Chapter

A well grounded education: The role of perception in science and mathematics

Robert Goldstone, David Landy and Ji Y Son

in Symbols and Embodiment

Published in print October 2008 | ISBN: 9780199217274
Published online March 2012 | e-ISBN: 9780191696060 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199217274.003.0016
A well grounded education: The role of perception in science and mathematics

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This chapter describes two separate lines of research on college students' performance on scientific and mathematical reasoning tasks. The first research line studies how students transfer scientific principles governing complex systems across superficially dissimilar domains. The second line studies how people solve algebra problems. Consistent with an embodied perspective on cognition, both lines show strong influences of perception on cognitive acts that are often associated with amodal, symbolic thought, namely cross-domain transfer and mathematical manipulation.

Keywords: college students; scientific reasoning; mathematical reasoning; cognition; symbolic thought; mathematical manipulation

Chapter.  12761 words.  Illustrated.

Subjects: Cognitive Psychology

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