LEADER 05604oam 2200745I 450 001 9910462640103321 005 20200520144314.0 010 $a1-135-08394-0 010 $a1-84872-132-3 010 $a1-135-08395-9 010 $a0-203-06874-2 024 7 $a10.4324/9780203068748 035 $a(CKB)2670000000388436 035 $a(EBL)1244743 035 $a(OCoLC)852758096 035 $a(SSID)ssj0001056133 035 $a(PQKBManifestationID)11674033 035 $a(PQKBTitleCode)TC0001056133 035 $a(PQKBWorkID)11019669 035 $a(PQKB)10102708 035 $a(MiAaPQ)EBC1244743 035 $a(CaSebORM)9781848721012 035 $a(Au-PeEL)EBL1244743 035 $a(CaPaEBR)ebr10728305 035 $a(CaONFJC)MIL502883 035 $a(OCoLC)852158213 035 $a(EXLCZ)992670000000388436 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe development of thinking and reasoning /$fedited by Pierre Barrouillet and Caroline Gauffroy 205 $a1st edition 210 1$aEast Sussex [England] :$cPsychology Press,$d2013. 215 $a1 online resource (265 p.) 300 $aDescription based upon print version of record. 311 $a1-299-71632-6 311 $a1-84872-101-3 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; 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 327 $aIntroductionCounterfactual 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 paradigms for studying analogy; The role of explicit goal structure; The role of functional fixedness 327 $aAnalogies 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 327 $a6 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 327 $aThe 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 327 $a9 Intuition, reasoning and development: a fuzzy-trace theory approach 330 $a

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 trad 606 $aCognition in children 606 $aReasoning in children 606 $aChild development 608 $aElectronic books. 615 0$aCognition in children. 615 0$aReasoning in children. 615 0$aChild development. 676 $a155.413 701 $aBarrouillet$b Pierre$0930878 701 $aGauffroy$b Caroline$0930879 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462640103321 996 $aThe development of thinking and reasoning$92094056 997 $aUNINA