111 research outputs found
Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children's intuitive reasoning
This is an author-created version of this article. The original source of publication is Psychon Bull Rev. 2006 Dec;13(6):935-53
The final publication is available at www.springerlink.com
Published version: http://dx.doi.org/10.3758/BF0321390
Reoccurring patterns in hierarchical protein materials and music: The power of analogies
Complex hierarchical structures composed of simple nanoscale building blocks
form the basis of most biological materials. Here we demonstrate how analogies
between seemingly different fields enable the understanding of general
principles by which functional properties in hierarchical systems emerge,
similar to an analogy learning process. Specifically, natural hierarchical
materials like spider silk exhibit properties comparable to classical music in
terms of their hierarchical structure and function. As a comparative tool here
we apply hierarchical ontology logs (olog) that follow a rigorous mathematical
formulation based on category theory to provide an insightful system
representation by expressing knowledge in a conceptual map. We explain the
process of analogy creation, draw connections at several levels of hierarchy
and identify similar patterns that govern the structure of the hierarchical
systems silk and music and discuss the impact of the derived analogy for
nanotechnology.Comment: 13 pages, 3 figure
Increasing cognitive inhibition with a difficult prior task:implications for mathematical thinking
Dual-process theories posit two distinct types of cognitive processing: Type 1, which does not use working memory making it fast and automatic, and Type 2, which does use working memory making it slow and effortful. Mathematics often relies on the inhibition of pervasive Type 1 processing to apply new skills or knowledge that require Type 2 processing. In two studies, we demonstrate that giving participants a difficult task (Ravenâs Matrices) before a task that requires the inhibition of intuitive responses (the Cognitive Reflection Test) significantly improves performance. Our findings suggest that encountering a difficult task that requires Type 2 processing before completing a task that requires inhibition of Type 1 processing may encourage an enduring âType 2â mindset, whereby participants are more likely to spontaneously use Type 2 processing for a period of time. Implications for mathematics education are discussed
Capacity of thymic cells to effect target cell lysis following treatment with concanavalin a.
PIAGETIAN COGNITIVE LEVEL AND THE TENDENCY TO USE INTUITIVE RULES WHEN SOLVING COMPARISON TASKS
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