| Description |
1 online resource (265 pages) |
| Contents |
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 |
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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 |
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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 |
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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 |
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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 |
| Summary |
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 |
| Notes |
9 Intuition, reasoning and development: a fuzzy-trace theory approach |
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Print version record |
| Subject |
Cognition in children.
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Reasoning in children.
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Child development.
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Child development
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Cognition in children
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Reasoning in children
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| Form |
Electronic book
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| Author |
Gauffroy, Caroline
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| ISBN |
9781135083953 |
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1135083959 |
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