Within inquiry instruction, low reasoners had higher reasoning gains within homogeneous groups than heterogeneous groups (n = 3, Mhomogeneous = 8.67; n = 9, Mheterogeneous = 2.67, F = 5.22, p = 0.03).
Within didactic instruction, low reasoners had higher reasoning gains within heterogeneous groups (n = 5, Mhomogeneous = 2.20; n = 12, Mheterogeneous = 6.00; F = 3.39, p = 0.08; note: differences were almost significant).
Within inquiry instruction, low reasoners had much higher reasoning transfer scores when placed in homogeneous groups (n = 3, Mhomogeneous = 4.00; n = 9, Mheterogeneous = 1.89; F = 6.78, p = 0.02; see Table 3).
In addition, they found that, when high reasoners were placed in heterogeneous groups, lower reasoners tended to stop participating and allowed the higher reasoning student(s) to do all of the work.
Consistent with equilibration theory, within inquiry instruction, low reasoners made significantly greater reasoning gains and had significantly higher reasoning transfer scores when placed in homogeneous groups.
The unconscious one is simpler, more fundamental, and linked to emotional processing rather than higher reasoning.
When something menacing appears, our higher reasoning centers are inhibited and our reptilian brains assume authority.
But Dr. Bartzokis found changes in the part of the brain where higher reasoning and impulse control are located.
Across all of these areas, a particular focus has been the relationship between memory processes and higher reasoning abilities.
It becomes clear, in moments like these, exactly how unconscious the experience of sound is, how neatly it skirts our higher reasoning to make us feel.
