knowledge. The reasoning categories proposed by Shi Ningzhong, Harel, and Sowder serve as the fundamental basis for categorizing the varieties of reasoning in this research. The introduction of proofs for the hook and Pythagorean theorem is investigated for each edition of the textbook, and concerning the deductive reasoning ability, the People's Education Press edition (PEP) and Zhejiang Education edition (ZJE) editions are in the first tier, followed by Singaporean textbooks and American textbooks. In terms of the correlation between the Pythagorean theorem and what has been learned, the ZJE involves the most points of correlation. Finally, we discuss the implications of these results for teachers' explanations of the Pythagorean theorem: teachers can briefly introduce the geometric deductive proof process of the Pythagorean theorem to stimulate students' interest in learning mathematics.

Evaluating large language models on a highly-specialized topic, radiation oncology physics.

We present the first study to investigate Large Language Models (LLMs) in answering radiation oncology physics questions. Because popular exams like AP Physics, LSAT, and GRE have large test-taker populations and ample test preparation resources in circulation, they may not allow for accurately assessing the true potential of LLMs. This paper proposes evaluating LLMs on a highly-specialized topic, radiation oncology physics, which may be more pertinent to scientific and medical communities in addition to being a valuable benchmark of LLMs. We developed an exam consisting of 100 radiation oncology physics questions based on our expertise. Four LLMs, ChatGPT (GPT-3.5), ChatGPT (GPT-4), Bard (LaMDA), and BLOOMZ, were evaluated against medical physicists and non-experts. The performance of ChatGPT (GPT-4) was further explored by being asked to explain first, then answer. The deductive reasoning capability of ChatGPT (GPT-4) was evaluated using a novel approach (substituting the correct answer with "None of the above choices is the correct answer."). A majority vote analysis was used to approximate how well each group could score when working together. ChatGPT GPT-4 outperformed all other LLMs and medical physicists, on average, with improved accuracy when prompted to explain before answering. ChatGPT (GPT-3.5 and GPT-4) showed a high level of consistency in its answer choices across a number of trials, whether correct or incorrect, a characteristic that was not observed in the human test groups or Bard (LaMDA). In evaluating deductive reasoning ability, ChatGPT (GPT-4) demonstrated surprising accuracy, suggesting the potential presence of an emergent ability. Finally, although ChatGPT (GPT-4) performed well overall, its intrinsic properties did not allow for further improvement when scoring based on a majority vote across trials. In contrast, a team of medical physicists were able to greatly outperform ChatGPT (GPT-4) using a majority vote. This study suggests a great potential for LLMs to work alongside radiation oncology experts as highly knowledgeable assistants.

Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review.

Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy. A systematic search identified eleven articles-published between 1996 and 2016-that reported findings from thirteen separate studies of reasoning training effects on fluid reasoning (Gf) and academic achievement in children and adolescents. Specific Gf outcomes examined were analogical, deductive, inductive, nonverbal, and/or relational reasoning ability. Specific academic achievement outcomes examined were math and reading achievement. This paper reviewed studies utilizing both computerized and non-computerized methods of Gf training. Findings from the review show that reasoning training improves Gf (near transfer effects). Although less conclusive, when considered on balance, evidence suggests that reasoning training also improves academic achievement (far transfer effects). Research is needed to parameterize the effects of Gf training on academic achievement, and in particular to identify moderators of training efficacy on academic outcomes. Limitations and directions for future research are discussed.

Dampak Perkuliahan Geometri Pada Penalaran Deduktif Mahasiswa: Kasus Pembelajaran Teorema Ceva

Geometry is one of branches of mathematics that can develop deductive thinking ability for anyone, including students of prospective mathematics teachers, who learning it. This deductive thinking ability is needed by prospective mathematics teachers for their future careers as mathematics educators. This research therefore aims to investigate the influence of the learning process of a geometry course toward deductive reasoning ability of students of prospective mathematics teachers. To do so, this qualitative research was carried out through an observation of the learning process and assessment of the geometry course, involving 56 students of prospective mathematics teachers, in one of mathematics education program, in one of state universities in Bandung. A geometry topic observed in the learning process was the Ceva’s theorem, and the assessment was in the form of an individual written test on the application of the Ceva’s theorem in a proving process. The results showed that the learning process emphasizes on proving of theorems and mathematical statements. In addition, the test revealed that ten students are able to use the Ceva’s theorem in a proving process and different strategies of proving are found, including the use of properties of similarity between triangles and of the concept of trigonometry. This indicates a creativity of student deductive thinking in proving process. In conclusion, the geometry course that emphasizes on proving of theorems and mathematical statements has influenced on filexibility of student deductive thinking in proving processes.

Investigating Primary School Mathematics Teachers’ Deductive Reasoning Ability through Varignon’s Theorem

The responsibility to promote the growth of deductive reasoning ability of school students through learning mathematics is in the hand of mathematics teachers and particularly primary school mathematics teachers. However, how we can make sure whether teachers are able to do so. To investigate this issue, we conducted a three-step of an exploratory survey study. First, we designed tasks from the Varignon’s theorem. Second, we administered an individual written test involving twenty master students of primary education program, in which they are prospective of and primary school mathematics teachers. Finally, we address the results in the light of Van Hiele theory. The results showed that participated students lack of deductive reasoning ability in the context of geometry. For further research, we wonder whether the designed tasks are also applicable to assess student deductive reasoning ability if the students have acquired appropriate teaching.

Do Deductive and Probabilistic Reasoning Abilities Decline in Older Adults?

This present study investigated whether older adults' ability to accurately discriminate between deductive and probabilistic reasoning tasks declines with age, and whether this ability correlates with cognitive ability as measured by the Montreal Cognitive Assessment (MoCA) test. Seventy‐eight adults (65–92 years) were tested for their abilities to carry out deductive and probabilistic reasoning. Pearson correlations were conducted to determine the relationships among age, MoCA, deductive reasoning, probabilistic reasoning, and overall discrimination ability. Separate single‐factor analyses of variance were used to determine differences across age groups (65–74, 75–84, 85–94) on the MoCA, deductive and probabilistic reasoning, and overall discrimination ability. Ability to discriminate between the two tasks did not decline with age, nor did they correlate with scores of cognitive ability as measured by the MoCA. Furthermore, those with MoCA scores showing mild cognitive impairment appeared to retain all of these abilities. This leads to the conclusion that reasoning abilities may be retained while general cognitive skills decline. This in turn supports the notion that reasoning, both deductive and probabilistic, may be more domain specific than they are often considered to be.

The Relationship Between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample

One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders. Error response patterns revealed a steady, age-related increase in the ability to use falsification strategies. Test anxiety was not related to reasoning performance. These results are discussed in terms of developmental theories of deductive reasoning. Negative correlations between deductive reasoning and standardized test scores for 11th graders are discussed in light of accountability standards required by the No Child Left Behind Act.

DAMPAK PELAKSANAAN MODEL MATEMATIKA REALISTIS PADA PENINGKATAN KEMAMPUAN PENALARAN DEDUKTIF SISWA SEKOLAH MENENGAH DI PARUNG KABUPATEN - KABUPATEN BOGOR

This study attemps to determine impact of the implementation of Realistic Mathematics Education (RME) model on the improvement of deductive reasoning ability, and to describe the perceptions of teachers and students of secondary schools toward the RME model. A quasi-experiment with pretest-postest non-equivalent group as research design was employed into 2 groups of research subject: the experimental group and the control group and each was treated under RME and conventional teaching model. A number of 44 students of SMPN1 Parung and 20 students of SMP Islam Terpadu Jabon Mekar in Parung District were chosen as research subjects. Quantitative data obtained through questionnaires and written tests were analyzed using Student-t test. While qualitative information gathered through responses to personal interview and observations was analyzed using qualitative-naturalistics method. Findings reveals that learning mathematics using the RME model impacts on increasing students deductive learning ability in both schools with amount of increase is 30.7 for SMP Islam Terpadu and 44.8 for SMPN1 Parung. RME model also impacts on developing students positive attitude of students toward mathematics as seen in the number of students who liked mathematics lesson, that is 100% for SMP Islam Terpadu and 97% SMPN 1 Parung. The perceptions of teachers and students in both schools toward the RME Model are positive. Application of learning mathematics using PMR model becomes more enjoyable and students become more active.

Categorization, Deductive Reasoning, and Self-Awareness: Association with Everyday Competence in Persons with Acute Brain Injury

The present study examined the relationship between executive function, self-awareness and everyday functional competence in individuals with brain injuries. Executive function was assessed using measures of categorization and deductive reasoning ability, both of which were shown by multiple regression analysis to make significant contributions to the performance of Instrumental Activities of Daily Living (IADL), suggesting that both measures can serve as predictors of everyday functioning in persons with brain injuries. Self-awareness contributed significantly to functional competence, but its contribution was mediated through categorization ability. Executive function was correlated significantly with posttest performance estimation (self-evaluation of own performance), but not with self-prediction of test performance prior to testing. The results are discussed within the framework of a conceptual model illustrating the multifaceted nature of executive function and its relationship to self-awareness and everyday functional competence. The results of this study indicate that categorization, deductive reasoning, and self-awareness of individuals with brain injury are good predictors of IADL functional performance, and can help in planning better treatment interventions.

Some determinants of successful analogical transfer in the solution of algebra word problems

Abstract This article reports the results of a study of the interrelations among and predictors of success at executing the three post-retrieval processes of analogical transfer: mapping, pattern completion, and adaptation. These questions were addressed in the context of algebra word problem analogies. The results indicated that mathematical expertise and deductive reasoning ability both positively impacted success at determining the mapping between a pair of related problems. Only success at mapping predicted subjects' ability to infer appropriate solution operators for the test problem (the pattern completion process). These results were predicted based on a theoretical analysis of the component processes of analogical transfer. A preliminary taxonomy of types of adaptations for mathematical word problem analogies was proposed, and the results provided some support for the proposed distinctions. Contrary to previous theorising, inductive reasoning ability was unrelated to success at any of the componen...

Prediction of supervisors' ratings of medical intern performance.

Supervisors' forced-choice ratings at the end of training were used as a performance criterion for 84 medical interns in the United States Public Health Service Hospitals. A predictive battery, consisting of both intellective and non-intellective measures, yielded a multiple correlation of .48 against this criterion. The study is considered only suggestive, but the predictable variance in the supervisory criterion appeared to involve speed of motor performance, deductive reasoning ability, and a measure of responsibility.

The Effect of Reversal of Premises on Children's Deductive Reasoning Ability

(1970). The Effect of Reversal of Premises on Children's Deductive Reasoning Ability. The Journal of Psychology: Vol. 75, No. 1, pp. 53-58.