In an age of information glut, knowledge can be hard to come by. Education must equip us to transform information for our own individual requirements. Full citizenship of the world requires that we learn to reason and communicate. So how do we do it? This book shares new insights into how people process information, and how we use that information to reason, make decisions, and develop theories about the world in which we live.
In an age of information glut, knowledge can be hard to come by. Education must equip us to transform information for our own individual requirements. Full citizenship of the world requires that we learn to reason and communicate. So how do we do it? This book shares new insights into how people process information, and how we use that information to reason, make decisions, and develop theories about the world in which we live.
Psychology and philosophy at Oxford. PhD at Rockefeller University in New York. Taught at Liverpool University before moving to Edinburgh to the Center for Cognitive Science in 1983. Now Director of the Human Communication Research Centre. ESRC Senior Research Fellow 1999-2002 Chariman-elect of Cognitive Science Society 2002-2003 Research interests are in the cognitive science of human reasoning and communication, especially thelearning of reasoning and communication skills. What is the relation between logical foundations and empirical psychology of human representation adn reasoning capacities? How can cognitive and social accounts of human reasoning and communication be integrated?
Inhaltsangabe
1: Introduction 2: Language, diagram and system 3: Hyperproof: industrial strength logic teaching 4: Euler and the syllogism: back to the age of reason 5: Why do we have to learn logic? A paradox resolved 6: Interpretation, reasoning, and communication 7: Cards and dice: assessing evidence and understanding experimenters 8: The proof of a power station is in the...diagrams and equations for practitioners 9: Involvement and detachment in learning to communicate 10: Bloor, Lakatos and the sociology of diagrams 11: Conclusions for practice 12: Conclusions for theory
1: Introduction 2: Language, diagram and system 3: Hyperproof: industrial strength logic teaching 4: Euler and the syllogism: back to the age of reason 5: Why do we have to learn logic? A paradox resolved 6: Interpretation, reasoning, and communication 7: Cards and dice: assessing evidence and understanding experimenters 8: The proof of a power station is in the...diagrams and equations for practitioners 9: Involvement and detachment in learning to communicate 10: Bloor, Lakatos and the sociology of diagrams 11: Conclusions for practice 12: Conclusions for theory
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