Development of Deductive Reasoning across the Life Span

Ricco, Robert B.

doi:10.1002/9780470880166.hlsd001012

Cited by 6 publications

(13 citation statements)

References 204 publications

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“…A failure to recognize and resist them results in misinterpretations and wrong decisions. For this reason, the fallacies have been studied extensively in psychology and the cognitive sciences in search of their causes and of training methods that would enable thinkers to cope with them (Nisbett, Fong, Lehman, & Cheng, ; Ricco, ). The studies designed to train conditional reasoning have been met with limited success so far.…”

Section: Cognitive Requirementsmentioning

confidence: 99%

“…MP and MT are attained early in development, at 7-9 years, by practically everyone. The two fallacies are not mastered before the age of 11-12 years, and then no more than about one third of adults can handle them systematically (Gauffroy & Barrouillet, 2009;Johnson-Laird & Wason, 1970;Moshman, 2011;Markovits, 2014;Overton, 1990;Ricco, 2010;Wason & Evans, 1975).…”

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confidence: 99%

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Coping With Logical Fallacies: A Developmental Training Program for Learning to Reason

Christoforides¹,

Spanoudis

Δημητρίου

2016

Child Development

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This study trained children to master logical fallacies and examined how learning is related to processing efficiency and fluid intelligence (gf). A total of one hundred and eighty 8- and 11-year-old children living in Cyprus were allocated to a control, a limited (LI), and a full instruction (FI) group. The LI group learned the notion of logical contradiction and the logical structure of the schemes involved. The FI group learned, additionally, to recognize other deductive reasoning principles. Reasoning improved proportionally to training. Awareness improved equally in LI and FI. Changes in reasoning and awareness changes were related to attention control and gf. Awareness mediated the influence of training on reasoning but not vice versa, suggesting that awareness is necessary for conditional reasoning. Implications are discussed.

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Section: Cognitive Requirementsmentioning

confidence: 99%

mentioning

confidence: 99%

Coping With Logical Fallacies: A Developmental Training Program for Learning to Reason

Christoforides¹,

Spanoudis

Δημητρίου

2016

Child Development

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“…This is the beginning of the grasp of logical necessity (Miller et al 2000;Moshman 1990Moshman , 1994. With logical necessity as a reference criterion for the validity of the relations between representations, children can start to systematically build alternative mental models for concepts and relations (Ricco 2010) and to represent the underlying relations between concepts or mental operations. For example, in the domain of categorical thought, systematic classification starts to be possible because a criterion may be preselected and applied in order to specify the identity of objects and their similarity relations (e.g., color, shape, etc.).…”

Section: Integration Of Representationsmentioning

confidence: 99%

“…That is, the key components of reasoning are gradually decoupled from their context, fused with each other, and metarepresented as logically necessary reasoning schemes which are gradually interconnected with each other as reasoning rules. This is the system 2 algorithmic reasoning (Ricco 2010;Overton 2010). In line with this model, Heit and Rotello (2010) showed that inductive reasoning is based on a more automatic mechanism that uses similarity as a basis for inferring a relation and deductive reasoning is based on analytical processes that draw on validity.…”

Section: From Probabilistic To Deductive Reasoningmentioning

confidence: 99%

“…Inductive, analogical, (Holland et al (1986), and deductive reasoning (Moshman 1994;Ricco 2010;Rips 1994) are the three types that have been studied extensively in both logic and psychology. Several studies have shown that these types of reasoning are based on different inferential mechanisms (Heit and Rotello 2010), and they emerge as separate constructs in structural models of reasoning.…”

Section: The Development Of Representational Capacitymentioning

confidence: 99%

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Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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Dual–systems and the development of reasoning: competence–procedural systems

Overton

Ricco

2010

WIRES Cognitive Science

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Dual-system, dual-process, accounts of adult cognitive processing are examined in the context of a self-organizing relational developmental systems approaches to cognitive growth. Contemporary adult dual-process accounts describe a linear architecture of mind entailing two split-off, but interacting systems; a domain general, content-free 'analytic' system (system 2) and a domain specific highly contextualized 'heuristic' system (system 1). In the developmental literature on deductive reasoning, a similar distinction has been made between a domain general competence (reflective, algorithmic) system and a domain specific procedural system. In contrast to the linear accounts offered by empiricist, nativist, and/or evolutionary explanations, the dual competence-procedural developmental perspective argues that the mature systems emerge through developmental transformations as differentiations and intercoordinations of an early relatively undifferentiated action matrix. This development, whose microscopic mechanism is action-in-the-world, is characterized as being embodied, nonlinear, and epigenetic. WIREs Cogni Sci 2011 2 231-237 DOI: 10.1002/wcs.120 For further resources related to this article, please visit the WIREs website.

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Development of Deductive Reasoning across the Life Span

Cited by 6 publications

References 204 publications

Coping With Logical Fallacies: A Developmental Training Program for Learning to Reason

Coping With Logical Fallacies: A Developmental Training Program for Learning to Reason

Educating the Developing Mind: Towards an Overarching Paradigm

Dual–systems and the development of reasoning: competence–procedural systems

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