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On diagnosing Alzheimer's disease: assessing abstract thinking and reasoningGoranson, Tamara Elaine 16 August 2018 (has links)
A series of abstract thinking and reasoning tasks was administered to patients with Alzheimer's disease (AD) and a sample of nondemented older adults matched on age, education, and gender variables. The performance of the AD patients was inferior to control subjects on all verbal and nonverbal reasoning tests, including a newly developed test of analogical reasoning, the Goranson Analogy Test (GAT). Preliminary psychometric analyses of the GAT revealed very high internal consistency, good convergent and divergent validity, and adequate predictive validity. Further analyses revealed that reasoning with pictures was just as easy as reasoning with words for AD patients, indicating that modality of presentation has little effect on reasoning performance. Error analyses revealed no qualitative differences in performance between AD patients and nondemented controls. Taken together, the findings suggest that abstract thinking and reasoning abilities decline with the onset of Alzheimer's dementia. A neurocognitive model of analogical reasoning is proposed to account for the study findings. / Graduate
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Cultural Differences in Imagery Generation: The Influence of Abstract Versus Concrete ThinkingLiang, Beichen, Kale, Sudhir H. 01 March 2012 (has links)
Past research suggests that concrete ad stimuli generate more imagery than abstract stimuli. However, this finding may not be culturally universal. Our research suggests that East Asians tend to generate more imagery than Westerners when exposed to abstract advertising messages, but these differences in imagery generation tend to subside when both cultural groups are exposed to concrete stimuli. Exposure to abstract stimuli while limiting mental resources results in narrowing the differences in number of images generated by Westerners and East Asians as does providing subjects with instructions to imagine.
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Cross-Cultural Differences in the Effects of Abstract and Concrete Thinking on Imagery Generation and Ad PersuasionLiang, Beichen, Cherian, Joseph 01 April 2010 (has links)
This study examines the effect of culture on imagery generation and ad attitudes. Although research suggests that concrete stimuli generate more images than abstract stimuli, our study shows that this finding is not universal across cultures. Chinese generate more imagery than Americans when encountering abstract stimuli because Chinese tend to think concretely. Moreover, Chinese and Americans have different attitudes toward different stimuli. While Chinese prefer concrete stimuli to abstract stimuli, Americans have the same attitudes toward concrete and abstract stimuli.
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Concrete Thinking or Ideographic Language: Which Is the Reason for Chinese People's Higher Imagery-Generation Abilities?Liang, Beichen, Cherian, Joseph, Liu, Yili 01 January 2010 (has links)
In this study, we attempted to separate the effects of culture and language on imagery generation. By asking subjects from China, Singapore and the US to read Chinese and/or English messages, we found that culture, as opposed to language of the message, drives Chinese people's imagery-generation capabilities. Indeed, people from mainland China generated more images than both Singaporean Chinese people and Americans, even when tested in English. This is because their dominant way of thinking is concrete. Bilingual Singaporean Chinese subjects generated the same number of images when exposed to English and Chinese stimuli because they are equally adept at abstract and concrete thinking. However, their imagery-generation ability could be manipulated by priming abstract or concrete thinking.
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Design thinking for the development of formal operations: A team-based middle school design curriculumO'Dell, Stephanie K 01 January 2016 (has links)
In this thesis, I propose a team-based design curriculum that aligns with the cognitive development of middle school age students. The ability to think abstractly develops at a specific time in development, according to widely accepted cognitive theory. The middle school years are the launching pad of abstract thinking. At this age, students are also primed for learning through social activity. The design process often includes abstract problem solving challenges, and working within a team structure. These ideas build a foundation for a research question—could a team-based design curriculum in middle school strengthen students’ natural cognitive development by providing opportunities for adaptations through experiential learning? In this thesis, I propose a team-based design curriculum for middle school students, which follows a trajectory of concrete to abstract challenges, complementing the natural cognitive transition of this age.
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Characterizing Student Proficiency In Software Modeling In Terms of Functions, Structures, and BehaviorsPaul JoseKutty Thomas (10711266) 06 May 2021 (has links)
<p>Software modeling is an integral
practice for software engineers especially as the complexity of software
solutions increase. There is precedent in industry to model information systems
in terms of functions, structures, and behaviors. While constructing these
models, abstraction and systems thinking are employed to determine elements
essential to the solution and how they are connected. However, both abstraction
and systems thinking are difficult to put in practice and difficult to teach
due to the, often, ill-structured nature of real-world IT problems. Unified
Modeling Language (UML) is the industry standard for software modeling but
unfortunately it is often used incorrectly and misunderstood by novices. This
has also been observed in educational contexts where students encounter
difficulty in employing the appropriate level of abstraction in modeling and
programming contexts and not necessarily being able to view or treat software
systems as being interconnected. </p>
<p>The researcher detailed a
multi-methods approach, through the lens of pragmatism, towards understanding
patterns of student proficiency with abstraction and software modeling in terms
capturing the functional, structural, and behavioral aspects of an information
system, as given by the Structures-Behaviors-Function framework. The
quantitative strand involved the development of rubrics to analyze functional,
structural, and behavioral models given by UML activity diagrams, class
diagrams, and sequence diagrams, respectively. The subjects of this study were
students enrolled in a sophomore-level systems analysis and design class. Descriptive
analysis revealed patterns of modeling proficiency. Students were generally
proficient in modeling the system in terms of functions but there was an
overall drop-off in proficiency when modeling the system in terms of structures
and behaviors. The results of the clustering analysis revealed underlying profiles
of students based on abstract thinking and systems thinking ability. Two
distinct clusters – high performing students and moderate performing students –
were revealed with statistically significant differences between the groups in
terms of abstract thinking and systems thinking ability. Further correlational
analysis was performed on each cluster. The results of the correlational
analyses pointed to significant positive associations between software modeling
proficiency and the constructs of abstract thinking and systems thinking. Logistic
regression analysis was then performed, and it could be inferred from the
regression model that abstract thinking in terms of behaviors and systems
thinking in terms of aligning sequence diagrams with activity diagrams were the
most important predictors of high performance. </p>
The qualitative strand of this study involved a
case study approach using the think-aloud protocol centered around exploring
how students utilized abstract thinking and systems thinking while constructing
software models. The participants of this study were students who had completed
the sophomore-level systems analysis and design course. Thematic analysis was
utilized to identify themes of abstract thinking and systems thinking within
the epistemic games of structural, functional, and process analyses. Two
different approaches towards modeling information systems were identified and
chronological visualizations for each approach were presented. Overall, it
could be inferred from the results and findings of the study that the learning
design of the sophomore-level course was successful in equipping students with
the skills to proficiently model information systems in terms of functions.
However, the students were not as proficient in modeling information systems in
terms of structures and behaviors. The theoretical contribution of this study was
centered around the application of the SBF framework and epistemic forms and
games in the context of information systems. The methodological contributions
pertain to the rubrics that were developed which can be used to evaluate
software modeling proficiency as well as abstract thinking and systems
thinking. Abstract thinking and systems thinking were successfully
characterized in the context of information systems modeling. The results of
this study have implications in computing education. The suggested
instructional approaches and scaffolds can be utilized to improve outcomes in
terms of structural and behavioral modeling proficiency.
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