Classical Syllogisms in Logic Teaching

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5 Citationer (Scopus)

Resumé

This paper focuses on the challenges of introducing classical syllogisms in university courses in elementary logic and human reasoning. Using a program written in Prolog+CG, some empirical studies have been carried out involving three groups of students in Denmark; one group of philosophy students and two groups of students of informatics. The skills of the students in syllogistic reasoning before and after the logic courses have been studied and are discussed. The empirical observations made with the program make it possible to identify syllogisms which are found difficult by the students, and to identify others which the students find easier to handle. It is discussed why certain syllogisms are more difficult than others to assess correctly with respect to validity. The results are compared with findings from earlier studies in the literature. As in other studies, it is shown that the test persons have a tendency correctly to assess valid syllogisms as such more often than correctly assessing invalid syllogisms as such. It is also investigated to what extent the students have improved their skills in practical reasoning by attending the logic courses. Finally, some open questions regarding syllogistic reasoning are discussed.
OriginalsprogEngelsk
TitelConceptual Structures for STEM Research and Education : 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings
RedaktørerHeather D. Pfeiffer, Dmitry I. Ignatov, Jonas Poelmans, Nagardjuna Gadiraju
Antal sider13
Vol/bind7735
ForlagSpringer Publishing Company
Publikationsdato2013
Sider31–43
ISBN (Trykt)978-3-642-35785-5
ISBN (Elektronisk)978-3-642-35786-2
DOI
StatusUdgivet - 2013
BegivenhedInternational Conference on Conceptual Structures - Mumbai, Indien
Varighed: 10 jan. 201312 jan. 2013
Konferencens nummer: 20th
http://iccs2013.hbcse.tifr.res.in/

Konference

KonferenceInternational Conference on Conceptual Structures
Nummer20th
LandIndien
ByMumbai
Periode10/01/201312/01/2013
Internetadresse
NavnLecture Notes in Computer Science
ISSN0302-9743

Emneord

  • Syllogisms
  • learning
  • logic

Citer dette

Øhrstrøm, P., Sandborg-Petersen, U., Thorvaldsen, S., & Ploug, T. (2013). Classical Syllogisms in Logic Teaching. I H. D. Pfeiffer, D. I. Ignatov, J. Poelmans, & N. Gadiraju (red.), Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings (Bind 7735, s. 31–43). Springer Publishing Company. Lecture Notes in Computer Science https://doi.org/10.1007/978-3-642-35786-2_4
Øhrstrøm, Peter ; Sandborg-Petersen, Ulrik ; Thorvaldsen, Steinar ; Ploug, Thomas. / Classical Syllogisms in Logic Teaching. Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings. red. / Heather D. Pfeiffer ; Dmitry I. Ignatov ; Jonas Poelmans ; Nagardjuna Gadiraju. Bind 7735 Springer Publishing Company, 2013. s. 31–43 (Lecture Notes in Computer Science).
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abstract = "This paper focuses on the challenges of introducing classical syllogisms in university courses in elementary logic and human reasoning. Using a program written in Prolog+CG, some empirical studies have been carried out involving three groups of students in Denmark; one group of philosophy students and two groups of students of informatics. The skills of the students in syllogistic reasoning before and after the logic courses have been studied and are discussed. The empirical observations made with the program make it possible to identify syllogisms which are found difficult by the students, and to identify others which the students find easier to handle. It is discussed why certain syllogisms are more difficult than others to assess correctly with respect to validity. The results are compared with findings from earlier studies in the literature. As in other studies, it is shown that the test persons have a tendency correctly to assess valid syllogisms as such more often than correctly assessing invalid syllogisms as such. It is also investigated to what extent the students have improved their skills in practical reasoning by attending the logic courses. Finally, some open questions regarding syllogistic reasoning are discussed.",
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Øhrstrøm, P, Sandborg-Petersen, U, Thorvaldsen, S & Ploug, T 2013, Classical Syllogisms in Logic Teaching. i HD Pfeiffer, DI Ignatov, J Poelmans & N Gadiraju (red), Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings. bind 7735, Springer Publishing Company, Lecture Notes in Computer Science, s. 31–43, Mumbai, Indien, 10/01/2013. https://doi.org/10.1007/978-3-642-35786-2_4

Classical Syllogisms in Logic Teaching. / Øhrstrøm, Peter; Sandborg-Petersen, Ulrik; Thorvaldsen, Steinar; Ploug, Thomas.

Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings. red. / Heather D. Pfeiffer; Dmitry I. Ignatov; Jonas Poelmans; Nagardjuna Gadiraju. Bind 7735 Springer Publishing Company, 2013. s. 31–43 (Lecture Notes in Computer Science).

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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AB - This paper focuses on the challenges of introducing classical syllogisms in university courses in elementary logic and human reasoning. Using a program written in Prolog+CG, some empirical studies have been carried out involving three groups of students in Denmark; one group of philosophy students and two groups of students of informatics. The skills of the students in syllogistic reasoning before and after the logic courses have been studied and are discussed. The empirical observations made with the program make it possible to identify syllogisms which are found difficult by the students, and to identify others which the students find easier to handle. It is discussed why certain syllogisms are more difficult than others to assess correctly with respect to validity. The results are compared with findings from earlier studies in the literature. As in other studies, it is shown that the test persons have a tendency correctly to assess valid syllogisms as such more often than correctly assessing invalid syllogisms as such. It is also investigated to what extent the students have improved their skills in practical reasoning by attending the logic courses. Finally, some open questions regarding syllogistic reasoning are discussed.

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Øhrstrøm P, Sandborg-Petersen U, Thorvaldsen S, Ploug T. Classical Syllogisms in Logic Teaching. I Pfeiffer HD, Ignatov DI, Poelmans J, Gadiraju N, red., Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings. Bind 7735. Springer Publishing Company. 2013. s. 31–43. (Lecture Notes in Computer Science). https://doi.org/10.1007/978-3-642-35786-2_4