Individual differences in proof structures following multimodal logic teaching

Jon Oberlander; Richard Cox; Padraic Monaghan; Keith Stenning; Richard Tobin

Individual differences in proof structures following multimodal logic teaching

Jon Oberlander, Richard Cox, Padraic Monaghan, Keith Stenning, Richard Tobin

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract / Description of output

We have been studying how students respond to multimodal logic teaching with Hyperproof. Performance measures have already indicated that students’ pre-existing cognitive styles have a significant impact on teaching outcome. Furthermore, a substantial corpus of proofs has been gathered via automatic logging of proof development. We report results from analyses of final proof structure, exploiting (i) ‘proofograms’, a novel method of proof visualisation, and (ii) corpus-linguistic bigram analysis of rule use. Results suggest that students’ cognitive styles do indeed influence the structure of their logical discourse, and that the effect may be attributable to the relative skill with which students manipulate graphical abstractions.

Original language	English
Title of host publication	Proceedings of the 18th Annual Conference of the Cognitive Science Society
Editors	Garrison W. Cottrell
Publisher	Lawrence Erlbaum Associates
Pages	201-206
Number of pages	6
ISBN (Print)	0-8058-2541-X
Publication status	Published - 1996
Event	Eighteenth Annual Conference of the Cognitive Science Society - University of California, La Jolla, CA, United States Duration: 12 Jul 1996 → 15 Jul 1996

Conference

Conference	Eighteenth Annual Conference of the Cognitive Science Society
Country/Territory	United States
City	La Jolla, CA
Period	12/07/96 → 15/07/96

Keywords / Materials (for Non-textual outputs)

individual difference
brand new way
corpus-linguistic bigram analysis
substantial corpus graphical abstraction
automatic logging
rule use
final proof structure
significant impact
pre-existing cognitive style
logical discourse
cognitive style
novel method
proof development
relative skill
proof visualisation
performance measure

Access to Document

10.1.1.621.8993Accepted author manuscript, 287 KB

Cite this

@inproceedings{ea87c045ae2a4337803fc53dd3bdcb7c,

title = "Individual differences in proof structures following multimodal logic teaching",

abstract = "We have been studying how students respond to multimodal logic teaching with Hyperproof. Performance measures have already indicated that students{\textquoteright} pre-existing cognitive styles have a significant impact on teaching outcome. Furthermore, a substantial corpus of proofs has been gathered via automatic logging of proof development. We report results from analyses of final proof structure, exploiting (i) {\textquoteleft}proofograms{\textquoteright}, a novel method of proof visualisation, and (ii) corpus-linguistic bigram analysis of rule use. Results suggest that students{\textquoteright} cognitive styles do indeed influence the structure of their logical discourse, and that the effect may be attributable to the relative skill with which students manipulate graphical abstractions. ",

keywords = "individual difference, brand new way, corpus-linguistic bigram analysis, substantial corpus graphical abstraction, automatic logging, rule use, final proof structure, significant impact, pre-existing cognitive style, logical discourse, cognitive style, novel method, proof development, relative skill, proof visualisation, performance measure",

author = "Jon Oberlander and Richard Cox and Padraic Monaghan and Keith Stenning and Richard Tobin",

year = "1996",

language = "English",

isbn = "0-8058-2541-X ",

pages = "201--206",

editor = "Cottrell, {Garrison W.}",

booktitle = "Proceedings of the 18th Annual Conference of the Cognitive Science Society",

publisher = "Lawrence Erlbaum Associates",

note = "Eighteenth Annual Conference of the Cognitive Science Society ; Conference date: 12-07-1996 Through 15-07-1996",

}

Oberlander, J, Cox, R, Monaghan, P, Stenning, K & Tobin, R 1996, Individual differences in proof structures following multimodal logic teaching. in GW Cottrell (ed.), Proceedings of the 18th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates, pp. 201-206, Eighteenth Annual Conference of the Cognitive Science Society, La Jolla, CA, United States, 12/07/96.

Individual differences in proof structures following multimodal logic teaching. / Oberlander, Jon; Cox, Richard; Monaghan, Padraic et al.
Proceedings of the 18th Annual Conference of the Cognitive Science Society. ed. / Garrison W. Cottrell. Lawrence Erlbaum Associates, 1996. p. 201-206.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Individual differences in proof structures following multimodal logic teaching

AU - Oberlander, Jon

AU - Cox, Richard

AU - Monaghan, Padraic

AU - Stenning, Keith

AU - Tobin, Richard

PY - 1996

Y1 - 1996

N2 - We have been studying how students respond to multimodal logic teaching with Hyperproof. Performance measures have already indicated that students’ pre-existing cognitive styles have a significant impact on teaching outcome. Furthermore, a substantial corpus of proofs has been gathered via automatic logging of proof development. We report results from analyses of final proof structure, exploiting (i) ‘proofograms’, a novel method of proof visualisation, and (ii) corpus-linguistic bigram analysis of rule use. Results suggest that students’ cognitive styles do indeed influence the structure of their logical discourse, and that the effect may be attributable to the relative skill with which students manipulate graphical abstractions.

AB - We have been studying how students respond to multimodal logic teaching with Hyperproof. Performance measures have already indicated that students’ pre-existing cognitive styles have a significant impact on teaching outcome. Furthermore, a substantial corpus of proofs has been gathered via automatic logging of proof development. We report results from analyses of final proof structure, exploiting (i) ‘proofograms’, a novel method of proof visualisation, and (ii) corpus-linguistic bigram analysis of rule use. Results suggest that students’ cognitive styles do indeed influence the structure of their logical discourse, and that the effect may be attributable to the relative skill with which students manipulate graphical abstractions.

KW - individual difference

KW - brand new way

KW - corpus-linguistic bigram analysis

KW - substantial corpus graphical abstraction

KW - automatic logging

KW - rule use

KW - final proof structure

KW - significant impact

KW - pre-existing cognitive style

KW - logical discourse

KW - cognitive style

KW - novel method

KW - proof development

KW - relative skill

KW - proof visualisation

KW - performance measure

M3 - Conference contribution

SN - 0-8058-2541-X

SP - 201

EP - 206

BT - Proceedings of the 18th Annual Conference of the Cognitive Science Society

A2 - Cottrell, Garrison W.

PB - Lawrence Erlbaum Associates

T2 - Eighteenth Annual Conference of the Cognitive Science Society

Y2 - 12 July 1996 through 15 July 1996

ER -

Individual differences in proof structures following multimodal logic teaching

Abstract / Description of output

Conference

Keywords / Materials (for Non-textual outputs)

Access to Document

Fingerprint

Cite this