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Record Nr. |
UNINA9910811850703321 |
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Titolo |
The development of thinking and reasoning / / edited by Pierre Barrouillet and Caroline Gauffroy |
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Pubbl/distr/stampa |
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East Sussex [England] : , : Psychology Press, , 2013 |
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ISBN |
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1-135-08394-0 |
1-84872-132-3 |
1-135-08395-9 |
0-203-06874-2 |
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Edizione |
[1st edition] |
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Descrizione fisica |
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1 online resource (265 p.) |
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Altri autori (Persone) |
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BarrouilletPierre |
GauffroyCaroline |
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Disciplina |
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Soggetti |
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Cognition in children |
Reasoning in children |
Child development |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Cover; Title; Copyright; Contents; List of illustrations; List of contributors; 1 Introduction - from Piaget to dual-process theories: the complexities of thinking and reasoning development; Thinking and reasoning beyond Piaget's conceptions; Dual-process approaches; PART I Thinking and reasoning: beyond Piaget's conceptions; 2 Epistemic cognition and development; The literatures of epistemic cognition; Concepts; Propositions; Relations to other work; Suggestions for research; Conclusion; 3 The development of the rational imagination: how children create counterfactual alternatives to reality |
IntroductionCounterfactual thoughts; Thinking about reality and its alternatives; The counterfactual perspective; Thinking about what is not there; Pictures and possibilities; Mental images and possibilities; Counterfactual creation skills; 4 The development of reasoning by analogy; Early research on the development of analogical reasoning; The role of relational knowledge in solving item analogies; Relational knowledge and the 'relational similarity constraint'; Problem-solving |
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paradigms for studying analogy; The role of explicit goal structure; The role of functional fixedness |
Analogies as tools for educational innovationAnalogies in foundational domains; Inhibition and the efficiency of retrieval as constraints on analogical reasoning; Analogical reasoning in infancy?; Analogies in reading and mathematics; Conclusion; 5 The development of abstract conditional reasoning; How do different theories account for abstract reasoning?; Development of concrete and abstract conditional reasoning: empirical data; A representational redescriptive model of abstract reasoning; PART II Dual-processes approaches |
6 Dual processes and mental models in the development of conditional reasoningThe mental model theory of conditionals; A mental model theory for the development of conditional reasoning; Evaluating the truth-value of conditionals; Pragmatic and semantic modulations; Evaluating the probability of conditionals; Dual-process accounts of conditional reasoning: the test of development; Conclusions; 7 Heuristics and biases: insights from developmental studies; Developmental trends in heuristic reasoning |
The factors that affect the prevalence of heuristic reasoning: knowledge, cognitive capacity, instructions, and thinking dispositionsThe study; Concluding comments; 8 Culture and developments in heuristics and biases from preschool through adolescence: challenges and implications for social development; Introduction; Dual-process theories: criticisms and revisions; Issues and potential controversies in developmental heuristics and biases research; Emerging evidence, the age-knowledge issue, and heuristics during adolescence; Culture and early indications of heuristics and biases; Conclusions |
9 Intuition, reasoning and development: a fuzzy-trace theory approach |
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Sommario/riassunto |
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<P>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.</P><P></P><P>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 trad |
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