Hostname: page-component-8448b6f56d-xtgtn Total loading time: 0 Render date: 2024-04-24T04:39:16.241Z Has data issue: false hasContentIssue false
  • English
  • Français

Decentered thought and consequentialist decision making

Published online by Cambridge University Press:  04 February 2010

Keith E. Stanovich
Keith E. Stanovich
Affiliation:
Department of Applied Psychology, Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario, CanadaM5S 1V6. kstanovich@oise.on.ca
Get access Rights & Permissions [Opens in a new window]

Abstract

Near the end of his target article, Baron argues that we need to address the question of how to conduct education in consequentialist decision making. However, recent trends in education have deemphasized and denigrated decentered and decontextualized thought. It is argued here that perspective decentering and decontextualized thinking are absolutely essential to the development of consequentialist reasoning.

Type
Continuing Commentary
Information
Behavioral and Brain Sciences , Volume 19 , Issue 2 , June 1996 , pp. 323 - 324
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arkes, H. R. (1991) Costs and benefits of judgment errors: Implications for debiasing. Psychobgical Bulletin 110:486–98. [KES]Google Scholar
Ayton, P. & Harvey, N. (1994) Inappropriate judgements: Slips, mistakes or violations. Behavioral and Brain Sciences 17:12. [ROL]CrossRefGoogle Scholar
Baron, J. (1989) Why a theory of social-intelligence needs a theory of character. In: Advances in social cognition, vol. 2: Social intelligence and cognitive assessments of personality, ed. Wyer, R. S. & Srull, T. K.. Erlbaum. [rJB]Google Scholar
Baron, J. (1990) Thinking about consequences. Journal of Moral Education 19:77–87. [rJB]CrossRefGoogle Scholar
Baron, J. (1994a) Nonconsequentialist decisions. Behavioral and Brain Sciences 17:1–42. [RB-M, MC, ROL, KES, rJB]CrossRefGoogle Scholar
Baron, J. (1994b) Thinking and deciding, 2d ed. Cambridge University Press. [rJB]Google Scholar
Baron, J. (1994c) Normative, descriptive and prescriptive responses. Behavioral and Brain Sciences 17:32–42. [rJB]Google Scholar
Bereiter, C. (1984) The limitations of interpretation. Curriculum Inquiry 14:211–16. [KES]Google Scholar
Brown, J. S., Collins, A. & Duguid, P. (1989) Perspectives on socially shared cognition. Educational Researcher 18(l):32–42. [KES]CrossRefGoogle Scholar
Cabanac, M. (1992) Pleasure: The common currency. Journal of Theoretical Biology 155:173–200. [MC]Google Scholar
Gorayska, B.& Lindsay, R. O. (1989) Metasemantics of relevance. In: Proceedings of the first symposium on cognitive linguistics. LinguisticAssociation of the University of Duisberg. [ROL]Google Scholar
Gorayska, B. & Lindsay, R. O. (1992) The roots of relevance. Journal of Pragmatics 19(4):301–23.[ROL]CrossRefGoogle Scholar
Hardin, G. R. (1968) The tragedy of the commons. Science 162:1243–48. [rJB]CrossRefGoogle ScholarPubMed
Jonas, H. (1984) The imperative of responsibility: In search of an ethics for the technological age. University of Chicago Press. [rJB]Google Scholar
Kahneman, D.& Tversky, A. (1973) On the psychology of prediction. Psychological Review 80:237–51. [ROL]CrossRefGoogle Scholar
Koriat, A., Lichtenstein, S. & Fischhoff, B. (1980) Reasons for confidence. Journal of Experimental Psychology: Human Learning and Memory 6:107–18. [rJB]Google Scholar
Lakomski, G. (1992) Unity over diversity: Coherence and realism in educational research. Curriculum Inquiry 22:191–203. [KES]CrossRefGoogle Scholar
Langer, E. (1989) Mindfulness. Addison-Wesley. [KES]Google Scholar
Larkin, S. & McFarland, D. J. (1978) The cost of changing from one activity to another. Animal Behaviour 26:1237–46. [MC]Google Scholar
Lave, J. & Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge University Press. [KES]Google Scholar
Lindsay, R. O. & Gorayska, B. (1989) On relevance: Goal dependent expressions and the control of planning processes. In: Department of computing and mathematical sciences research report no. 16. Oxford University Press. [ROL]Google Scholar
Nisbett, L. & Ross, L. (1980) Human inference: Strategies and shortcomings of social judgment. Prentice-Hall. [KES]Google Scholar
Pascal, B. (1623–1662) Pensées. [MC]Google Scholar
Posner, R. A. (1992) Economic analysis of law, 4th ed. Little, Brown. [rJB]Google Scholar
Rawls, J. (1971) A theory of justice. Oxford University Press. [KES]Google Scholar
Resnick, L. B. (1991) Shared cognition: Thinking as social practice. In: Perspectives on socially shared cognition, ed. Resnick, L., Levine, J. & Teasley, S.. American Psychological Society. [KES]CrossRefGoogle Scholar
Resnick, L. B., Levine, J. & Teasley, S., eds. (1991) Perspectives on socially shared cognition. American Psychological Association. [KES]CrossRefGoogle Scholar
Rogoff, B. & Lave, J., eds. (1984) Everyday cognition. Harvard University Press. [KES]Google Scholar
Schrag, F. (1992) In defense of positivist research paradigms. Educational Researcher 21(5):5–8. [KES]Google Scholar
Todd, E. (1991) L'invention de l'Europe. Editions du Seuil. [MC]Google Scholar