6 found
Order:
  1.  14
    Are There Gender Differences in Cognitive Reflection? Invariance and Differences Related to Mathematics.Caterina Primi, Maria Anna Donati, Francesca Chiesi & Kinga Morsanyi - 2018 - Thinking and Reasoning 24 (2):258-279.
    Cognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  2.  46
    Analytic Thinking: Do You Feel Like It?Valerie Thompson & Kinga Morsanyi - 2012 - Mind and Society 11 (1):93-105.
    A major challenge for Dual Process Theories of reasoning is to predict the circumstances under which intuitive answers reached on the basis of Type 1 processing are kept or discarded in favour of analytic, Type 2 processing (Thompson 2009 ). We propose that a key determinant of the probability that Type 2 processes intervene is the affective response that accompanies Type 1 processing. This affective response arises from the fluency with which the initial answer is produced, such that fluently produced (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   11 citations  
  3.  35
    The Link Between Deductive Reasoning and Mathematics.Kinga Morsanyi, Teresa McCormack & Eileen O'Mahony - 2018 - Thinking and Reasoning 24 (2):234-257.
    Recent studies have shown that deductive reasoning skills are related to mathematical abilities. Nevertheless, so far the links between mathematical abilities and these two forms of deductive inference have not been investigated in a single study. It is also unclear whether these inference forms are related to both basic maths skills and mathematical reasoning, and whether these relationships still hold if the effects of fluid intelligence are controlled. We conducted a study with 87 adult participants. The results showed that transitive (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  4.  9
    The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children.Caterina Primi, Maria A. Donati, Viola A. Izzo, Veronica Guardabassi, Patrick A. O’Connor, Carlo Tomasetto & Kinga Morsanyi - 2020 - Frontiers in Psychology 11.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  5.  21
    Editorial: The Role of Reasoning in Mathematical Thinking.Kinga Morsanyi, Jérôme Prado & Lindsey E. Richland - 2018 - Thinking and Reasoning 24 (2):129-137.
    Research into mathematics often focuses on basic numerical and spatial intuitions, and one key property of numbers: their magnitude. The fact that mathematics is a system of complex relationships that invokes reasoning usually receives less attention. The purpose of this special issue is to highlight the intricate connections between reasoning and mathematics, and to use insights from the reasoning literature to obtain a more complete understanding of the processes that underlie mathematical cognition. The topics that are discussed range from the (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  6.  48
    Developmental Changes in Probabilistic Reasoning: The Role of Cognitive Capacity, Instructions, Thinking Styles and Relevant Knowledge.Francesca Chiesi, Caterina Primi & Kinga Morsanyi - 2011 - Thinking and Reasoning 17 (3):315 - 350.
    In three experiments we explored developmental changes in probabilistic reasoning, taking into account the effects of cognitive capacity, thinking styles, and instructions. Normative responding increased with grade levels and cognitive capacity in all experiments, and it showed a negative relationship with superstitious thinking. The effect of instructions (in Experiments 2 and 3) was moderated by level of education and cognitive capacity. Specifically, only higher-grade students with higher cognitive capacity benefited from instructions to reason on the basis of logic. The implications (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations