Logical Reasoning Ability Research Articles

PENGARUH STRATEGI WORKING BACKWARD DALAM PEMECAHAN MASALAH MATEMATIKA TERHADAP KEMAMPUAN PENALARAN SISWA SMP NEGERI KOTA JAMBI

Material mathematics and mathematical reasoning are two things that can not be separated, the material is understood through reasoning and mathematical reasoning to understand and learn the material drilled through mathematics. Working Backward strategy is a strategy that is closely associated with logical reasoning ability and verification. Working Backward strategy, students are required to analyze each step by using reasoning. This study used a quasi-experimental methods. This study aims to determine whether there are differences in the effect of the use of the Working Backward strategy in solving math problems on mathematical reasoning abilities of students. The experiment was conducted in Jambi City Junior High School. The population are 375 students, while the studied sample totaled 68 students consisting of 34 students in grade experiments and 34 students the control class. Sampling was done by using simple random sampling technique in class VII. Instruments in this study was a test in the form of mathematical reasoning abilities test description. The results showed that the average value of the experimental class of 74.92 and an average grade of 67.65 control. These results suggest that there are differences average value of the experimental class with the control class. So it can be concluded that the use of the Working Backward strategy in solving mathematical problems affect the ability of mathematical reasoning seventh grade students of SMP Negeri 11 Jambi. Keyword: Working Backward Strategy, Problem Solving, Reasoning Ability Mathematics

The Effect of teaching a Small Private Online Course (SPOC) on Elementary Number Theory course based on Constructivism Theory to Enhance Mathematics Logical Reasoning Ability for First Year Students of Xi’an University

Background and Aims: With the continuous advancement of new education curriculum reform, especially in China, the classroom roles of teachers and students are evolving. Logical reasoning is an important part of the core literacy of mathematics. The purposes of this research were: (1) Compare Mathematics Logical Reasoning Ability before and after the implementation of a Small Private Online Course (SPOC) on Elementary Number Theory course based on Constructivism theory. (2) Assess the student’s satisfaction with the Small Private Online Course (SPOC) on the Elementary Number Theory course. Methodology: The sample of this study was 40 first-year students in Xi'an University, Xi’an City, Shaanxi Province. They were selected by cluster random sampling. The research instruments were: 1) Seven lesson plans of a Small Private Online Course (SPOC) on Elementary Number Theory course based on Constructivism theory. 2) Mathematics Logical Reasoning Ability test paper. 3) Questionnaire for students’ satisfaction. The researcher used the Mathematics Logical Reasoning Ability test paper to conduct pre-tests and post-tests on the sample. Then the pre-test data and post-test data are analyzed. The content of data analysis includes: score mean, standard deviation, the correlation between pre-test data and post test data, t-test of paired dependent sample. Results: From the study, it was found that: (1) The mathematics Logical Reasoning Ability test paper data showed the mean score of post-test data were higher than pre-test scores at the.05 level of statistical significance (The mean of pretest was 19.48, the mean of post-test was 22.55, p <.05). (2) The mean scores of students’ satisfaction with the Small Private Online Course (SPOC) on the Elementary Number Theory course based on Constructivism theory were very high level. Conclusion: The students who learn through the Elementary Number Theory course will have a post-test score higher than the pretest score. The students’ satisfaction with a Small Private Online Course on Elementary Number Theory course based on Constructivism theory will be at a very high level.

The Academic Outcomes of Logical Reasoning and Metacognitive Strategy Training for Seventh Graders: Evidence from a Quasi-experimental Design

Logical reasoning skill is important in peoples daily lives, and it is key for students to solve many problems in different subject areas such as mathematics. Research demonstrated that metacognitive strategies play an important role in mediating childrens process logical reasoning. This study aimed at developing an intervention with three designed lessons on metacognitive strategies with the purpose to understand the effects of metacognitive strategies on students logical reasoning skill development. The results of the data analysis demonstrated that a positive effect of the intervention on students increased logical reasoning skills. The linear regression analysis also indicated that evaluative strategy have a significant impact on logical reasoning ability. This article contributes to the literature by proving that the dimension of evaluative strategy in metacognitive is positively correlated with logical reasoning ability. Future research can study whether other dimensions of metacognition have a significant impact on logical reasoning ability.

Heterogeneous Knowledge Network for Visual Dialog

Visual dialog requires an agent to answer successive questions considering an image and dialog history, which is a classic vision-language task. Despite progress, there are still two key challenges: 1) parsing long or complex questions and answers and 2) dealing with the visual scene containing complicated interactions among entities. These challenges bring about the unsatisfactory consequence of current visual dialog methods. In this paper, we propose a novel Heterogeneous Knowledge Network (HKNet), which leverages textual sequence knowledge and graph knowledge to address the above issues. Specifically, the textual sequence knowledge is derived from the sentences that are retrieved from the image captions of the visual dialog dataset. The textual sequence knowledge can supplement essential common sense for parsing long or complex questions and answers. The graph knowledge is constructed via scene graph, which provides complete visual relationships for understanding the complicated interactions. These two kinds of heterogeneous knowledge complement each other and jointly improve the logical reasoning ability of the visual dialog. Extensive experimental results on two benchmark datasets: VisDial v0.9 and v1.0 demonstrate the superiority of the proposed HKNet. Ablation studies and visualization results further verify the effectiveness of our method.

Correlational Analysis on Stem Students’ Ncae Scholastic Aptitude, Track Preference, and Occupational Interest, with SHS Academic Performance

In the “new normal,” a non-paper-and-pencil admission process becomes a challenge. This correlational analysis aims to choose possible admission candidates for SHS STEM strand by determining possible connections between the NCAE General Scholastic Aptitude (GSA), STEM Strand Preference (SSP), and Area of Occupational Interest (AOI), with the academic performance (AP) of STEM students of Ateneo de Iloilo (ADI) Senior High School (SHS). The study covered 124 STEM students data protection protocols. It showed that Ateneans have Proficient (85.6%; SD=3.13) AP and Above Average NCAE GSA (school: 93.95%; national: 37.87%) and SSP rating (90.92%). There is also a significant difference in the GWA if classified according to GSA (p=0.00), SSP (p=0.00), and AOI (p=0.031). There is a strong positive correlation (r=0.646, p=0.00) in the students’ GWA and GSA. The same was likewise observed in students’ Grade 11 performance (except PE) and their corresponding GSA areas: scientific ability, reading comprehension, verbal ability, mathematical ability, and logical reasoning ability. The study suggested that the direct relationship between NCAE and Grade 11 AP validates the efficacy of the NCAE instrument as guide in career/strand advising and in approximating students’ potential AP in Grade 11.

THE IMPACTS OF MODELED-READING STRATEGY ON STUDENTS’ REASONING SKILL ABILITY

In spite of being included into receptive skill, reading is no longer considered as a passive activity of learning. It is known that readers should be actively engaged during the reading process in attempt to achieve comprehension. This study sought the impacts of the application of modeled reading in increasing students’ reasoning skill, both verbally and logically. Conducted by following quasi experimental characteristics, this study employed one-group pretest post-test design. There were 23 college students involved as the samples who were given a pretest, teaching treatment, and a post-test. The instruments used were two types of test: verbal reasoning test and logical reasoning test. Each set consists of 10 questions. During the data collection or test, the students were given 25 minutes to answer each set, for both the pretest and the posttest. Later, the data were analyzed using normality test and t-test to see if there is any significance increase after the treatment. The results unveil that both skills enhance after the treatment with modeled reading. First, students’ ability in verbal reasoning ability increases from 34.7 to 77 and logical reasoning ability increases from 65 to 83.4 in average. In conclusion, applying modeled reading can expand students’ cognitive ability in sharpening their verbal and logical reasoning which are beneficial during their learning, especially in reading comprehension.

The effect of cognitive ability on academic achievement: The mediating role of self-discipline and the moderating role of planning

In this study, 572 secondary school students aged 15–18 years old stage were selected to study the effect of their cognitive ability and self-discipline and planning on academic achievement. Cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. The mediating effect of self-discipline ability between cognitive ability and academic achievement was analyzed using structural equation modeling (SEM), and the moderating role of planning in the mediating effect was analyzed using planning as a moderating variable. The results showed that cognitive ability can have a significant positive effect on academic achievement, while self-discipline plays a partially mediating role between cognitive ability and academic achievement, and the moderating effect of Planning is significant in the second half of the mediating effect, i.e., the effect of self-discipline on academic achievement changes as the level of planning increases, and the mediating effect is stronger in the condition of higher planning, and the mediating model with moderating effect holds.

Analysis of the effect of cognitive ability on academic achievement: Moderating role of self-monitoring.

In this study, cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. Structural equation modeling (SEM) was used to analyze the moderating effect of Self-monitoring between cognitive ability and Academic Achievement, using students’ Self-monitoring as moderating variables. The results of the study showed that cognitive ability can significantly and positively affect academic achievement, while Self-monitoring can significantly moderate the effect of cognitive ability on academic performance, with a significant moderating effect on math subjects and English subjects among achievement subjects, and the higher the value of cognitive ability, the stronger the moderating effect.

Study on the Logical Reasoning Ability Development of Junior High School Students Based on SOLO Taxonomy

Logical reasoning ability, as a vital part of China’s mathematics curriculum objectives, is one of the key abilities that junior high school students should possess. SOLO (Structure of the Observed Learning Outcome) taxonomy is an analysis method pertaining to students’ response to a certain question. Based on SOLO taxonomy, this paper sets up an assessment scale that evaluates the logical reasoning ability level of junior high school students. After analyzing four specific cases, the paper obtains some enlightenment on mathematics teaching, which is supposed to help cultivate the logical reasoning ability of students in actual teaching.

Problem-Solving-Oriented Training Teaching Method to Improve Mathematical Logical Reasoning Ability on Middle School Students

With the deepening of the reform and development of the new curriculum education in the 21st century, the mathematics core accomplishment has been paid more and more attention by middle school teachers, among which, the logical reasoning ability is one of the important contents of the mathematics core accomplishment in middle school. The research purpose of this paper is to solve the problem of middle school students mathematical logical reasoning ability is not strong, starting from the mathematical problem itself, to explore how to cultivate students' logical reasoning thinking ability and teaching methods. This paper adopts the literature analysis method to summarize and analyze the relevant literature, uses the case analysis method to deeply analyze the relevant classic examples, and uses the statistical analysis method to analyze the students' logical reasoning literacy. Through the analysis of cases and students, this study believes that having the ability of mathematical logic reasoning can help students to solve mathematical problems, and similarly, it also promotes the development of students' mathematical logic reasoning ability in the process of solving problems. When cultivating students logical reasoning ability in problem-solving problems, we can start from the following aspects, 1. Pay attention to the study of basic knowledge, 2. Cultivate students' observation ability, 3. Analysis and prove with the help of innovative problems.

A Semantic Ontology-Based Approach to Support Model-Based Systems Engineering Design for an Aircraft Prognostic Health Management System

The Prognostic and Health Management (PHM) system of an aircraft has complex structures and diverse functions. It is highly coupled with other systems, such as the avionics system and flight management system. The Model-based Systems Engineering (MBSE) method is effective to support the design and verification of the aircraft PHM system. As a powerful semantic web construction method, ontology has been widely used to express design information, such as the concepts and the relationships between them. However, traditional graphical MBSE models have a natural weakness in transforming into ontology. In this paper, a semantic MBSE method is proposed to support the transform of the ontology model. Firstly, according to the design characteristics of the aircraft PHM system, a meta-model library of the aircraft PHM system is developed to support the design and evaluation. An MBSE modeling method based on requirement analysis, function analysis, logical architecture design, and physic architecture design is applied in the PHM design process. Secondly, the semantic system modeling language KARMA based on “graph, object, property, point, relationship, role, and extension” (GOPPRRE) is used to transfer the graphical MBSE model to the semantic MBSE model, which can be easily transformed to an ontology model. Finally, an ontology based on semantic modeling is developed to describe the MBSE entities and to support MBSE design. In this paper, a case study of an aircraft fuel PHM system is carried out to validate the proposed method. Based on the developed meta-model library, a complete MBSE design process for the aircraft PHM system is realized. And then an ontology model supporting PHM system design is generated from the semantic MBSE model. The MBSE ontology provides a shareable capability to help designers communicate effectively. Quantitative analysis based on ontology is also provided to verify the complexity and scale of the MBSE design process. Moreover, logical reasoning ability can also be provided to support the early requirement traceability for MBSE design. In general, the case study results show the feasibility and effectiveness of the proposed method for the aircraft PHM system design.

Emergence and Embodiment in Economic Modeling.

Exploratory ventures outside the established disciplinary boundaries can yield added insights and explanatory power. Imposing cognitive limitations on human logical reasoning ability (bounded rationality) is a well-known case in point. Extending cognition to parts of body outside the brain, and to environment outside the body is another. In contrast, the present article takes a constructive approach, also in an exploratory spirit. For the sake of exposition, we consider three tiered realms of scientific inquiry: physical or inanimate, biological or animate, and socio-psychological or sentient. In this three-tier framework, we explore the extent of gains in modeling human action within the confines of physical principles such as optimization. In this exercise, concepts of complexity and emergence account for the absence of analytically derivable mapping from micro or finer grain phenomena to macro or coarser grain phenomena. A general notion of embodiment captures the inclusion of a more expansive range of explanatory factors in modeling and understanding a given phenomenon. Emergence and embodiment play complementary roles in exploration of human behavior.

IMPLEMENTATION OF INNOVATIVE ARTIFICIAL INTELLIGENCE COGNITIONS WITH PROBLEM-BASED LEARNING GUIDED TASKS TO ENHANCE STUDENTS’ PERFORMANCE IN SCIENCE

This research conceived multivariate learning concepts and aimed at the implementation of integrating artificial intelligence (AI) life learning of face recognition, self-driving, and robots’ situational issues into problem-based learning (PBL) in natural science. This research put forward problem-solving and group cooperation in which students worked together to complete learning tasks from encountering problems to planning problem-solving. All 127 participants engaged in this research from the Hungkuo Delin University of Technology in Taiwan. 7 experts helped construct the content validity, construct validity, and reliability through instrument developments of 5 open-ended test questions and 31 learning attitude items. The statistical analyses revealed that those students improved their scientific cognitive skills of problem-solving by quantitative analyzes and presented their logical reasoning and activation ability by qualitative ones. In addition, the descriptive statistical analysis of learning attitude revealed that students had positive thinking attributes for the application of cross-disciplinary PBL and AI new knowledge. These findings had implications for the AI cognitions with PBL educational environment to increase innovation in the classroom. Pedagogical suggestions presented that students’ learning growth in the environment requires long-term cultivation to exhibit significant learning outcomes in the future. Keywords: artificial intelligence, cross-disciplinary, problem-based learning, situational issues

The Cognition of Pre-service High School Mathematics Teachers on the Implementation of Logical Reasoning Literacy

Currently, logical reasoning literacy has attracted more and more attention from all walks of life, and its implementation has become a research hot point. This study takes 51 master students from a university in China as objects to interview their cognition of the implementation of logical reasoning literacy with two questions. It was found that 1. The cognition focus of them on the implementation of logical reasoning literacy is to make students master the form of logical reasoning and improve logical reasoning ability; 2. The cognition of the implementation of logical reasoning literacy is not comprehensive and not consistent with the implementation measures proposed by predecessors. Therefore, it is suggested that 1. The teachers and experts in charge of training should pay more attention to logical reasoning literacy and provide pre-service high school mathematics teachers with more opportunities for teaching practice; 2. Pre-service high school mathematics teachers should grasp the importance of teaching practice. In the process of practice, the teachers should pay attention to observing the students' learning status, take the initiative to study and research, and constantly reflect, adjust and improve.

Cognitive Ability and Self-Control’s Influence on High School Students’ Comprehensive Academic Performance

This study uses a hierarchical linear model (HLM) to examine the effects of cognitive ability and self-control on comprehensive academic performance among students in a high school in Beijing. The study included 572 participating students, including 291 boys and 281 girls, ranging in age from 16 to 18 years old. In this study, the individual level of students’ cognitive abilities are used as the first-level variables, including memory ability (MA), information processing ability (IPA), representation ability (RA), logical reasoning ability (LRA), and thinking transformation ability (TCA). Consider self-control at the class level as the second-level variable. The research results show that the five cognitive abilities have a significant positive impact on comprehensive academic performance. Self-control plays an active role in regulating the relationship between RA, LRA, TCA, and comprehensive academic performance.

Improve The Logical Reasoning Ability of Primary School Students by Using Video Learning Assistant Teaching

Under the current situation of epidemic prevention and control, to ensure the continuous progress of student learning, Chinese Ministry of Education put forward the initiative of "suspension of classes without suspension of school". Primary and secondary schools have adopted online learning at home for students to "open schools in the cloud. There is a big difference between online learning and classroom learning. In this process, problems such as increased teaching burden of teachers, lack of interaction between teachers and students, and students' lack of active learning are also exposed. Video learning are a new type of teaching resource. It can improve the efficiency of primary school mathematics teaching by using video learning reasonably. Based on the above analysis, the purpose of this research is to investigate the development of primary school students' logical reasoning ability through the use of video leanings for auxiliary teaching. The research method adopts the experimental method and is divided into the experimental class and control class. The subjects of the study were 72 students from a primary school in Indonesia. Experimental results show that video learning for auxiliary teaching can effectively develop students' logical reasoning ability.

Analysis of the Train in Tunnel Paradox Based on Special Theory of Relativity

The train in tunnel paradox has always been a topic of debate in the scientific community, in order to allow readers to better understand its basic principles, and it needed to combine the basic knowledge of the theory of relativity to outline the train tunnel paradox. Taking Einstein’s special theory of relativity as the starting point of the argument, this paper elaborates on Einstein’s theory of relativity, focuses on the simultaneous relativity and the theory of physical motion shape change in the special theory of relativity, and clarifies the famous train in tunnel paradox. Based on the results of different reference systems, the author analyzes the paradox principle of trains and tunnels. Through the analysis, it can be seen that the special theory of relativity is meaningful in real life, and the learners should pay attention to the cultivation of their own logical reasoning ability when learning, and emphasize the understanding of the spirit of scientific criticism, so as to improve the learning effect of the special theory of relativity.

Scholar-type CEOs and Stock Price Crash Risk of Listed Companies

For China’s stock market, which is in the emerging capital market, chasing the rise and killing the fall and extreme market risks occur frequently. The risk of stock price crash caused by this phenomenon has become a major obstacle to the orderly development of capital market. The managerial characteristics of scholar-type CEOs are of great significance to the management behavior of enterprises. Their management style is reflected in the decision-making behavior of enterprises, which provides a new research perspective for the risk of stock price crash. Based on the brand theory and the reputation theory, academic experience shapes executives’ higher moral quality and sense of social responsibility, and shapes their rigorous logical reasoning and analytical judgment ability; it makes them have higher reputation cost, and makes them more conservative, self-disciplined, professional and rational, and more motivated to restrain themselves when participating in management decision-making. Based on the A-share listed companies in China from 2009 to 2018, this paper empirically tests the objective performance, transmission path and influencing factors of CEO academic experience influencing stock price crash risk. From the perspective of information risk and agency risk, we find that scholar-type CEOs can significantly reduce the risk of stock price crash by reducing information risk and agency risk; further research on the influencing factors and economic consequences of stock price crash risk shows that CEO academic experience can reduce the risk of stock price crash more effectively in the case of non-state-owned enterprises, the combination of two jobs, and higher institutional investors’ shareholding ratio. This paper interprets the formation mechanism of stock price crash risk of listed companies based on the perspective of executive governance, and supports the information hiding hypothesis. From the theoretical level, the research result provides ideas for further exploring how management experience affects corporate financial behavior, and provides a new perspective and beneficial supplement for the research of high-level echelon theory and executive heterogeneity; from the practical level, it provides new evidence support for listed companies to make scientific and reasonable CEO appointment decisions and high-level talent selection, and provides practical guidance and experience reference for further exploring the impact of executive academic experience on enterprise management behavior, promoting the healthy and orderly development of the capital market, and establishing a stable multi-level capital market.

SCIENCE PERFORMANCE AND SCHOLASTIC APTITUDE OF GRADE 9 LEARNERS

This study determined the relationship between scholastic aptitude comprised of reading comprehension, verbal ability, mathematical ability, logical reasoning ability, and visual manipulative skills and Science performance of Grade 9 learners in a privately run basic education institution in Lapu-lapu, Cebu, Philippines during the school year 2015-2016. Descriptive and correlational research designs were carried out to assess the relationship among the identified variables. The study anchored its framework on the Multiple Intelligence Theory and the Primary Mental Abilities Theory. Secondary data on learners’ Science performance, scholastic aptitude and selected demographic profile were considered. Findings revealed a strong association in reading comprehension and Science performance of both sexes between scholar and non-scholar leaners. Moderate direct correlations were noted between learners’ scholastic aptitude pertaining to verbal ability, mathematical ability, logical-reasoning ability and visual manipulative skills, and their science performance. Science performance statistically differed between male and female, and between scholar and non-scholar learners. Female scholar learners performed better than their male non-scholar counterparts in science. In conclusion, scholastic aptitude has bearing on achievement of female scholar learners with respect to their science performance. There is enough evidence to conclude that scholastic aptitude goes hand in hand with science performance. It is imperative then that parents and teachers should work together to develop learners’ scholastic aptitude particularly in reading comprehension to reduce if not eliminate, the sex gap in science performance of learners in the study area.
 
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Micro:bit Robotics Course: Infusing Logical Reasoning and Problem-Solving Ability in Fifth Grade Students Through an Online Group Study System

With rising societal interest in the subject areas of science, technology, engineering, art and mathematics (STEAM), a micro:bit robotics course with an online group study (OGS) system was designed to foster student learning anytime and anywhere. OGS enables the development of a learning environment that combines real-world and digital-world resources, and can enhance the effectiveness of learning among students from a remote area. In this pre- and post-test experiment design, we studied 22 (8 males and 14 females) 5th grade students from a remote area of Taiwan. A t test performed before and after the robotics course showed a positive increase in students’ proportional reasoning, probabilistic reasoning, and ability to analyze a problem. Results also revealed a gender difference in the association between students’ logical reasoning and problem-solving ability.