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Originally published in 1974, the second volume of four (Logical Inference: Underlying Operations) provides a process-model for the solution of certain syllogistic reasoning problems. Testable predictions of the model are easily derived, and the available evidence supports the model’s description of the real-time mental steps mediating these logical abilities. A theory of development, connected to the model, makes these volumes all the more important for cognitive, developmental, and educational psychologists, as well as educators and linguists.
Originally published in 1975, this volume (3 of 4) presents an expanded model of certain deductive abilities in children and adults. A partial explanation of the growth of these abilities was suggested in Volume 2 of this series, and it is amplified here, both with regard to propositional logic and the logic of class inclusion. A new methodology is employed, the issue of the effect of content in deductive reasoning is covered, and developmental questions are reformulated. Although only data from experiments with adolescents are presented here, the volume sets the stage for potentially illustrating developmental comparisons, a topic pursued in Volume 4 of this novel and inventive series.
Logical Abilities in Children (4 Volume set), was originally published between 1974 and 1976 to critical acclaim. Now available again as individual titles or a set of 4, the author draws on Piagetian theory to examine logical ability in children through to adolescence. The set will be interesting reading for all concerned with both logical abilities in children, their development, and novel methodological approaches to research bearing on this and related issues at the time.
First published in 1980. This is a collection of lectures around Professor Emeritus Don O.Hebb of Dalhousie University on the major trends in cognitive psychology. It includes essays on Hebb's ideas and impact on current psychological theorizing; his 'structure of thought', and a collection under the section of 'Information-Processing Analysis'.
Conditional reasoning is reasoning that involves statements of the sort If A (Antecedent) then C (Consequent). This type of reasoning is ubiquitous; everyone engages in it. Indeed, the ability to do so may be considered a defining human characteristic. Without this ability, human cognition would be greatly impoverished. "What-if" thinking could not occur. There would be no retrospective efforts to understand history by imagining how it could have taken a different course. Decisions that take possible contingencies into account could not be made; there could be no attempts to influence the future by selecting actions on the basis of their expected effects. Despite the commonness and importance of conditional reasoning and the considerable attention it has received from scholars, it remains the subject of much continuing debate. Unsettled questions, both normative and empirical, continue to be asked. What constitutes normative conditional reasoning? How do people engage in it? Does what people do match what would be expected of a rational agent with the abilities and limitations of human beings? If not, how does it deviate and how might people's ability to engage in it be improved? This book reviews the work of prominent psychologists and philosophers on conditional reasoning. It describes empirical research on how people deal with conditional arguments and on how conditional statements are used and interpreted in everyday communication. It examines philosophical and theoretical treatments of the mental processes that support conditional reasoning. Its extensive coverage of the subject makes it an ideal resource for students, teachers, and researchers with a focus on cognition across disciplines.
Psychology of Learning and Motivation
Is it possible at present to identify a core cluster of theoretical ideas, concepts, and methods with which everyone working in the area of learning and cognition needs to be familiar? Would it be possible to make explicit the relationships that we feel do or must exist among the various subspecialties, ranging from conditioning through perceptual learning and memory to psycholinguistics, and to present these in a sufficiently organized way to help specialists and non-specialists alike in relating particular lines of research to the broader spectrum of activity? These questions were posed to a substantial number of investigators who were most active in developing the ideas and doing the research in the early 1970s. Originally published between 1975 and 1978, their response constitutes this 6-volume Handbook of Learning and Cognitive Processes. The volumes survey the research and theory on learning and cognitive processes that were rapidly developing at the time. The primary orientation was to concentrate on research and models aimed toward the development of general cognitive theory. They were up-to-date with regard to theoretical and technical developments, and sufficiently self-contained to be readable by anyone with a reasonable scientific background, regardless of their acquaintance with the technical jargon of particular specialties. Previously out of print, the Handbook is now available again, as a set or as individual volumes.
Originally published in 1978 Volume 5 of this Handbook reflects a single theoretical orientation, that characterized by the term human information processing in the literature at the time, but which ranges over a very broad spectrum of cognitive activities. The first two chapters give some overall picture of the background, goals, method, and limitations of the information-processing approach. The remaining chapters treat in detail some principal areas of application – visual processing, mental chronometry, representation of spatial information in memory, problem solving, and the theory of instruction. The first three volumes of the Handbook presented an overview of the field, followed by treatments of conditioning, behavior theory, and human learning and retention. With the fourth volume, the focus of attention shifted from the domain of learning theory to that of cognitive psychology.
Lance Rips describes a unified theory of natural deductive reasoning and fashions a working model of deduction, with strong experimental support, that is capable of playing a central role in mental life. In this provocative book, Lance Rips describes a unified theory of natural deductive reasoning and fashions a working model of deduction, with strong experimental support, that is capable of playing a central role in mental life. Rips argues that certain inference principles are so central to our notion of intelligence and rationality that they deserve serious psychological investigation to determine their role in individuals' beliefs and conjectures. Asserting that cognitive scientists should consider deductive reasoning as a basis for thinking, Rips develops a theory of natural reasoning abilities and shows how it predicts mental successes and failures in a range of cognitive tasks. In parts I and II of the book, Rips builds insights from cognitive psychology, logic, and artificial intelligence into a unified theoretical structure. He defends the idea that deduction depends on the ability to construct mental proofs—actual memory units that link given information to conclusions it warrants. From this base Rips develops a computational model of deduction based on two cognitive skills: the ability to make suppositions or assumptions and the ability to posit sub-goals for conclusions. A wide variety of original experiments support this model, including studies of human subjects evaluating logical arguments as well as following and remembering proofs. Unlike previous theories of mental proof, this one handles names and variables in a general way. This capability enables deduction to play a crucial role in other thought processes, such as classifying and problem solving. In part III, Rips compares the theory to earlier approaches in psychology which confined the study of deduction to a small group of tasks, and examines whether the theory is too rational or too irrational in its mode of thought.