The Development Of Thinking And Reasoning

Thinking and reasoning are key activities for human beings. In this book a distinguished set of contributors provides a wide readership with up-to-date scientific advances in the developmental psychology of thinking and reasoning, both at the theoretical and empirical levels. The first part of the book illustrates how modern approaches to the study of thinking and reasoning have gone beyond the Piagetian legacy: through the investigation of avenues previously not explored, and by demonstrating that young children have higher capacities than was assumed within the Piagetian tradition. The second part focuses upon theoretical and empirical investigations of the interplay between logic and intuition in reasoning and decision making, and how these forms of thinking evolve with age, through the general framework of what is known as dual-process theories. Contrary to Piaget’s claim, it becomes apparent that elaborate adult reasoning could rely on some form of intuition. The Development of Thinking and Reasoning provides psychologists, educators and everyone interested in child development with an integrated and up-to-date series of chapters, written by prominent specialists in the areas of thinking, reasoning, and decision making.

Thinking and reasoning are key activities for human beings. In this book a distinguished set of contributors provides a wide readership with up-to-date scientific advances in the developmental psychology of thinking and reasoning, both at the theoretical and empirical levels. The first part of the book illustrates how modern approaches to the study of thinking and reasoning have gone beyond the Piagetian legacy: through the investigation of avenues previously not explored, and by demonstrating that young children have higher capacities than was assumed within the Piagetian tradition. The second part focuses upon theoretical and empirical investigations of the interplay between logic and intuition in reasoning and decision making, and how these forms of thinking evolve with age, through the general framework of what is known as dual-process theories. Contrary to Piaget’s claim, it becomes apparent that elaborate adult reasoning could rely on some form of intuition. The Development of Thinking and Reasoning provides psychologists, educators and everyone interested in child development with an integrated and up-to-date series of chapters, written by prominent specialists in the areas of thinking, reasoning, and decision making.

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.

Reflects very strongly many of the major changes that have arisen in the field of thinking and reasoning research over recent years World class contributors to the book focus on the latest ideas concerning developmental aspects of causal and counterfactual thinking Strongly represents the way in which developmental studies have informed an understanding of dual-process theories of reasoning

The study of deductive reasoning is one of the key areas in cognitive psychology. Much of the initial impetus for studies in this field came from a developmental perspective, in particular as a consequence of Piaget's theory of formal operations. Subsequent research that examined some of the predictions of this theory has led to what appear to be quite contradictory conclusions. On the one hand, reasoning is held to be a very precociously acquired, if not innate, competence, such that very young children can reason 'logically'. On the other hand, reasoning in adults has been found to be so convincingly 'illogical' that the very notion of logical competence, even in educated adults has been put into question. Clearly, these two conclusions cannot both be true, and their continuing existence reflects the increasing fragmentation of studies of children and of adults. In this context, developmental studies appear to be critical to an integrative approach to reasoning that considers both children and adults within a single theoretical and empirical perspective. This issue presents some of the more important developmental perspectives on the development of reasoning.

This textbook covers a broad range of research on the psychology of thinking and reasoning. In particular, the authors focus on the question of when thinking is best characterized as the following of abstract rules and when as the building and manipulation of mental models of concrete situations.

How do we define thinking? Is it simply memory, perception and motor activity or perhaps something more complex such as reasoning and decision making? This book argues that thinking is an intricate mix of all these things and a very specific coordination of cognitive resources. Divided into three key sections, there are chapters on the organization of human thought, general reasoning and thinking and behavioural outcomes of thinking. These three overarching themes provide a broad theoretical framework with which to explore wider issues in cognition and cognitive psychology and there are chapters on motivation and language plus a strong focus on problem solving, reasoning and decision making – all of which are central to a solid understanding of this field. The book also explores the cognitive processes behind perception and memory, how we might differentiate expertise from skilled, competent performance and the interaction between language, culture and thought.

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