An example of reasoning *according to* faculty psychology would be solving a mathematical problem. It would be analyzed as involving several interacting faculties:
* Memory: Recalling relevant formulas and procedures.
* Imagination: Visualizing the problem and its components.
* Understanding: Grasping the relationships between the variables.
* Judgment: Evaluating the validity of different approaches.
* Reason: Applying logical rules and deductive processes to reach a solution.
Each of these "faculties" was considered a separate mental power contributing to the overall process. The solution wouldn't simply be a product of a unitary "reasoning" ability, but a complex interplay of these distinct faculties.
It's crucial to understand that modern cognitive psychology rejects this compartmentalized view. We now understand reasoning as a more integrated and complex process involving multiple brain regions and cognitive functions, not separate, independent faculties. The example above is illustrative of the *historical* understanding of faculty psychology's approach to reasoning, not a currently accepted model.