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Communicating cognitive agents: modeling and formalization
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In: https://hal-univ-tlse3.archives-ouvertes.fr/tel-03484173 ; Artificial Intelligence [cs.AI]. Université Toulouse 3 Paul Sabatier, 2015 (2015)
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| 6 |
Pre-service teachers' mathematical reasoning
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287296 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.977-982 (2015)
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| 7 |
Cognitive flexibility and reasoning patterns in American and German elementary students when sorting addition and subtraction problems
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01281858 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.339-345 (2015)
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| 8 |
Using tree diagrams to develop combinatorial reasoning of children and adults in early schooling
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289344 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2480-2486 (2015)
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| 9 |
Analogical reasoning performance and organization is influenced by the type of semantic distractors : an investigation with adults
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In: 37th annual meeting of the Cognitive Science Society : Mind, technology and society ; https://hal.archives-ouvertes.fr/hal-01417237 ; 37th annual meeting of the Cognitive Science Society : Mind, technology and society, Cognitive Science Society, Jul 2015, Pasadena, United States. pp.2895 ; https://mindmodeling.org/cogsci2015/ (2015)
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| 10 |
From formal concepts to analogical complexes
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In: The 12th International Conference on Concept Lattices and their Applications ; CLA 2015 ; https://hal.inria.fr/hal-01198943 ; CLA 2015, LIMOS, CNRS et Université Blaise Pascal, Oct 2015, Clermont-Ferrand, France. pp.12 ; http://cla2015.isima.fr/ (2015)
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| 11 |
The Impact of a Quantitative Reasoning Instructional Approach to Linear Equations in Two Variables on Student Achievement and Student Thinking About Linearity
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In: Boise State University Theses and Dissertations (2015)
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НОМЕНКЛАТУРНЫЕ НОМИНАЦИИ РАСТЕНИЙ В МОТИВАЦИОННО-ЭТИМОЛОГИЧЕСКОМ АСПЕКТЕ
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ТРАФИМЕНКОВА Т.А.. - : ФГБОУ ВПО «Брянский государственный университет им. акад. И.Г. Петровского», 2015
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| 13 |
СЕНТЕНЦИИ В РЕЧЕВОМ ЖАНРЕ БЫТОВОГО РАЗГОВОРА: СОПРЯЖЕНИЕ АКУСМАТИЧЕСКОЙ И КНИЖНОЙ КУЛЬТУР
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ХАРЧЕНКО ВЕРА КОНСТАНТИНОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Саратовский национальный исследовательский государственный университет имени Н. Г. Чернышевского», 2015
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| 14 |
НОСИТЕЛИ ИНФОРМАЦИИ ПРИЧИН СВОЕГО БЫТИЯ
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АМИРБЕГОВ ЮРИЙ МИХАЙЛОВИЧ. - : Негосударственное образовательное частное учреждение дополнительного профессионального образования «Кубанская многопрофильная академия подготовки, переподготовки, повышения квалификации специалистов», 2015
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| 15 |
Логико-семантическая сущность категории причинности
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ЛОПУХИНА РАИСА ВАСИЛЬЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования Тульский государственный педагогический университет им. Л.Н. Толстого, 2015
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| 16 |
Готовимся к ЕГЭ: дидактический материал с психолингвистическим обоснованием по теме «Текст»
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| 17 |
A Logic with Revocable and Refinable Strategies
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In: ISSN: 0890-5401 ; EISSN: 1090-2651 ; Information and Computation ; https://hal.archives-ouvertes.fr/hal-00785659 ; Information and Computation, Elsevier, 2015, 242, pp.157-182. ⟨10.1016/j.ic.2015.03.015⟩ ; http://www.sciencedirect.com/science/article/pii/S0890540115000309 (2015)
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| 18 |
20-month-old Infants Expect Members of a Social Group to Share Preferences
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In: Smith, Megan Alyssa. (2015). 20-month-old Infants Expect Members of a Social Group to Share Preferences. UC Merced: Psychological Sciences. Retrieved from: http://www.escholarship.org/uc/item/2pm804vx (2015)
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| 19 |
Learning by thinking and the development of abstract reasoning
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Abstract:
As adults, we have coherent, abstract, and highly structured causal representations of the world. We also learn those representations, as children, from the fragmented, concrete and particular evidence of our senses. How do young children learn so much about the world so quickly and accurately? One classic answer points to the similarities between children’s learning and scientific learning. In particular, researchers have proposed that children, like scientists, implicitly formulate hypotheses about the world and then use evidence to test and rationally revise those hypotheses. In testing these claims, the vast majority of research in this area has investigated children’s developing abilities to draw causal inferences from observed data. However, we know much less about the human ability to build abstract knowledge that extends beyond their observations, simply by thinking. In the current dissertation, I examine a suite of activities that involve learning by thinking in the causal domain, and consider how these activities impose unique, top-down constraints on the processes underlying causal learning and inductive inference. First, in chapter 1, I situate this work within the theoretical context of rational constructivism that has recently emerged in the field of cognitive development. Chapter 2 then presents a series of experiments demonstrating very young children’s ability to infer the abstract relations “same” and “different” in a novel causal reasoning task. I conclude this chapter by considering the implications of these findings for our understanding of the nature of relational and causal reasoning, and their evolutionary origins. Chapter 3 extends this paradigm to describe a surprising developmental pattern: younger children outperform older children in inferring these abstract relations. I provide evidence that this failure may be explained by appealing to the role of learned biases in constraining causal judgments. The second part of this chapter explores how prompts to explain during learning facilitate children’s ability to override a preference to attend to object properties, and instead reason about abstract relations. Chapter 4 presents empirical findings further examining the particular effects of explanation on the mechanisms underlying causal inference in preschool-aged children. In particular, results demonstrate that explanation prompts children to ignore salient superficial properties and consider inductively rich properties that are likely to generalize to novel cases. Finally, in Chapter 5, I discuss the implications for this body of work as a whole, and suggest a variety of future directions. Taken together, this research contributes to our understanding of the cognitive processes that influence early learning and inference in early childhood.
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Keyword:
Abstract Reasoning; Analogy; Cognitive Development; Cognitive psychology; Developmental psychology; Explanation; Learning; Representation
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URL: https://escholarship.org/uc/item/45d416b8
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| 20 |
Learning by thinking and the development of abstract reasoning
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In: Walker, Caren Michelle. (2015). Learning by thinking and the development of abstract reasoning. UC Berkeley: Psychology. Retrieved from: http://www.escholarship.org/uc/item/45d416b8 (2015)
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