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The problem is that fundamental normative principles, as invoked in the 'normative explanation' strategy, would seem to be of exactly the objectionable sort.
The normative explanation strategy seems to invert this intuitive order of explanation, by having the distribution of ethical properties explained by ethical truths.
While it is fair to say that most scientists working with animals think they have minds, they also have a tendency to use the inference to the best explanation strategy when they disagree about the cognitive mechanisms at play in a particular species at a particular time.
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We demonstrate the explanation strategies with implemented examples in the domains of marketing, process control, and medicine.
Explanation strategies were also occasionally interrelated with facilitation strategies.
This interrelatedness is also seen across the explanation strategies.
Explanation strategies describe the purpose of the in-class activity.
Students reported noticing explanation strategies being used more often than facilitation strategies.
Further, facilitation strategies had a stronger influence on these outcomes than explanation strategies.
For example, walking around the room allowed instructors to reinforce several of the explanation strategies.
Explanation strategies consist of the following: (a) explain the purpose, (b) explain course expectations, and (c) explain activity expectations.
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