David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Thinking and Reasoning 10 (2):123 – 145 (2004)
Current conceptions of the nature of human reasoning make it no longer tenable to assess children's inference by reference to the norms of logical inference. Alternatively, the complexity of the mental models employed in children's inferences can be analysed. This approach is applied to transitive inference, class inclusion, categorical induction, theory of mind, oddity, categorical syllogisms, analogy, and reasoning deficits. It is argued that a coherent account of children's reasoning emerges in that there is correspondence between tasks at the same level of complexity across different domains, and that the inferences of younger children, while impressive and important, are consistently simpler than those of older children.
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Graeme S. Halford, Nelson Cowan & Glenda Andrews (2007). Separating Cognitive Capacity From Knowledge: A New Hypothesis. Trends in Cognitive Sciences 11 (6):236-242.
Glenda Andrews Graeme S. Halford, Nelson Cowan (2007). Separating Cognitive Capacity From Knowledge: A New Hypothesis. Trends in Cognitive Sciences 11 (6):236.
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