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1
FALKE: experiences from transdisciplinary educational research by fourteen disciplines
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2
FALKE: Experiences From Transdisciplinary Educational Research by Fourteen Disciplines
Lindl, Alfred; Hilbert, Sven; Schilcher, Anita. - : Frontiers Media SA, 2021
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3
FaWi-S – Eine psychometrische Testkonstruktion zum didaktischen Wissen von Grundschullehrkräften in Bezug auf Sprachförderung im Projekt Eva-Prim
In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 33-53 (2020)
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4
The conjunction fallacy and the many meanings of "and"
In: Cognition. - Amsterdam [u.a] : Elsevier 108 (2008) 3, 740-753
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5
The conjunction fallacy and the many meanings of and
In: Cognition. - Amsterdam [u.a] : Elsevier 108 (2008) 3, 740-753
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6
The conjunction fallacy and the meanings of and ...
Hertwig, R.; Benz, B.; Krauss, Stefan. - : Universität Regensburg, 2008
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The conjunction fallacy and the meanings of and
Hertwig, R.; Benz, B.; Krauss, Stefan. - : Elsevier, 2008
Abstract: According to the conjunction rule, the probability of A and B cannot exceed the probability of either single event. This rule reads and in terms of the logical operator ∧, interpreting A and B as an intersection of two events. As linguists have long argued, in natural language “and” can convey a wide range of relationships between conjuncts such as temporal order (“I went to the store and bought some whisky”), causal relationships (“Smile and the world smiles with you”), and can indicate a collection of sets rather than their intersection (as in “He invited friends and colleagues to the party”). When “and” is used in word problems researching the conjunction fallacy, the conjunction rule, which assumes the logical operator ∧, therefore cannot be mechanically invoked as a norm. Across several studies, we used different methods of probing people’s understanding of and-conjunctions, and found evidence that many of those respondents who violated the conjunction rule in their probability or frequency judgments inferred a meaning of and that differs from the logical operator ∧. We argue that these findings have implications for whether judgments involving ambiguous and-conjunctions that violate the conjunction rule should be considered manifestations of fallacious reasoning or of reasonable pragmatic and semantic inferences.
Keyword: 370 Erziehung; 510 Mathematik; ddc:370; ddc:510; Schul- und Bildungswesen
URL: https://epub.uni-regensburg.de/34273/
https://epub.uni-regensburg.de/34273/1/Hertwig,%20Benz,%20Krauss%20%282008%29.%20The%20conjunction%20fallacy%20and%20the%20meanings%20of%20and.pdf
http://www.sciencedirect.com/science/article/pii/S0010027708001625
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8
Secondary Mathematics Teachers’ Pedagogical Content Knowledge and Content Knowledge: Validation of the COACTIV Constructs.
Krauss, Stefan; Baumert, J.; Blum, W.. - : Springer, 2008
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9
Representation facilitates reasoning: what natural frequencies are and what they are not
In: Cognition. - Amsterdam [u.a] : Elsevier 84 (2002) 3, 343-352
OLC Linguistik
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10
Representation facilitates reasoning : what natural frequencies are and what they are not
In: Cognition. - Amsterdam [u.a] : Elsevier 84 (2002) 3, 343-352
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11
Ecological rationality and its contents
In: Thinking & reasoning. - Abingdon : Routledge, Taylor & Francis Group 6 (2000) 4, 375-384
OLC Linguistik
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