La cognition réparée ? : Perturbations et récupérations des fonctions cognitives / / Roland Jouvent, Georges Chapouthier |
Autore | Abry Christian |
Pubbl/distr/stampa | Paris, : Éditions de la Maison des sciences de l’homme, 2019 |
Descrizione fisica | 1 online resource (222 p.) |
Altri autori (Persone) |
BaciuMonica
BaconElisabeth BarrouilletPierre BoucartMuriel CamosValérie CarnicellaSebastien ChapouthierGeorges DeruelleChristine Fabre-ThorpeMichèle GombertJean-Émile HabibMichel HausbergerMartine JouventRoland LebeauJacques Metz-LutzMarie-Noëlle OberlingPhilippe PerrierPascal SavariauxChristophe SegebarthChristoph SerniclaesWilly Sprenger-CharollesLiliane ThibautFlorence VilainCoriandre |
Soggetto topico |
Cognition disorders - Treatment
Cognitive neuroscience |
Soggetto non controllato |
neuroscience cognitive
trouble de la cognition thérapie |
ISBN | 2-7351-1914-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | fre |
Record Nr. | UNINA-9910353339903321 |
Abry Christian | ||
Paris, : Éditions de la Maison des sciences de l’homme, 2019 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The development of thinking and reasoning / / edited by Pierre Barrouillet and Caroline Gauffroy |
Edizione | [1st edition] |
Pubbl/distr/stampa | East Sussex [England] : , : Psychology Press, , 2013 |
Descrizione fisica | 1 online resource (265 p.) |
Disciplina | 155.413 |
Altri autori (Persone) |
BarrouilletPierre
GauffroyCaroline |
Soggetto topico |
Cognition in children
Reasoning in children Child development |
Soggetto genere / forma | Electronic books. |
ISBN |
1-135-08394-0
1-84872-132-3 1-135-08395-9 0-203-06874-2 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
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 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 |
Record Nr. | UNINA-9910462640103321 |
East Sussex [England] : , : Psychology Press, , 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The development of thinking and reasoning / / edited by Pierre Barrouillet and Caroline Gauffroy |
Edizione | [1st edition] |
Pubbl/distr/stampa | East Sussex [England] : , : Psychology Press, , 2013 |
Descrizione fisica | 1 online resource (265 p.) |
Disciplina | 155.413 |
Altri autori (Persone) |
BarrouilletPierre
GauffroyCaroline |
Soggetto topico |
Cognition in children
Reasoning in children Child development |
ISBN |
1-135-08394-0
1-84872-132-3 1-135-08395-9 0-203-06874-2 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
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 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 |
Record Nr. | UNINA-9910786935503321 |
East Sussex [England] : , : Psychology Press, , 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The development of thinking and reasoning / / edited by Pierre Barrouillet and Caroline Gauffroy |
Edizione | [1st edition] |
Pubbl/distr/stampa | East Sussex [England] : , : Psychology Press, , 2013 |
Descrizione fisica | 1 online resource (265 p.) |
Disciplina | 155.413 |
Altri autori (Persone) |
BarrouilletPierre
GauffroyCaroline |
Soggetto topico |
Cognition in children
Reasoning in children Child development |
ISBN |
1-135-08394-0
1-84872-132-3 1-135-08395-9 0-203-06874-2 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
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 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 |
Record Nr. | UNINA-9910811850703321 |
East Sussex [England] : , : Psychology Press, , 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|