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E-grāmata: Development of Thinking and Reasoning [Taylor & Francis e-book]

Edited by (Université de Genčve, Switzerland), Edited by (Université de Genčve, Switzerland)
  • Formāts: 262 pages, 2 Tables, black and white; 21 Illustrations, black and white
  • Izdošanas datums: 28-Feb-2013
  • Izdevniecība: Psychology Press Ltd
  • ISBN-13: 9780203068748
  • Taylor & Francis e-book
  • Cena: 195,66 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standarta cena: 279,51 €
  • Ietaupiet 30%
  • Formāts: 262 pages, 2 Tables, black and white; 21 Illustrations, black and white
  • Izdošanas datums: 28-Feb-2013
  • Izdevniecība: Psychology Press Ltd
  • ISBN-13: 9780203068748
Thinking and reasoning are key activities for human beings. In this book a distinguished set of contributors provides a wide readership with up-to-date scientific advances in the developmental psychology of thinking and reasoning, both at the theoretical and empirical levels.The first part of the book illustrates how modern approaches to the study of thinking and reasoning have gone beyond the Piagetian legacy: through the investigation of avenues previously not explored, and by demonstrating that young children have higher capacities than was assumed within the Piagetian tradition. The second part focuses upon theoretical and empirical investigations of the interplay between logic and intuition in reasoning and decision making, and how these forms of thinking evolve with age, through the general framework of what is known as dual-process theories. Contrary to Piaget’s claim, it becomes apparent that elaborate adult reasoning could rely on some form of intuition.The Development of Thinking and Reasoning provides psychologists, educators and everyone interested in child development with an integrated and up-to-date series of chapters, written by prominent specialists in the areas of thinking, reasoning, and decision making.
List of illustrations
ix
List of contributors
xi
1 Introduction - from Piaget to dual-process theories: the complexities of thinking and reasoning development
1(10)
Pierre Barrouillet
Caroline Gauffroy
Thinking and reasoning beyond Piaget's conceptions
3(3)
Dual-process approaches
6(5)
PART I Thinking and reasoning: beyond Piaget's conceptions
11(82)
2 Epistemic cognition and development
13(21)
David Moshman
The literatures of epistemic cognition
13(1)
Concepts
14(2)
Propositions
16(7)
Relations to other work
23(4)
Suggestions for research
27(2)
Conclusion
29(5)
3 The development of the rational imagination: how children create counterfactual alternatives to reality
34(15)
Julie E. Meehan
Ruth M. J. Byrne
Introduction
34(2)
Counterfactual thoughts
36(1)
Thinking about reality and its alternatives
36(2)
The counterfactual perspective
38(1)
Thinking about what is not there
39(1)
Pictures and possibilities
40(3)
Mental images and possibilities
43(1)
Counterfactual creation skills
44(5)
4 The development of reasoning by analogy
49(22)
Usha Goswami
Early research on the development of analogical reasoning
50(2)
The role of relational knowledge in solving item analogies
52(2)
Relational knowledge and the `relational similarity constraint'
54(2)
Problem-solving paradigms for studying analogy
56(1)
The role of explicit goal structure
57(1)
The role of functional fixedness
58(1)
Analogies as tools for educational innovation
59(1)
Analogies in foundational domains
60(2)
Inhibition and the efficiency of retrieval as constraints on analogical reasoning
62(2)
Analogical reasoning in infancy?
64(1)
Analogies in reading and mathematics
65(2)
Conclusion
67(4)
5 The development of abstract conditional reasoning
71(22)
Henry Markovits
How do different theories account for abstract reasoning?
73(5)
Development of concrete and abstract conditional reasoning: empirical data
78(4)
A representational redescriptive model of abstract reasoning
82(11)
PART II Dual-processes approaches
93(150)
6 Dual processes and mental models in the development of conditional reasoning
95(27)
Pierre Barrouillet
Caroline Gauffroy
The mental model theory of conditionals
96(1)
A mental model theory for the development of conditional reasoning
97(2)
Evaluating the truth-value of conditionals
99(4)
Pragmatic and semantic modulations
103(5)
Evaluating the probability of conditionals
108(5)
Dual-process accounts of conditional reasoning: the test of development
113(4)
Conclusions
117(5)
7 Heuristics and biases: insights from developmental studies
122(28)
Kinga Morsanyi
Simon J. Handley
Developmental trends in heuristic reasoning
123(7)
The factors that affect the prevalence of heuristic reasoning: knowledge, cognitive capacity, instructions, and thinking dispositions
130(2)
The study
132(10)
Concluding comments
142(8)
8 Culture and developments in heuristics and biases from preschool through adolescence: challenges and implications for social development
150(43)
Paul Kla Czynski
Introduction
150(2)
Dual-process theories: criticisms and revisions
152(4)
Issues and potential controversies in developmental heuristics and biases research
156(5)
Emerging evidence, the age-knowledge issue, and heuristics during adolescence
161(13)
Culture and early indications of heuristics and biases
174(7)
Conclusions
181(12)
9 Intuition, reasoning and development: a fuzzy-trace theory approach
193(28)
Valerie F. Reyna
Introduction
193(5)
Content and cognitive options
198(5)
Worked examples: reasoning about risks, probabilities, and consequences
203(9)
Conclusions and overview
212(9)
10 Dual processes in the development of reasoning: the memory side of the theory
221(22)
Carlos F. A. Gomes
Charles J. Brainerd
False memory: definition and measurement
222(1)
Theoretical bases for predicting developmental reversals in false memory
223(5)
Developmental reversals in false memory
228(8)
Concluding comments
236(7)
Index 243
Pierre Barrouillet is Professor of Developmental Psychology at the University of Geneva, and Director of the Archives Jean Piaget. His research investigates the development of numerical cognition, conditional reasoning, as well as the functioning and development of working memory.

Caroline Gauffroy is a postdoctoral assistant at the University of Geneva. Her main research interests concern conditional reasoning, propositional reasoning and development.