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ix | |
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xi | |
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1 Introduction - from Piaget to dual-process theories: the complexities of thinking and reasoning development |
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1 | (10) |
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Thinking and reasoning beyond Piaget's conceptions |
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3 | (3) |
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6 | (5) |
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PART I Thinking and reasoning: beyond Piaget's conceptions |
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11 | (82) |
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2 Epistemic cognition and development |
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13 | (21) |
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The literatures of epistemic cognition |
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13 | (1) |
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14 | (2) |
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16 | (7) |
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23 | (4) |
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27 | (2) |
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29 | (5) |
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3 The development of the rational imagination: how children create counterfactual alternatives to reality |
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34 | (15) |
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34 | (2) |
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36 | (1) |
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Thinking about reality and its alternatives |
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36 | (2) |
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The counterfactual perspective |
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38 | (1) |
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Thinking about what is not there |
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39 | (1) |
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Pictures and possibilities |
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40 | (3) |
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Mental images and possibilities |
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43 | (1) |
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Counterfactual creation skills |
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44 | (5) |
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4 The development of reasoning by analogy |
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49 | (22) |
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Early research on the development of analogical reasoning |
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50 | (2) |
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The role of relational knowledge in solving item analogies |
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52 | (2) |
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Relational knowledge and the `relational similarity constraint' |
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54 | (2) |
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Problem-solving paradigms for studying analogy |
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56 | (1) |
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The role of explicit goal structure |
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57 | (1) |
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The role of functional fixedness |
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58 | (1) |
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Analogies as tools for educational innovation |
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59 | (1) |
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Analogies in foundational domains |
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60 | (2) |
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Inhibition and the efficiency of retrieval as constraints on analogical reasoning |
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62 | (2) |
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Analogical reasoning in infancy? |
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64 | (1) |
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Analogies in reading and mathematics |
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65 | (2) |
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67 | (4) |
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5 The development of abstract conditional reasoning |
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71 | (22) |
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How do different theories account for abstract reasoning? |
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73 | (5) |
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Development of concrete and abstract conditional reasoning: empirical data |
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78 | (4) |
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A representational redescriptive model of abstract reasoning |
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82 | (11) |
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PART II Dual-processes approaches |
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93 | (150) |
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6 Dual processes and mental models in the development of conditional reasoning |
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95 | (27) |
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The mental model theory of conditionals |
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96 | (1) |
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A mental model theory for the development of conditional reasoning |
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97 | (2) |
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Evaluating the truth-value of conditionals |
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99 | (4) |
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Pragmatic and semantic modulations |
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103 | (5) |
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Evaluating the probability of conditionals |
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108 | (5) |
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Dual-process accounts of conditional reasoning: the test of development |
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113 | (4) |
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117 | (5) |
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7 Heuristics and biases: insights from developmental studies |
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122 | (28) |
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Developmental trends in heuristic reasoning |
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123 | (7) |
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The factors that affect the prevalence of heuristic reasoning: knowledge, cognitive capacity, instructions, and thinking dispositions |
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130 | (2) |
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132 | (10) |
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142 | (8) |
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8 Culture and developments in heuristics and biases from preschool through adolescence: challenges and implications for social development |
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150 | (43) |
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150 | (2) |
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Dual-process theories: criticisms and revisions |
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152 | (4) |
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Issues and potential controversies in developmental heuristics and biases research |
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156 | (5) |
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Emerging evidence, the age-knowledge issue, and heuristics during adolescence |
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161 | (13) |
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Culture and early indications of heuristics and biases |
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174 | (7) |
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181 | (12) |
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9 Intuition, reasoning and development: a fuzzy-trace theory approach |
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193 | (28) |
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193 | (5) |
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Content and cognitive options |
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198 | (5) |
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Worked examples: reasoning about risks, probabilities, and consequences |
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203 | (9) |
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212 | (9) |
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10 Dual processes in the development of reasoning: the memory side of the theory |
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221 | (22) |
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False memory: definition and measurement |
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222 | (1) |
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Theoretical bases for predicting developmental reversals in false memory |
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223 | (5) |
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Developmental reversals in false memory |
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228 | (8) |
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236 | (7) |
Index |
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243 | |