Developmental patterns for children's class and conditional reasoning abilities.

Roberge, James J.; Paulus, Dieter H.

doi:10.1037/h0030441

Cited by 47 publications

(33 citation statements)

References 8 publications

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“…At least two objections to this view can be raised. First, although Cox and Griggs (1982) provide an extensive review of selection-task studies (Wason, 1968), suggesting that content effects are only found in that task when material is personally familiar, studies of standard conditional reasoning tasks (including the present study) show that content describing arbitrary, hypothetical situations is effective as well (e.g., Falmagne et al, 1985;Kuhn, 1977;Roberge & Paulus, 1971). Reasoning problems in the present study were designed to access schemata describing possible states of affairs; they did not permit access to factual knowledge that could guarantee correct conclusions.…”

Section: Resultsmentioning

confidence: 75%

Logical reasoning, world knowledge, and mental imagery: Interconnections in cognitive processes

Clément

Falmagne

1986

Mem Cogn

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To better understand the role of problem content in verbal reasoning, the effect of two aspects of problem representation on conditional reasoning was examined. Specifically, this study focused on the effect of availability of knowledge schemata and mental imagery on recognition of indeterminacy. Four groups of20 adults solved syllogisms that varied in imagery value and in tendency to access knowledge schemata (assessed by ratings of the relatedness of antecedent and consequent clauses of premises). When problems both were high in imagery value and had related clauses, performance was significantly better on indeterminate syllogisms. Access to schemata may permit elaborative processing and the generation of counterexamples to invalid inferences; imagery may support representation of problems and generation of elaborative information in memory.

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Section: Resultsmentioning

confidence: 75%

Logical reasoning, world knowledge, and mental imagery: Interconnections in cognitive processes

Clément

Falmagne

1986

Mem Cogn

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“…Generally, the research does not distinguish between the first two elements of the content dimension. It shows that prior beliefs about conclusions and/or premises tend to interfere when the beliefs are in conflict with the direction of the argument (Ennis & Paulus 1965;Gordon 1953;Henle & Michael 1956;Janis & Frick 1943;Kane 1960;Miller 1968;Morgan & Morton 1944;Roberge & Paulus 1971;Thistlethwaite 1950;Thouless 1959;Wason & Johnson-Laird 1972;Wilkins 1928). …”

Section: A Broad View Of Empirical Results Utilizing the Proposed Conmentioning

confidence: 99%

An Alternative to Piaget's Conceptualization of Logical Competence

Ennis¹

1976

Child Development

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“…These include, for example, the use of counterfactual stimulus materials such as anomalous sentences when examining children's conditional reasoning (e.g. Hawkins, Pea, Glick, & Scribner, 1984;Roberge & Paulus, 1971) or the use of stimulus events which violate physical reality in some way when exploring infants' concepts of physical causality (e.g. Baillargeon & Devos, 1991;Baillargeon, Spelke, & Wasserman, 1985;Bullock & Gelman, 1979;Poulin-Dubois et al, 1996).…”

Section: Discussionmentioning

confidence: 99%

Gauging Children’s Understanding of Artificially Intelligent Objects: A Presentation of “Counterfactuals”

Duuren¹,

Dossett²,

Robinson³

1998

International Journal of Behavioral Development

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Children aged 5 to 11 years and a comparison group of adults were presented with two instances where the behaviour of a computational object was contrary to what might normally be expected of such a device. In both instances ndings are discussed with regard to children's understanding of a computer program and resulting computational behaviour generally. In the rst study, children viewed a lm featuring a number of robots either acting as traditionally programmed devices or, alternatively, with apparent intentionality. We examine to what extent, if at all, children were aware of this difference. Findings indicated that although the younger children mentioned other alleged differences between the robots, the issue of different loci of control was not a salient one. In the second study, children were encouraged to type two kinds of questions into a computer. The rst kind (simple maths questions) required a general solution procedure commonly accessible to a computational object. The second (details of a biographical nature) did not. With respect to the rst as well as the second kind of questions the computer was seen to provide apparently correct answers. Findings showed that although with increasing age children were better at articulating the difference between rote-and rule-generated solutions generally, this was not generally accompanied by an accurate assessment of the kinds of problems that could normally be expected to be solved by a computer.

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Developmental patterns for children's class and conditional reasoning abilities.

Cited by 47 publications

References 8 publications

Logical reasoning, world knowledge, and mental imagery: Interconnections in cognitive processes

Logical reasoning, world knowledge, and mental imagery: Interconnections in cognitive processes

An Alternative to Piaget's Conceptualization of Logical Competence

Gauging Children’s Understanding of Artificially Intelligent Objects: A Presentation of “Counterfactuals”

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