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Patricia W. Cheng [23]Peter C.-H. Cheng [11]Pw Cheng [4]P. C. H. Cheng [3]
Peter Ch Cheng [3]Pei-kai Cheng [2]Pi-Yueh Cheng [2]P. W. Cheng [2]

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  1.  19
    From Covariation to Causation: A Causal Power Theory.Patricia W. Cheng - 1997 - Psychological Review 104 (2):367-405.
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  2.  14
    Pragmatic Reasoning Schemas.Patricia W. Cheng & Keith J. Holyoak - 1985 - Cognitive Psychology 17 (4):391-416.
    We propose that people typically reason about realistic situations using neither content-free syntactic inference rules nor representations of specific experiences. Rather, people reason using knowledge structures that we term pragmatic reasoning schemas, which are generalized sets of rules defined in relation to classes of goals. Three experiments examined the impact of a “permission schema” on deductive reasoning. Experiment 1 demonstrated that by evoking the permission schema it is possible to facilitate performance in Wason's selection paradigm for subjects who have had (...)
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  3.  55
    Chunking Mechanisms in Human Learning.F. Gobet, P. Lane, S. Croker, P. Cheng, G. Jones, I. OlIver & J. Pine - 2001 - Trends in Cognitive Sciences 5 (6):236-243.
  4.  23
    Bayesian Generic Priors for Causal Learning.Hongjing Lu, Alan L. Yuille, Mimi Liljeholm, Patricia W. Cheng & Keith J. Holyoak - 2008 - Psychological Review 115 (4):955-984.
  5.  19
    On the Natural Selection of Reasoning Theories.Patricia W. Cheng & Keith J. Holyoak - 1989 - Cognition 33 (3):285-313.
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  6.  22
    Assessing Interactive Causal Influence.Laura R. Novick & Patricia W. Cheng - 2004 - Psychological Review 111 (2):455-485.
    The discovery of conjunctive causes--factors that act in concert to produce or prevent an effect--has been explained by purely covariational theories. Such theories assume that concomitant variations in observable events directly license causal inferences, without postulating the existence of unobservable causal relations. This article discusses problems with these theories, proposes a causal-power theory that overcomes the problems, and reports empirical evidence favoring the new theory. Unlike earlier models, the new theory derives (a) the conditions under which covariation implies conjunctive causation (...)
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  7.  18
    Covariation in Natural Causal Induction.Patricia W. Cheng & Laura R. Novick - 1992 - Psychological Review 99 (2):365-382.
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  8.  57
    Causes Versus Enabling Conditions.Patricia W. Cheng & Laura R. Novick - 1991 - Cognition 40 (1-2):83-120.
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  9. Pragmatic Reasoning with a Point of View.Keith J. Holyoak & Patricia W. Cheng - 1995 - Thinking and Reasoning 1 (4):289 – 313.
  10. Causal Learning in Rats and Humans: A Minimal Rational Model.Michael R. Waldmann, Patricia W. Cheng, York Hagmeyer & Blaisdell & P. Aaron - 2008 - In Nick Chater & Mike Oaksford (eds.), The Probabilistic Mind: Prospects for Bayesian Cognitive Science. Oxford University Press.
     
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  11.  5
    Constraints and Nonconstraints in Causal Learning: Reply to White and to Luhmann and Ahn.Patricia W. Cheng & Laura R. Novick - 2005 - Psychological Review 112 (3):694-706.
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  12.  12
    Causal Learning in Rats and Humans: A Minimal Rational Model.Michael R. Waldmann, Patricia W. Cheng, York Hagmayer & Aaron P. Blaisdell - 2008 - In Nick Chater & Mike Oaksford (eds.), The Probabilistic Mind: Prospects for Bayesian Cognitive Science. Oxford University Press.
  13. Probably Good Diagrams for Learning: Representational Epistemic Recodification of Probability Theory.Peter C.-H. Cheng - 2011 - Topics in Cognitive Science 3 (3):475-498.
    The representational epistemic approach to the design of visual displays and notation systems advocates encoding the fundamental conceptual structure of a knowledge domain directly in the structure of a representational system. It is claimed that representations so designed will benefit from greater semantic transparency, which enhances comprehension and ease of learning, and plastic generativity, which makes the meaningful manipulation of the representation easier and less error prone. Epistemic principles for encoding fundamental conceptual structures directly in representational schemes are described. The (...)
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  14.  18
    Electrifying Diagrams for Learning: Principles for Complex Representational Systems.Peter C.-H. Cheng - 2002 - Cognitive Science 26 (6):685-736.
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  15. Learning Qualitative Relations in Physics with Law Encoding Diagrams.Peter Ch Cheng - 1996 - In Garrison W. Cottrell (ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum.
     
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  16. The Taming of Content: Some Thoughts About Domains and Modules.Keith J. Holyoak & Patricia W. Cheng - forthcoming - Thinking and Reasoning.
  17.  27
    The Relationship Between Moral Decisions and Their Consequences: A Tradeoff Analysis Approach. [REVIEW]William R. Swinyard, Thomas J. DeLong & Peng Sim Cheng - 1989 - Journal of Business Ethics 8 (4):289 - 297.
    While at one level, the literature in ethics for some issues is broad, deep, and complex, for others it appears limited and lacking in sophistication. This cross — cultural study deals not only with the moral reasoning behind moral dilemmas in business but also with the magnitudes these dilemmas in concert with their possible outcomes and consequences. While many studies discuss the effect of these outcomes, we have found none that have explicitly examined them.The methodology and analysis use a novel (...)
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  18.  3
    Inferential Dependencies in Causal Inference: A Comparison of Belief-Distribution and Associative Approaches.Christopher D. Carroll, Patricia W. Cheng & Hongjing Lu - 2013 - Journal of Experimental Psychology: General 142 (3):845-863.
  19.  9
    Causal Learning.Marc J. Buehner & Patricia W. Cheng - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. pp. 143--168.
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  20.  45
    Co-Evolution: Law and Institutions in International Ethics Research.Carla C. J. M. Millar, Chong-Ju Choi & Philip Y. K. Cheng - 2008 - Journal of Business Ethics 87 (4):455-462.
    Despite the importance of the co-evolution approach in various branches of research, such as strategy, organisation theory, complexity, population ecology, technology and innovation (Lewin et al., 1999; March, 1991), co-evolution has been relatively neglected in international business and ethics research (Madhok and Phene, 2001). The purpose of this article is to show how co-evolution theory provides a theoretical framework within which some issues of ethics research are addressed. Our analysis is in the context of the contrasts between business systems (North, (...)
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  21.  39
    Behavioral Factors Affecting Students' Intentions to Enroll in Business Ethics Courses: A Comparison of the Theory of Planned Behavior and Social Cognitive Theory Using Self-Identity as a Moderator.Pi-Yueh Cheng & Mei-Chin Chu - 2014 - Journal of Business Ethics 124 (1):1-12.
    The current study used both Ajzen’s theory of planned behavior (TPB) and Bandura’s social cognitive theory (SCT) to examine the intentions of business undergraduate students toward taking elective ethics courses and investigated the role of self-identity in this process. The study was prospective in design; data on predictors and intentions were obtained during the first collection of data, whereas the actual behavior was assessed 10 days later. Our results indicated that the TPB was a better predictor of behavioral intentions than (...)
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  22.  56
    Pragmatic Reasoning From Multiple Points of View: A Response.Keith J. Holyoak & Patricia W. Cheng - 1995 - Thinking and Reasoning 1 (4):373 – 389.
  23.  7
    Truth Diagrams Versus Extant Notations for Propositional Logic.Peter C.-H. Cheng - forthcoming - Journal of Logic, Language and Information:1-41.
    Truth diagrams are introduced as a novel graphical representation for propositional logic. To demonstrate their epistemic efficacy a set of 28 concepts are proposed that any comprehensive representation for PL should encompass. TDs address all the criteria whereas seven other existing representations for PL only provide partial coverage. These existing representations are: the linear formula notation, truth tables, a PL specific interpretation of Venn Diagrams, Frege’s conceptual notation, diagrams from Wittgenstein’s Tractatus, Pierce’s alpha graphs and Gardner’s shuttle diagrams. The comparison (...)
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  24.  7
    Pragmatic Constraints on Causal Deduction.Patricia W. Cheng & Richard E. Nisbett - 1993 - In Richard E. Nisbett (ed.), Rules for Reasoning. L. Erlbaum Associates. pp. 207--227.
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  25. The Common Thread of Induction. [REVIEW]Peter C. -H. Cheng - 1991 - British Journal for the Philosophy of Science 42 (2):269-272.
  26. Mechanisms in Human Learning.Fernand Gobet, Peter C. R. Lane, Steve Croker, Peter C.-H. Cheng, Gary Jones, Iain Oliver & Julian M. Pine - 2001 - Trends in Cognitive Sciences 5 (6):236-243.
    Pioneering work in the 1940s and 1950s suggested that the concept of chunking might be important in many processes of perception, learning and cognition in humans and animals. We summarize here the major sources of evidence for chunking mechanisms, and consider how such mechanisms have been implemented in computational models of the learning process. We distinguish two forms of chunking: the first deliberate, under strategic control, and goal-oriented; the second automatic, continuous, and linked to perceptual processes. Recent work with discrimination-network (...)
     
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  27.  5
    Restructuring Versus Automaticity: Alternative Accounts of Skill Acquisition.Patricia W. Cheng - 1985 - Psychological Review 92 (3):414-423.
  28. Preventative Scope in Causal Inference.C. D. Carroll & P. W. Cheng - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 833--838.
  29.  3
    Association Between Internet Addiction and the Risk of Musculoskeletal Pain in Chinese College Freshmen – A Cross-Sectional Study.Guang Yang, Jianhua Cao, Yingke Li, Peng Cheng, Bin Liu, Zongji Hao, Hui Yao, Dongzhe Shi, Li Peng, Liya Guo & Zhongyu Ren - 2019 - Frontiers in Psychology 10.
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  30.  87
    There is More to Thinking Than Propositions.Derek C. Penn, Patricia W. Cheng, Keith J. Holyoak, John E. Hummel & Daniel J. Povinelli - 2009 - Behavioral and Brain Sciences 32 (2):221-223.
    We are big fans of propositions. But we are not big fans of the proposed by Mitchell et al. The authors ignore the critical role played by implicit, non-inferential processes in biological cognition, overestimate the work that propositions alone can do, and gloss over substantial differences in how different kinds of animals and different kinds of cognitive processes approximate propositional representations.
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  31.  1
    Truth Diagrams Versus Extant Notations for Propositional Logic.Peter C.-H. Cheng - forthcoming - Journal of Logic, Language and Information:1-41.
    Truth diagrams are introduced as a novel graphical representation for propositional logic. To demonstrate their epistemic efficacy a set of 28 concepts are proposed that any comprehensive representation for PL should encompass. TDs address all the criteria whereas seven other existing representations for PL only provide partial coverage. These existing representations are: the linear formula notation, truth tables, a PL specific interpretation of Venn Diagrams, Frege’s conceptual notation, diagrams from Wittgenstein’s Tractatus, Pierce’s alpha graphs and Gardner’s shuttle diagrams. The comparison (...)
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  32.  20
    What Forms the Chunks in a Subject's Performance? Lessons From the CHREST Computational Model of Learning.Peter C. R. Lane, Fernand Gobet & Peter C.-H. Cheng - 2001 - Behavioral and Brain Sciences 24 (1):128-129.
    Computational models of learning provide an alternative technique for identifying the number and type of chunks used by a subject in a specific task. Results from applying CHREST to chess expertise support the theoretical framework of Cowan and a limit in visual short-term memory capacity of 3–4 looms. An application to learning from diagrams illustrates different identifiable forms of chunk.
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  33.  19
    Explanatory Coherence as a Psychological Theory.P. C.-H. Cheng & M. Keane - 1989 - Behavioral and Brain Sciences 12 (3):469-470.
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  34. Teaching General Strategies and Domain-Specific Concepts in Physics.Pw Cheng & Jh Larkin - 1987 - Bulletin of the Psychonomic Society 25 (5):328-329.
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  35.  2
    Functional Roles for the Cognitive Analysis of Diagrams in Problem Solving.Peter Ch Cheng - 1996 - In Garrison W. Cottrell (ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum.
  36. Uncertainty in Causal Inference: The Case of Retrospective Revaluation.Christopher D. Carroll, Patricia W. Cheng & Hongjing Lu - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
  37.  13
    Conditions for Selection and Conceptualization in Diagrams and Sentences.Rossano Barone & Peter Ch Cheng - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
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  38.  5
    Combinations of Simple Mechanisms Explain Diverse Strategies in the Freehand Writing of Memorized Sentences.Peter C.-H. Cheng & Erlijn van Genuchten - 2018 - Cognitive Science 42 (4):1070-1109.
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  39.  12
    The Induction of Hidden Causes: Causal Mediation and Violations of Independent Causal Influence.Christopher D. Carroll & Patricia W. Cheng - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 913--918.
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  40.  12
    University Lecturers' Intention to Teach an Ethics Course: A Test of Competing Models. [REVIEW]Pi-Yueh Cheng - 2015 - Journal of Business Ethics 126 (2):1-12.
    Business ethics are the moral principles that apply to all aspects of the business environment at an individual and organizational level. This study addresses the basic perceptions regarding the teaching of business ethics and examines university lecturers’ intentions to teach an ethics course. For the present research, the authors conducted a cross study to evaluate whether three variations of the theory of planned behavior, namely, TPB, decomposed TPB (DTPB), and the revised theory of planned behavior (RTPB), could adequately predict teaching (...)
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  41.  8
    Continuities in Chinese Political Culture: Interpretations of Li Zhi, Past and Present.Pei-kai Cheng - 1983 - Chinese Studies in History 17 (2):4-29.
  42.  7
    Long-Time Asymptotics for the Pure Radiation Solution of the Sine—Gordon Equation.Po—Jen Cheng, Stephanos Venakides & Xin Zhou - 1999 - History and Philosophy of Logic 24 (7-8):1195-1262.
  43.  8
    Interpreting Lines in Graphs: Do Graph Users Construe Fictive Motion?Rossano Barone & Peter C.-H. Cheng - 2004 - In A. Blackwell, K. Marriott & A. Shimojima (eds.), Diagrammatic Representation and Inference. Springer. pp. 333--336.
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  44.  15
    The CHREST Model of Active Perception and its Role in Problem Solving.Peter C. R. Lane, Peter C.-H. Cheng & Fernand Gobet - 2001 - Behavioral and Brain Sciences 24 (5):892-893.
    We discuss the relation of the Theory of Event Coding (TEC) to a computational model of expert perception, CHREST, based on the chunking theory. TEC's status as a verbal theory leaves several questions unanswerable, such as the precise nature of internal representations used, or the degree of learning required to obtain a particular level of competence: CHREST may help answer such questions.
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  45.  5
    Postscript.Patricia W. Cheng & Laura R. Novick - 2005 - Psychological Review 112 (3):706-707.
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  46.  7
    Aleven, VAWMM, 147 Altmann, EM, 39, 233 Anderson, JR, 85 Bever, TG, 393.R. M. Bongers, F. Chang, N. Chater, P. C. H. Cheng, J. Eisner, R. M. French, N. Furl, P. Garber, S. Goldin-Meadow & W. Greiff - 2002 - Cognitive Science 26 (835):836.
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  47.  3
    Categorization and Response Competition: Two Nonautomatic Factors.Patricia W. Cheng - 1985 - Psychological Review 92 (4):585-586.
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  48.  6
    Review: The Common Thread of Induction. [REVIEW]Peter C.-H. Cheng - 1991 - British Journal for the Philosophy of Science 42 (2):269 - 272.
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  49. Each Year Cognition is Obliged to Request the Help of a Certain Number of Guest Reviewers Who Assist in the Assessment of Manuscripts. Without Their Cooperation the Journal Would Not Be Able to Maintain its High Standards. We Are Happy to Be Able to Thank the Following People for Their Help in Refereeing Manuscripts During 1991.Terry Kit-Fong Au, William Badecker, Irving Biderman, Manfred Bierwisch, Paul Bloom, Mark Bornstein, Brian Byrne, Ruth Byrne, Patricia Cheng & Herbert H. Clark - 1992 - Cognition 43:195.
     
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  50. D Daehler, MW, 130,131,149,152, 153,155,156,157,172,183 Damasio, A., 88 Dattel, AR, 149,150,152,153,154.P. L. Cannon, H. W. Carmichael, C. S. Casey, R. Catrambone, R. I. Charles, V. M. Chase, P. W. Cheng, M. T. H. Chi, M. Chiu & K. N. Clayton - 1997 - In Lyn D. English (ed.), Mathematical Reasoning: Analogies, Metaphors, and Images. L. Erlbaum Associates.
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