research
...Conclusion: Science training helps, but not a lot when applied to everyday reasoning We suggest idea for future research: see study 2 Study 2: Question we asked: Will people reason better if they are shown how science methods can be applied to everyday reasoning? Method: Simplified version: tested undergrads taking RM and Stats classes on same tests as above. Some just took RM and stats classes; others also took workshop on applying science to everyday issues. Finding: Workshop group did significantly better. Conclusions: Must provide students with specific examples how lecture material applies to real life situations in order to facilitate transfer of these skills (e.g., control-group-way-of-thinking). 3. Formulate the problem: Reason for doing this study (e.g., limitations of previous research)? Previous research looked at university population. Can I replicate findings with college sample? Expectations: Hypothesis 1: College students with less training in science will do less well on reasoning test (specifically, those who took RM and are now in QM will do better than those just beginning RM). Hypothesis 2: Difference will be small, as RM lectures did not teach for transfer of skills (assumption). Methods 4. Organize reseach design: Participants: students in my 2 RM classes and 1 QM class. Measures: (variables to be examined and operational definitions): Training level (IV): defined as group having already taken RM vs group not having taken RM Reasonin...