Style Of Reasoning Research Articles

Understanding the shift from micro- to macro-prudential thinking: a discursive network analysis

Macro-prudential thinking and its emphasis on endogenously created systemic risks, marginal in the banking regulation discourse until the mid-2000s, has become central post-crisis. This paper analyzes this intellectual shift by using discourse and citation-network analysis of the most-cited scholarly works on banking regulation and systemic risk from 1985 to 2014 and six in-depth interviews with central scholars. It demonstrates that the predominance of formalism, particularly partial equilibrium analysis, in studies on banking regulation pre-crisis impeded economists’ engagement with the endogenous sources of systemic risks discussed in the systemic risk sample. These studies excluded observed phenomena that could not be accommodated in mathematical models, largely ignoring contributions based on historical and practitioners’ styles of reasoning. Post-crisis, while informal analyses gain prominence in studies on banking regulation, attempts to conceptualize systemic risk as a negative externality indicate the persistence of formalism and equilibrium thinking and its concomitant epistemological limitations that stymie theoretical progress.

Doubt and fear of self in bulimia nervosa.

Several overlapping cognitive processes have been identified in eating disorders (EDs) and obsessive compulsive disorder (OCD). Drawing from the OCD literature, the present study examined whether bulimia nervosa (BN) is associated with a maladaptive inductive reasoning style characterized by the over-investment in possibility-based (as opposed to reality-based) information. Women with BN (n = 25) and healthy controls (HC; n = 24) completed the Inference Processes Task (IPT), an ecological inductive reasoning task previously validated in OCD samples. Participants also completed the Fear of Self Questionnaire (FSQ) that evaluates investment in a feared possible identity. Significant differences on the IPT indicate that the BN group was more influenced by possibility-based information throughout the task than the HC group (F[5.44, 255.78] = 6.94, p > .001). It was also found that the BN group scored significantly higher on the FSQ than the HC group (t[29.98] = 8.4, p > .001), replicating previous findings. Finally, scores on the IPT were significantly correlated with measures of symptom severity. These findings suggest that BN may be associated with maladaptive inductive reasoning processes characterized by over-investment in possibility-based feared outcomes and identities.

Quid pro quo in Web 2.0. Connecting personality traits and Facebook usage intensity to uncivil commenting intentions in public online discussions

Fueled by tragic incidents worldwide, many studies have investigated dispositional factors that lead to virtual abuse and cyberbullying. In contrast to this, less extreme forms of uncivil online behavior have received only little attention. The current paper strives to overcome this research gap by focusing on uncivil commenting intentions in public Facebook discussions. We presented controversial online comments to a convenient student sample of 256 Facebook users asking them to consider their likely response on several scales ranging from a functional to an uncivil style of reasoning. Users' intended commenting was then linked to several personality traits (Big Five, Dark Triad, sensation seeking, and impulsivity) and their Facebook intensity. Analyses revealed openness, agreeableness, and experience seeking as negative predictors of participants' intention to comment uncivilly, whereas attentional impulsivity, boredom susceptibility as well as intense Facebook use emerged as positive predictors. No connections were found for the Dark Triad. Possible explanations for these effects are discussed.

Impaired self-agency inferences in schizophrenia: The role of cognitive capacity and causal reasoning style

BackgroundThe sense of self-agency, i.e., experiencing oneself as the cause of one's own actions, is impaired in patients with schizophrenia. Normally, inferences of self-agency are enhanced when actual outcomes match with pre-activated outcome information, where this pre-activation can result from explicitly set goals (i.e., goal-based route) or implicitly primed outcome information (i.e., prime-based route). Previous research suggests that patients show specific impairments in the prime-based route, implicating that they do not rely on matches between implicitly available outcome information and actual action-outcomes when inferring self-agency. The question remains: Why? Here, we examine whether neurocognitive functioning and self-serving bias (SSB) may explain abnormalities in patients’ agency inferences. MethodsThirty-six patients and 36 healthy controls performed a commonly used agency inference task to measure goal- and prime-based self-agency inferences. Neurocognitive functioning was assessed with the Brief Assessment of Cognition in Schizophrenia (BACS) and the SSB was assessed with the Internal Personal and Situational Attributions Questionnaire. ResultsResults showed a substantial smaller effect of primed outcome information on agency experiences in patients compared with healthy controls. Whereas patients and controls differed on BACS and marginally on SSB scores, these differences were not related to patients’ impairments in prime-based agency inferences. ConclusionsPatients showed impairments in prime-based agency inferences, thereby replicating previous studies. This finding could not be explained by cognitive dysfunction or SSB. Results are discussed in the context of the recent surge to understand and examine deficits in agency experiences in schizophrenia.

On mechanistic reasoning in unexpected places: the case of population genetics

A strong case has been made for the role and value of mechanistic reasoning in process-oriented sciences, such as molecular biology and neuroscience. This paper shifts focus to assess the role of mechanistic reasoning in an area where it is neither obvious nor expected: population genetics. Population geneticists abstract away from the causal-mechanical details of individual organisms and, instead, use mathematics to describe population-level, statistical phenomena. This paper, first, develops a framework for the identification of mechanistic reasoning where it is not obvious: mathematical and mechanistic styles of scientific reasoning. Second, it applies this framework to demonstrate that both styles are integrated in modern investigations of evolutionary biology. Characteristic of the former, applied population genetic techniques provide statistical evidence for associations between genotype, phenotype, and fitness. Characteristic of the latter, experimental interventions provide causal-mechanical evidence for associations between the very same relationships, often in the same model organisms. The upshot is a richer perspective of how evolutionary biologists build evidence for hypotheses regarding adaptive evolution and a general framework for assessing the scope of mechanistic reasoning across the sciences.

Styles of Reasoning in Dostoevsky's Notes from Underground and Sōseki's Kokoro

Abstract Adapting a term coined by Ian Hacking, this article analyzes certain of the styles of reasoning that appear in two novels, Fyodor Dostoevsky's Zapiski iz podpol'ya (Notes from Underground, 1864) and Natsume Sōseki's Kokoro (1914). The confession of the underground man, the protagonist of Dostoevsky's novel, includes an argument against the Chernyshevskian doctrine of rational egoism. The underground man's argument may, as this article shows, be analyzed using logical truth tables to demonstrate that, however thorough the underground man's argument may appear, it does not consider the counterexample of selfless altruism. This omission prepares the way for the underground man's rejection of Liza at the climax of the second part of the novel. Sōseki's novel, too, contains a confession, namely Sensei's testament, in which Sensei relates how he arrived at his belief that humanity is fundamentally selfish. Sensei's style of reasoning is primarily inductive, in contrast with that of other characters in Sōseki's novel, and the present article argues that Sensei's style of reasoning is a primary cause of his suicide. In each novel, then, there is a sustained consideration of how and to what extent a style of reasoning is bound up with a character's fate.

Re-invigorating the being of language in educational studies: unpacking Confucius’ ‘wind-pedagogy’ in Yijing as an exemplar

ABSTRACTIn international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a ‘wind-education’ discourse in China’s current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius’ ‘wind-pedagogy’ as expressed in Yijing. This unique historical–cultural ‘wind-education’ discourse is salient, yet goes unnoticed, in China’s current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond.

Exemplars, ethics, and illness narratives.

Many people report that reading first-person narratives of the experience of illness can be morally instructive or educative. But although they are ubiquitous and typically sincere, the precise nature of such educative experiences is puzzling, for those narratives typically lack the features that modern philosophers regard as constitutive of moral reason. I argue that such puzzlement should disappear, and the morally educative power of illness narratives explained, if one distinguishes two different styles of moral reasoning: an inferentialist style that generates the puzzlement and an alternative exemplarist style that offers a compelling explanation of the morally educative power of pathographic literature.

The moral continuum: Congruence, consistency, and continuity in moral cognition

This article provides a criticism of the model of fragmented moral cognition, which states that the processes of moral evaluation are fragmented, compartmentalized, and discontinuous at a cognitive level, in accordance with dual process theories of reasoning. Contrary to this view, I argue that the concept of “moral mind” stands for a graded and continuous mechanism of thinking, without functional breaks between intuitive processing and conscious reasoning. Therefore, I suggest that moral cognition is a general psychological process—a moral continuum—that is irreducible to any particular type or style of reasoning.

DOES PRODUCT CONTEXT COMPLEXITY MATTER IN (IN)CONGRUENT SHOP ENVIRONMENTS? THE INFLUENCE OF PROCESSING FLUENCY ON PRODUCT EVALUATION

DOES PRODUCT CONTEXT COMPLEXITY MATTER IN (IN)CONGRUENT SHOP ENVIRONMENTS? THE INFLUENCE OF PROCESSING FLUENCY ON PRODUCT EVALUATION

Clinical Reasoning Styles Used by Occupational Therapists Delivering an eHealth Intervention

Abstract Date Presented 3/31/2017 Think-aloud methods were used to explore the clinical reasoning of occupational therapists interacting with clients through videoconferencing. Pragmatic, procedural, interactive, and conditional reasoning styles were all used. Think-aloud methods may help train therapists practicing using eHealth. Primary Author and Speaker: Emily Nalder Contributing Authors: Carolina Bottari, Elizabeth Skidmore, Deirdre Dawson

‘Keep off the lawn; grass has a life too!’: Re-invoking a Daoist ecological sensibility for moral education in China’s primary schools

In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecological notion and scrutinizes its relevance to the discursive construction of China’s moral child in two steps. First, it draws upon Heidegger’s thinking and the Chinese Daoist ecological understanding to explicate the philosophical significance of this ‘co-being with’ for moral education. Second, it unpacks the discursive embodiments of this ethical–ecological co-being with in connection with the construction of moral subjects in the post-2001 and 2016 textbooks. Through rigorous textual analysis, this paper finds that the post-2001 textbook discourses embody an instrumental trope and a subject vs object binary style of reasoning, which possibly makes egoistic rather than ethical children. The 2016 textbook discourses, especially those on the theme of co-being with, however, constrain the above instrumentality and envision cultivating ethical children. This paper argues this theorized co-being with provides some implications for moral education in China and the world, meanwhile raising some pedagogical challenges as well.

Foucaults Wende

Michel Foucault's work and way of thinking of the late 1970s was marked by a fundamental turn, which was probably much more than the 'shift' he was speaking of at the very end of his life. To shed some light on this pivotal moment in Foucault's constantly 'shifting' style of reasoning, this paper focuses firstly on his 1978 lecture "What is critique?", and secondly presents some insights form an interview published only recently, where Foucault talks about his often-criticized journalistic trips to Iran in fall of the same year.

Courting Legitimacy: Enregistering Legal Reasoning among US Criminal Trial Jurors

AbstractThis article discusses how law is produced semiotically as a category of social action through a study of jury decision making and the production of jury verdicts. In the US criminal justice system, citizens called for jury duty are interpellated as jurors and instructed in legal reasoning through encounters with a variety of texts. Jurors respond to the state’s hailing by producing themselves as competent jurors who can reason according to specifically legal forms of objectivity that may diverge from their everyday assessments of facts in reaching verdicts: for example, they can find a defendant legally “not guilty” while maintaining a belief in the defendant’s guilt. In ethnographic data discussed in this article, jurors affirm their competence as legal reasoners via the “enregisterment” of a style of reasoning that they link indexically to the constitutionally enshrined ideal of “impartiality.” In so doing, jurors recontextualize a style of reasoning, grounded in a logic of a “moralized objecti...

Equations, Contractions, and Unique Solutions

One of the most studied behavioural equivalences is bisimilarity. Its success is much due to the associated bisimulation proof method, which can be further enhanced by means of “bisimulation up-to” techniques such as “up-to context.” A different proof method is discussed, based on a unique solution of special forms of inequations called contractions and inspired by Milner’s theorem on unique solution of equations. The method is as powerful as the bisimulation proof method and its “up-to context” enhancements. The definition of contraction can be transferred onto other behavioural equivalences, possibly contextual and non-coinductive. This enables a coinductive reasoning style on such equivalences, either by applying the method based on unique solution of contractions or by injecting appropriate contraction preorders into the bisimulation game. The techniques are illustrated in CCS-like languages; an example dealing with higher-order languages is also shown.

Collaborative Moments. Expanding the Anthropological Field through Cross-Disciplinary Practice

ABSTRACTThis article explores some implications of cross-disciplinarity, as experienced in practice. Anthropologists are used to fuse different styles of reasoning by integrating the points of view and unspoken certainties of their partners in the field into their analysis. Fieldwork can be seen as an experiment in real time, where insights gained intersubjectively gradually shape up as knowledge through analysis. This line of thought is brought to bear on a discussion of collaboration between anthropologists, archaeologists, and biologists in North West Greenland. Through actual experiences from the field, this article shows how knowledge generated on the edge of one’s familiar disciplinary territory may both expand and intensify the anthropological field. Collaborative moments are seen to make new anthropological insights emerge through the co-presence of several analytical perspectives in the field.

Style of Reasoning and Cultivation of Political Literacy in France: A Comparison with the United States

Style of Reasoning and Cultivation of Political Literacy in France: A Comparison with the United States

Rely-Guarantee Termination and Cost Analyses of Loops with Concurrent Interleavings

By following a rely-guarantee style of reasoning, we present novel termination and cost analyses for concurrent programs that, in order to prove termination or infer the cost of a considered loop: (1) infer the termination/cost of each loop as if it were a sequential one, imposing assertions on how shared-data is modified concurrently; and then (2) prove that these assertions cannot be violated infinitely many times and, for cost analysis, infer how many times they are violated. At the core of the analysis, we use a may-happen-in-parallel analysis to restrict the set of program points whose execution can interleave. Interestingly, the same kind of reasoning can be applied to prove termination and infer upper bounds on the number of iterations of loops with concurrent interleavings. To the best of our knowledge, this is the first method to automatically bound the cost of such kind of loops. We have implemented our analysis for an actor-based language, and showed its accuracy and efficiency by applying it on several typical applications for concurrent programs and on an industrial case study.

Psychologism as a style of reasoning and the study of persons

Abstract “Psychologism” is proposed as a “style of reasoning” dominant in psychology that has set the agenda for determining what counts as psychological phenomena, their nature, and how they are to be investigated and understood. The assumptions of psychologism and particularities of its procedure are detailed and, subsequently, illustrated by example using the psychological study of attitudes. The failure of psychologism is raised and an alternative to the conception of persons implicit in psychologism is discussed as an initial step in forging a style of reasoning adequate to psychological inquiry.

Styles of Scientific Reasoning: A Cultural Rationale for Science Education?

In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six “styles of scientific reasoning.” Each “style” requires its own specific ontological and procedural entities, and invokes its own epistemic values and constructs. Consequently, learning science requires the development of not just content knowledge but, in addition, procedural knowledge, and epistemic knowledge. Previous attempts to develop a coherent account of scientific reasoning have neglected the significance of either procedural knowledge, epistemic knowledge, or both. In contrast, “styles of reasoning” do recognize the need for all three elements of domain-specific knowledge, and the complexity and situated nature of scientific practice. Most importantly, “styles of reasoning” offer science education a means of valorizing the intellectual and cultural contribution that the sciences have made to contemporary thought, an argument that is sorely missing from common rationales for science education. Second, the construct of “styles of reasoning” offers a more coherent conceptual schema for the construct of scientific reasoning—one of the major goals of any education in the sciences.