Meta-moral cognitive skills consist of identifying reasons behind ethical decisions, potential criticisms for such reasons, and constructing counterarguments for these criticisms. We assessed the relationship among these three elements of ethical judgment justification using ethical dilemmas. A mixed-methods research design was used to investigate university students from India and Japan. Critical thinking skills, knowledge of professional ethics, discipline, perspective-taking, common sense, and culture influenced the respondents’ meta-moral cognitive skills. There was a correlation between the number/strength of reasons and criticisms and (...) between criticisms and counterarguments. The respondents had difficulty connecting the reasons for their decisions and their counterarguments. The results imply that incorporating personal and professional cases as part of the ethics curriculum can improve meta-moral cognitive skills. (shrink)

This book constitutes the refereed proceedings of the 12th International Conference on the Theory and Application of Diagrams, Diagrams 2021, held virtually in September 2021. The 16 full papers and 25 short papers presented together with 16 posters were carefully reviewed and selected from 94 submissions. The papers are organized in the following topical sections: design of concrete diagrams; theory of diagrams; diagrams and mathematics; diagrams and logic; new representation systems; analysis of diagrams; diagrams and computation; cognitive analysis; diagrams as (...) structural tools; formal diagrams; and understanding thought processes. 10 chapters are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. (shrink)

A 2 × 2 experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students’ subjective ratings of cognitive load revealed that those with (...) low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load. (shrink)

This book constitutes the refereed proceedings of the 14th International Conference on the Theory and Application of Diagrams, Diagrams 2024, held in Münster, Germany, during September 27–October 1, 2024. -/- The 17 full papers, 19 short papers and 11 papers of other types included in this book were carefully reviewed and selected from 69 submissions. They were organized in topical sections as follows: Keynote Talks; Analysis of Diagrams; Euler and Venn Diagrams; Diagrams in Logic; Diagrams and Applications; Diagram Tools; Historical (...) Aspects of Diagrams; and Posters. (shrink)