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Reasoning research has long been associated with paper and pencil tasks in which peoples’ reasoning skills are judged against established normative conventions. However, there has been a recent revolution in the range of techniques, empirical methods and paradigms used to examine reasoning behaviour. New Approaches in Reasoning Research brings to the fore these new pioneering research methods and empirical findings. Each chapter is written by a world-leading expert in the field and covers a variety of broad empirical techniques and new approaches to reasoning research. Maintaining a high level of integrity and rigor throughout, Editors De Neys and Osman have allowed the experts included here the space to think big about the general issues concerning their work, to point out potential implications and speculate on further developments. Such freedom can only help to stimulate discussion and spark creative thinking. The use of these new methods and paradigms are already generating a new understanding of how we reason, as such this book should appeal to researchers and students of Cognitive Psychology, Social Psychology, and Neuroscience along with Cognitive Scientists, and anyone interested in the latest developments in reasoning, rationality, bias, and thinking.
The information age has enabled unprecedented levels of data to be collected and stored. At the same time, society and organizations have become increasingly complex. Consequently, decisions in many facets have become increasingly complex but have the potential to be better informed. Technologies for Supporting Reasoning Communities and Collaborative Decision Making: Cooperative Approaches includes chapters from diverse fields of enquiry including decision science, political science, argumentation, knowledge management, cognitive psychology and business intelligence. Each chapter illustrates a perspective on group reasoning that ultimately aims to lead to a greater understanding of reasoning communities and inform technological developments.
Without inductive reasoning, we couldn't generalize from one instance to another, derive scientific hypotheses, or predict that the sun will rise again tomorrow morning. Despite the widespread nature of inductive reasoning, books on this topic are rare. Indeed, this is the first book on the psychology of inductive reasoning in twenty years. The chapters survey recent advances in the study of inductive reasoning and address questions about how it develops, the role of knowledge in induction, how best to model people's reasoning, and how induction relates to other forms of thinking. Written by experts in philosophy, developmental science, cognitive psychology, and computational modeling, the contributions here will be of interest to a general cognitive science audience as well as to those with a more specialized interest in the study of thinking.
This book is open access under a CC BY 4.0 license. This volume describes and explains the educational method of Case-Based Clinical Reasoning (CBCR) used successfully in medical schools to prepare students to think like doctors before they enter the clinical arena and become engaged in patient care. Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes. This requires knowledge of anatomy and the working and pathology of organ systems, as well as the ability to regard patient problems as patterns and compare them with instances of illness scripts of patients the clinician has seen in the past and stored in memory. CBCR stimulates the development of early, rudimentary illness scripts through elaboration and systematic discussion of the courses of action from the initial presentation of the patient to the final steps of clinical management. The book combines general backgrounds of clinical reasoning education and assessment with a detailed elaboration of the CBCR method for application in any medical curriculum, either as a mandatory or as an elective course. It consists of three parts: a general introduction to clinical reasoning education, application of the CBCR method, and cases that can used by educators to try out this method.
This comprehensive and balanced text has been written so that the "doing" of social research is closely and consistently linked to important social issues by using real social data. End-of-chapter discussion questions, research proposal development exercises and SPSS exercises help measure and enhance students’ understanding.
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
With contributions from international researchers on working memory and thinking, this volume aims to break down the scientific divisions and foster scientific integration in the connections between these two core functions of cognition.
Development researchers face many challenges in producing robust and persuasive analyses, often within a short time-frame. This edited volume tackles these challenges head-on, using examples from other fields to provide practical guidance to research producers and users.
This interdisciplinary work is a collection of major essays on reasoning: deductive, inductive, abductive, belief revision, defeasible (non-monotonic), cross cultural, conversational, and argumentative. They are each oriented toward contemporary empirical studies. The book focuses on foundational issues, including paradoxes, fallacies, and debates about the nature of rationality, the traditional modes of reasoning, as well as counterfactual and causal reasoning. It also includes chapters on the interface between reasoning and other forms of thought. In general, this last set of essays represents growth points in reasoning research, drawing connections to pragmatics, cross-cultural studies, emotion and evolution.
The Oxford Handbook of Thinking and Reasoning brings together the contributions of many of the leading researchers in thinking and reasoning to create the most comprehensive overview of research on thinking and reasoning that has ever been available. Each chapter includes a bit of historical perspective on the topic, and concludes with some thoughts about where the field seems to be heading.