Miller (1956) summarized evidence that people can remember about seven chunks in short-term memory (STM) tasks. However, that number was meant more as a rough estimate and a rhetorical device than as a real capacity limit. Others have since suggested that there is a more precise capacity limit, but that it is only three to five chunks. The present target article brings together a wide variety of data on capacity limits suggesting that the smaller capacity limit is real. Capacity limits (...) will be useful in analyses of information processing only if the boundary conditions for observing them can be carefully described. Four basic conditions in which chunks can be identified and capacity limits can accordingly be observed are: (1) when information overload limits chunks to individual stimulus items, (2) when other steps are taken specifically to block the recoding of stimulus items into larger chunks, (3) in performance discontinuities caused by the capacity limit, and (4) in various indirect effects of the capacity limit. Under these conditions, rehearsal and long-term memory cannot be used to combine stimulus items into chunks of an unknown size; nor can storage mechanisms that are not capacity-limited, such as sensory memory, allow the capacity-limited storage mechanism to be refilled during recall. A single, central capacity limit averaging about four chunks is implicated along with other, noncapacity-limited sources. The pure STM capacity limit expressed in chunks is distinguished from compound STM limits obtained when the number of separately held chunks is unclear. Reasons why pure capacity estimates fall within a narrow range are discussed and a capacity limit for the focus of attention is proposed. Key Words: attention; enumeration; information chunks; memory capacity; processing capacity; processing channels; serial recall; short-term memory; storage capacity; verbal recall; working memory capacity. (shrink)

find myself believing all sorts 0f things for which I d0 not possess evidence: that smoking cigarettes causes lung cancer, that my car keeps stalling because the carburetor needs LO be rebuilt, that mass media threaten democracy, that slums cause emotional disorders, that my irregular heart beat is premature ventricular contraction, that students} grades are not correlated with success in the ncmacadcmic world, that nuclear power plants are not safe (enough) . . . The list 0f things I believe, though (...) I have no evidence for the truth of them, is, if not infinite, virtually endless. And.. (shrink)

This volume contains 12 papers addressed to researchers and advanced students in informal logic and related fields, such as argumentation, formal logic, and communications. Among the issues discussed are attempts to rethink the nature of argument and of inference, the role of dialectical context, and the standards for evaluating inferences, and to shed light on the interfaces between informal logic and argumentation theory, rhetoric, formal logic and cognitive psychology.

Hilary Putnam deals in this book with some of the most fundamental persistent problems in philosophy: the nature of truth, knowledge and rationality. His aim is to break down the fixed categories of thought which have always appeared to define and constrain the permissible solutions to these problems.

In this paper, I situate Logical Argument Mapping within.

Hyperproof is a system for learning the principles of analytical reasoning and proof construction, consisting of a text and a Macintosh software program. Unlike traditional treatments of first-order logic, Hyperproof combines graphical and sentential information, presenting a set of logical rules for integrating these different forms of information. This strategy allows students to focus on the information content of proofs, rather than the syntactic structure of sentences. Using Hyperproof the student learns to construct proofs of both consequence and nonconsequence using (...) an intuitive proof system that extends the standard set of sentential rules to incorporate information represented graphically. Hyperproof is compatible with various natural-deduction-style proof systems, including the system used in the authors' Language of First-Order Logic. (shrink)

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE’s insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports (...) the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called “AGORA-net: Participate – Deliberate!”. The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills. (shrink)

Among Immanuel Kant's most influential contributionsto philosophy is his development of the transcendental argument. InKant's conception, an argument of this kind begins with a compellingpremise about our thought, experience, or knowledge, and then reasonsto a conclusion that is a substantive and unobvious presupposition andnecessary condition of this premise. The crucial steps in thisreasoning are claims to the effect that a subconclusion or conclusionis a presupposition and necessary condition of a premise. Such anecessary condition might be a logically necessary condition, butoften (...) in Kant's transcendental arguments the condition is necessary inthe sense that it is the only possible explanation for the premise,whereupon the necessity might be weaker than logical. Typically, thisreasoning is intended to be a priori in some sense, eitherstrict or more relaxed. The conclusion of the argument is often directed againstskepticism of some sort. For example, Kant's Transcendental Deductiontargets Humean skepticism about the applicability of a priorimetaphysical concepts, and his Refutation of Idealism takes aim atskepticism about external objects. These two transcendental argumentsare found in the Critique of Pure Reason, butsuch arguments are found throughout Kant's works, for example inthe Critique of Practical Reason, in the Critiqueof the Power of Judgment, and in the OpusPosthumum. This article focuses on theTranscendental Deduction, the Refutation of Idealism, and more recenttranscendental arguments such as P. F. Strawson's that areinspired by these two examples. (shrink)

A case study of multimodal systems and a new interpretation of Charles S. Peirce's theory of reasoning and signs based on an analysis of his system of ...

One effect of information technology is the increasing need to present information visually. The trend raises intriguing questions. What is the logical status of reasoning that employs visualization? What are the cognitive advantages and pitfalls of this reasoning? What kinds of tools can be developed to aid in the use of visual representation? This newest volume on the Studies in Logic and Computation series addresses the logical aspects of the visualization of information. The authors of these specially commissioned papers explore (...) the properties of diagrams, charts, and maps, and their use in problem solving and teaching basic reasoning skills. As computers make visual representations more commonplace, it is important for professionals, researchers and students in computer science, philosophy, and logic to develop an understanding of these tools; this book can clarify the relationship between visuals and information. (shrink)

Murray Gell-Mann has proposed the concept of effective complexity as a measure of information content. The effective complexity of a string of digits is defined as the algorithmic complexity of the regular component of the string. This paper argues that the effective complexity of a given string is not uniquely determined. The effective complexity of a string admitting a physical interpretation, such as an empirical data set, depends on the cognitive and practical interests of investigators. The effective complexity of a (...) string as a purely formal construct, lacking a physical interpretation, is either close to zero, or equal to the string's algorithmic complexity, or arbitrary, depending on the auxiliary criterion chosen to pick out the regular component of the string. Because of this flaw, the concept of effective complexity is unsuitable as a measure of information content. (shrink)

Fourteen new essays by a distinguished team of authors offer a broad and stimulating re-examination of transcendental arguments. This is the philosophical method of arguing that what is doubted or denied by the opponent must be the case, as a condition for the possibility of experience, language, or thought.The line-up of contributors features leading figures in the field from both sides of the Atlantic; they discuss the nature of transcendental arguments, and consider their role and value. In particular, they consider (...) how successful such arguments are as a response to sceptical problems. The editor's introduction provides historical context and philosophical orientation for the discussions. This is the first major appraisal of transcendental arguments since the 1970s; they have continued to play a significant role in philosophy, and recent developments in epistemology and metaphysics have raised new questions and challenges for them. Transcendental Arguments will be essential reading for anyone interested in this area of philosophy, and the starting-point for future work. (shrink)

This book provides a systematic analysis of many common argumentation schemes and a compendium of 96 schemes. The study of these schemes, or forms of argument that capture stereotypical patterns of human reasoning, is at the core of argumentation research. Surveying all aspects of argumentation schemes from the ground up, the book takes the reader from the elementary exposition in the first chapter to the latest state of the art in the research efforts to formalize and classify the schemes, outlined (...) in the last chapter. It provides a systematic and comprehensive account, with notation suitable for computational applications that increasingly make use of argumentation schemes. (shrink)

This book provides an explanation of the connections between nature at its most basic level and natural selection, archaeology, linguistics, child development, computers and other complex adaptive systems.

1 INTRODUCTION Above the other titles he might justly have claimed, Charles S. Peirce prized the title 'logician'. He expressed in several places his ...

John Fox argued that deductivism must be supplemented with ‘epistemic syllogisms’, non-deductive arguments whose vindication is trivial if deductivism is correct. I resist this attempt to surpass deductivism.

This article advances the view that propositional logic can and should be taught within general education logic courses in ways that emphasizes its practical usefulness, much beyond what commonly occurs in logic textbooks. Discussion and examples of this relevance include database searching, understanding structured documents, and integrating concepts of proof construction with argument analysis. The underlying rationale for this approach is shown to have import for questions concerning the design of logic courses, textbooks, and the general education curriculum, particularly the (...) sequencing of formal and informal logic courses. (shrink)