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LEADER 00000cam a2200973 i 4500
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049 INap
082 04 155.413
082 04 155.413|223
099 eBook O’Reilly for Public Libraries
245 04 The Development of Thinking and Reasoning /|cedited by
Pierre Barrouillet, Caroline Gauffroy.|h[O'Reilly
electronic resource]
264 1 Hove :|bPsychology Press,|c2013.
300 1 online resource (xii, 249 pages) :|billustrations
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
504 Includes bibliographical references and index.
505 0 1. Introduction -- from Piaget to dual-process theories:
the complexities of thinking and reasoning development --
2. Epistemic cognition and development -- 3. The
development of the rational imagination: how children
create counterfactual alternatives to reality -- 4. The
development of reasoning by analogy -- 5. The development
of abstract conditional reasoning -- 6. Dual processes and
mental models in the development of conditional reasoning
-- 7. Heuristics and biases: insights from developmental
studies -- 8. Culture and developments in heuristics and
biases from preschool through adolescence: challenges and
implications for social development -- 9. Intuition,
reasoning and development: a fuzzy-trace theory approach -
- 10. Dual processes in the development of reasoning: the
memory side of the theory
505 00 |g1.|tIntroduction -- from Piaget to dual-process theories
: the complexities of thinking and reasoning development /
|rCaroline Gauffroy --|tThinking and reasoning beyond
Piaget's conceptions --|tDual-process approaches --|gpt. I
|tThinking and reasoning: beyond Piaget's conceptions --
|g2.|tEpistemic cognition and development /|rDavid Moshman
--|tThe literatures of epistemic cognition --|tConcepts --
|tPropositions --|tRelations to other work --|tSuggestions
for research --|tConclusion --|g3.|tThe development of the
rational imagination: how children create counterfactual
alternatives to reality /|rRuth M.J. Byrne --
|tIntroduction --|tCounterfactual thoughts --|tThinking
about reality and its alternatives --|tThe counterfactual
perspective --|tThinking about what is not there --
|tPictures and possibilities --|tMental images and
possibilities --|tCounterfactual creation skills --|g4.
|tThe development of reasoning by analogy /|rUsha Goswami
--|tEarly research on the development of analogical
reasoning --|tThe role of relational knowledge in solving
item analogies --|tRelational knowledge and the
̀relational similarity constraint' --|tProblem-solving
paradigms for studying analogy --|tThe role of explicit
goal structure --|tThe role of functional fixedness --
|tAnalogies as tools for educational innovation --
|tAnalogies in foundational domains --|tInhibition and the
efficiency of retrieval as constraints on analogical
reasoning --|tAnalogical reasoning in infancy? --
|tAnalogies in reading and mathematics --|tConclusion --
|g5.|tThe development of abstract conditional reasoning /
|rHenry Markovits --|tHow do different theories account
for abstract reasoning? --|tDevelopment of concrete and
abstract conditional reasoning: empirical data --|tA
representational redescriptive model of abstract reasoning
--|gpt. II|tDual-processes approaches --|g6.|tDual
processes and mental models in the development of
conditional reasoning /|rCaroline Gauffroy --|tThe mental
model theory of conditionals --|tA mental model theory for
the development of conditional reasoning --|tEvaluating
the truth-value of conditionals --|tPragmatic and semantic
modulations --|tEvaluating the probability of conditionals
--|tDual-process accounts of conditional reasoning: the
test of development --|tConclusions --|g7.|tHeuristics and
biases: insights from developmental studies /|rSimon J.
Handley --|tDevelopmental trends in heuristic reasoning --
|tThe factors that affect the prevalence of heuristic
reasoning: knowledge, cognitive capacity, instructions,
and thinking dispositions --|tThe study --|tConcluding
comments --|g8.|tCulture and developments in heuristics
and biases from preschool through adolescence: challenges
and implications for social development /|rPaul Klaczynski
--|tIntroduction --|tDual-process theories: criticisms and
revisions --|tIssues and potential controversies in
developmental heuristics and biases research --|tEmerging
evidence, the age-knowledge issue, and heuristics during
adolescence --|tCulture and early indications of
heuristics and biases --|tConclusions --|g9.|tIntuition,
reasoning and development: a fuzzy-trace theory approach /
|rValerie F. Reyna --|tIntroduction --|tContent and
cognitive options --|tWorked examples: reasoning about
risks, probabilities, and consequences --|tConclusions and
overview --|g10.|tDual processes in the development of
reasoning: the memory side of the theory /|rCharles J.
Brainerd --|tFalse memory: definition and measurement --
|tTheoretical bases for predicting developmental reversals
in false memory --|tDevelopmental reversals in false
memory.
520 "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."--
Publisher's website.
546 Text in English.
588 0 Print version record.
590 O'Reilly|bO'Reilly Online Learning: Academic/Public
Library Edition
650 0 Cognition in children.
650 0 Reasoning in children.
650 0 Child development.
650 6 Cognition chez l'enfant.
650 6 Raisonnement chez l'enfant.
650 6 Enfants|xDéveloppement.
650 7 Child development|2fast
650 7 Cognition in children|2fast
650 7 Reasoning in children|2fast
650 7 Kind|2gnd
650 7 Entwicklungspsychologie|2gnd
650 7 Kognitive Entwicklung|2gnd
650 7 Logisches Denken|2gnd
650 7 Kognitiv utveckling hos barn.|2sao
650 7 Barn.|2sao
650 7 Resonerande (psykologi)|2sao
650 7 Barns utveckling.|2sao
700 1 Barrouillet, Pierre,|eeditor.
700 1 Gauffroy, Caroline,|eeditor.
776 08 |iPrint version:|tDevelopment of thinking and reasoning.
|dHove : Psychology, 2013|z9781848721012|w(OCoLC)820110547
856 40 |uhttps://ezproxy.naperville-lib.org/login?url=https://
learning.oreilly.com/library/view/~/9781848721012/?ar
|zAvailable on O’Reilly for Public Libraries
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