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Arguments for an argumentative theory", "creators": [ { "creatorType": "author", "firstName": "Hugo", "lastName": "Mercier" }, { "creatorType": "author", "firstName": "Dan", "lastName": "Sperber" } ], "abstractNote": "Reasoning is generally seen as a means to improve knowledge and make better decisions. However, much evidence shows that reasoning often leads to epistemic distortions and poor decisions. This suggests that the function of reasoning should be rethought. Our hypothesis is that the function of reasoning is argumentative. It is to devise and evaluate arguments intended to persuade. Reasoning so conceived is adaptive given the exceptional dependence of humans on communication and their vulnerability to misinformation. A wide range of evidence in the psychology of reasoning and decision making can be reinterpreted and better explained in the light of this hypothesis. Poor performance in standard reasoning tasks is explained by the lack of argumentative context. When the same problems are placed in a proper argumentative setting, people turn out to be skilled arguers. Skilled arguers, however, are not after the truth but after arguments supporting their views. This explains the notorious confirmation bias. This bias is apparent not only when people are actually arguing, but also when they are reasoning proactively from the perspective of having to defend their opinions. Reasoning so motivated can distort evaluations and attitudes and allow erroneous beliefs to persist. Proactively used reasoning also favors decisions that are easy to justify but not necessarily better. In all these instances traditionally described as failures or flaws, reasoning does exactly what can be expected of an argumentative device: Look for arguments that support a given conclusion, and, ceteris paribus, favor conclusions for which arguments can be found.", "publicationTitle": "Behavioral and Brain Sciences", "publisher": "", "place": "", "date": "2011", "volume": "34", "issue": "02", "section": "", "partNumber": "", "partTitle": "", "pages": "57-74", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1017/S0140525X10000968", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Why do humans reason?", "language": "", "libraryCatalog": "Cambridge Journals Online", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "argumentation", "type": 1 }, { "tag": "confirmation bias", "type": 1 }, { "tag": "decision making", "type": 1 }, { "tag": "dual process theory", "type": 1 }, { "tag": "evolutionary psychology", "type": 1 }, { "tag": "motivated reasoning", "type": 1 }, { "tag": "reason-based choice", "type": 1 }, { "tag": "reasoning", "type": 1 } ], "collections": [ "W2U5U236" ], "relations": {}, "dateAdded": "2013-01-31T03:54:35Z", "dateModified": "2013-01-31T03:54:35Z" } }, { "key": "M5AV9PR7", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/M5AV9PR7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/M5AV9PR7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Gopnik and Glymour", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "M5AV9PR7", "version": 1, "itemType": "bookSection", "title": "Causal maps and Bayes nets: a cognitive and computational account of theory-formation", "creators": [ { "creatorType": "author", "firstName": "Alison", "lastName": "Gopnik" }, { "creatorType": "author", "firstName": "Clark", "lastName": "Glymour" } ], "abstractNote": "In this chapter,weoutline a more precise cognitive and computational account of the ‘theory theory’ of cognitive development. Theories and theory-formation processes are cognitive systems that allow us to recover an accurate ‘causal map’ of the world: an abstract, coherent representation of the causal relations among events. This kind of knowledge can be perspicuously represented by the formalism of directed graphical causal models, or ‘Bayes nets’. Human theory formation may involve similar computations.", "bookTitle": "The Cognitive Basis of Science", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2002", "publisher": "Cambridge University Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "117-132", "ISBN": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "W2U5U236" ], "relations": { "dc:relation": "http://zotero.org/groups/140919/items/2BA74T7T" }, "dateAdded": "2013-01-30T03:36:05Z", "dateModified": "2013-01-30T03:41:01Z" } }, { "key": "2BA74T7T", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/2BA74T7T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/2BA74T7T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Carruthers et al.", "parsedDate": "2002", "numChildren": 1 }, "data": { "key": "2BA74T7T", "version": 1, "itemType": "book", "title": "The Cognitive Basis of Science", "creators": [ { "creatorType": "editor", "firstName": "Peter", "lastName": "Carruthers" }, { "creatorType": "editor", "firstName": "Stephen P", "lastName": "Stich" }, { "creatorType": "editor", "firstName": "Michael", "lastName": "Siegal" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2002", "publisher": "Cambridge University Press", "place": "Cambridge; New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9780511613517 0511613512 0511042299 9780511042294 9780521812290 0521812291 9780521011778 0521011779", "DOI": "", "citationKey": "", "url": "http://www.cambridge.org/us/knowledge/isbn/item1114550/?site_locale=en_US", "accessDate": "2013-01-26T19:01:48Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "www.cambridge.org", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CUP", "type": 1 }, { "tag": "Cambridge", "type": 1 }, { "tag": "Cambridge University Press", "type": 1 }, { "tag": "The Cognitive Basis of Science", "type": 1 }, { "tag": "academic and professional books", "type": 1 }, { "tag": "bestsellers", "type": 1 }, { "tag": "e-books", "type": 1 }, { "tag": "isbn: 9780521011778", "type": 1 }, { "tag": "publishing", "type": 1 }, { "tag": "reviews", "type": 1 }, { "tag": "series", "type": 1 }, { "tag": "textbooks", "type": 1 } ], "collections": [ "IU4BPCPF", "W2U5U236" ], "relations": { "dc:relation": "http://zotero.org/groups/140919/items/M5AV9PR7" }, "dateAdded": "2013-01-26T19:22:36Z", "dateModified": "2013-01-30T03:27:59Z" } }, { "key": "9CMBPV6J", "version": 2, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/9CMBPV6J", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/9CMBPV6J", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/140919/items/GXRIFHPU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "9CMBPV6J", "version": 2, "parentItem": "GXRIFHPU", "itemType": "attachment", "linkMode": "imported_url", "title": "JSTOR Full Text PDF", "accessDate": "2013-01-24T04:04:30Z", "url": "http://www.jstor.org.ezproxy.bu.edu/stable/pdfplus/1170622.pdf?acceptTC=true", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Metz - 1997 - On the Complex Relation between Cognitive Developm.pdf", "md5": "e623d78d79d9fb293648b2203132e109", "mtime": 1359000273931, "tags": [], "relations": {}, "dateAdded": "2013-01-29T01:55:18Z", "dateModified": "2013-01-29T01:55:18Z" } }, { "key": "GXRIFHPU", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/GXRIFHPU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/GXRIFHPU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Metz", "parsedDate": "1997-04-01", "numChildren": 1 }, "data": { "key": "GXRIFHPU", "version": 1, "itemType": "journalArticle", "title": "On the Complex Relation between Cognitive Developmental Research and Children's Science Curricula", "creators": [ { "creatorType": "author", "firstName": "Kathleen E.", "lastName": "Metz" } ], "abstractNote": "My earlier article (Metz, 1995) identified several assumptions about elementary school children's scientific reasoning abilities that have frequently been used for the purpose of framing \"developmentally appropriate\" science curricula. That article traced the origin of those assumptions to an interpretation of a segment of Piaget's writings and then critiqued those assumptions of the basis of Piaget's corpus, as well as the contemporary cognitive developmental research literature. Given that developmental research constituted the primary base on which I critiqued these assumptions and formulated alternative recommendations, I am surprised by Deanna Kuhn's (1997) contention that the article could be read as suggesting that the developmental literature has \"failed\" science educators and that they would be advised to look elsewhere to inform their curricular design. Nevertheless, I do consider the relation between cognitive developmental research, as embodied in the contemporary research tradition, and children's science curricula as fundamentally complex. This essay examines three interrelated characteristics of the cognitive developmental research tradition that contribute to the complexity of this relationship: (a) its tendency to attribute shortcomings in performance to the child's stage, with the assumption that these shortcomings will disappear with sufficient advancement of cognitive development; (b) the frequent confounding of weak knowledge with developmentally based cognitive deficiencies; and (c) the emphasis of robust stage-based constraints on children's thinking, to the neglect of variability and change.", "publicationTitle": "Review of Educational Research", "publisher": "", "place": "", "date": "April 1, 1997", "volume": "67", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "151-163", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Review of Educational Research", "DOI": "10.2307/1170622", "citationKey": "", "url": "http://www.jstor.org/stable/1170622", "accessDate": "2013-01-24T04:04:30Z", "PMID": "", "PMCID": "", "ISSN": "0034-6543", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "Copyright © 1997 American Educational Research Association", "extra": "ArticleType: research-article / Full publication date: Spring, 1997 / Copyright © 1997 American Educational Research Association", "tags": [ { "tag": "Curriculum" }, { "tag": "Development" } ], "collections": [ "W2U5U236" ], "relations": {}, "dateAdded": "2013-01-29T01:55:18Z", "dateModified": "2013-01-29T01:55:18Z" } }, { "key": "6JEUDGFB", "version": 2, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/6JEUDGFB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/6JEUDGFB", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/140919/items/HNS43755", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } } }, "data": { "key": "6JEUDGFB", "version": 2, "parentItem": "HNS43755", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2013-01-22T16:41:53Z", "url": "http://onlinelibrary.wiley.com.ezproxy.bu.edu/doi/10.1111/j.1467-8624.1996.tb01760.x/abstract", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "abstract.html", "md5": "e9bac0e0a678c409917e975bc2054d11", "mtime": 1358872915041, "tags": [], "relations": {}, "dateAdded": "2013-01-29T01:47:37Z", "dateModified": "2013-01-29T01:47:37Z" } }, { "key": "HNS43755", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/HNS43755", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/HNS43755", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Fay and Klahr", "parsedDate": "1996", "numChildren": 2 }, "data": { "key": "HNS43755", "version": 1, "itemType": "journalArticle", "title": "Knowing about Guessing and Guessing about Knowing: Preschoolers' Understanding of Indeterminacy", "creators": [ { "creatorType": "author", "firstName": "Anne Louise", "lastName": "Fay" }, { "creatorType": "author", "firstName": "David", "lastName": "Klahr" } ], "abstractNote": "In this article we investigate preschool children's understanding of indeterminacy by examining their ability to distinguish between determinate situations—in which the available evidence eliminates all uncertainty about an outcome—and indeterminate situations—in which it does not. We argue that a full understanding of indeterminacy requires the coordination of 3 processes: search, evaluation, and mapping. We describe 3 experiments aimed at discovering the extent to which these processes, each of which has been implicated in previous accounts of indeterminate reasoning, are developed in preschoolers and the extent to which different children organize the processes into different strategies. Experiment 1 examines 5-year-olds' performance on 1- versus 2-solution problems having different configurations of irrelevant information. Experiments 2 and 3 extend the possible sources of indeterminacy from 2 to 4 and vary the amount of consistent, inconsistent, and to-be-discovered evidence. Our results show that 4- and 5-year-old children readily give “Can tell” responses to determinate problems, as well as “Can't tell” responses when they think that the evidence warrants such a response. In addition, we report 2 new findings: (a) different children use different strategies to process determinate evidence, and these strategies, in turn, predict their performance on indeterminate problems; (b) evidence patterns in which a single positive instance is contrasted with 1 or more negative or unknown instances are particularly difficult to resolve. Many children use a decision rule—the Positive Capture rule—that produces consistent errors on this type of problem.", "publicationTitle": "Child Development", "publisher": "", "place": "", "date": "1996", "volume": "67", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "689–716", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8624.1996.tb01760.x", "citationKey": "", "url": "http://onlinelibrary.wiley.com.ezproxy.bu.edu/doi/10.1111/j.1467-8624.1996.tb01760.x/abstract", "accessDate": "2013-01-22T16:41:53Z", "PMID": "", "PMCID": "", "ISSN": "1467-8624", "archive": "", "archiveLocation": "", "shortTitle": "Knowing about Guessing and Guessing about Knowing", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COMPREHENSION in children", "type": 1 }, { "tag": "PRESCHOOL children", "type": 1 } ], "collections": [ "W2U5U236" ], "relations": {}, "dateAdded": "2013-01-29T01:47:37Z", "dateModified": "2013-01-29T01:47:37Z" } }, { "key": "CQ27TGN7", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/CQ27TGN7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/CQ27TGN7", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/140919/items/HNS43755", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } } }, "data": { "key": "CQ27TGN7", "version": 1, "parentItem": "HNS43755", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2013-01-22T16:46:56Z", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=9605280336&site=ehost-live&scope=site&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-01-29T01:47:37Z", "dateModified": "2013-01-29T01:47:37Z" } }, { "key": "49TJV23M", "version": 2, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/49TJV23M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/49TJV23M", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/140919/items/PNRAC8CH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "49TJV23M", "version": 2, "parentItem": "PNRAC8CH", "itemType": "attachment", "linkMode": "imported_url", "title": "JSTOR Full Text PDF", "accessDate": "2013-01-22T17:46:51Z", "url": "http://www.jstor.org.ezproxy.bu.edu/stable/pdfplus/1130499.pdf?acceptTC=true", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Gopnik and Graf - 1988 - Knowing How You Know Young Children's Ability to .pdf", "md5": "32d7e5b02c8b240faa5fcf4349164095", "mtime": 1358876816867, "tags": [], "relations": {}, "dateAdded": "2013-01-29T01:47:28Z", "dateModified": "2013-01-29T01:47:28Z" } }, { "key": "PNRAC8CH", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/PNRAC8CH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/PNRAC8CH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Gopnik and Graf", "parsedDate": "1988-10-01", "numChildren": 1 }, "data": { "key": "PNRAC8CH", "version": 1, "itemType": "journalArticle", "title": "Knowing How You Know: Young Children's Ability to Identify and Remember the Sources of Their Beliefs", "creators": [ { "creatorType": "author", "firstName": "Alison", "lastName": "Gopnik" }, { "creatorType": "author", "firstName": "Peter", "lastName": "Graf" } ], "abstractNote": "Young children's understanding of the sources of their beliefs was investigated. 3, 4, and 5-year-olds learned about the contents of a drawer in 3 different ways: they saw the contents, were told about them, or inferred their identity from a clue. Children were then asked, immediately and after a brief delay, how they knew about the contents of the drawer. 3-year-olds had difficulty identifying the sources of their knowledge, while 5-year-olds did not. Moreover, even 3-year-olds who could correctly identify the source immediately had difficulty remembering the source after a delay. Explicit training in identifying sources did not improve the 3-year-olds' performance. These results support the hypothesis that children learn about the causal relation between the world and the mind between 3 and 5 years of age.", "publicationTitle": "Child Development", "publisher": "", "place": "", "date": "October 1, 1988", "volume": "59", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "1366-1371", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Child Development", "DOI": "10.2307/1130499", "citationKey": "", "url": "http://www.jstor.org/stable/1130499", "accessDate": "2013-01-22T17:46:51Z", "PMID": "", "PMCID": "", "ISSN": "0009-3920", "archive": "", "archiveLocation": "", "shortTitle": "Knowing How You Know", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "Copyright © 1988 Society for Research in Child Development", "extra": "ArticleType: research-article / Full publication date: Oct., 1988 / Copyright © 1988 Society for Research in Child Development", "tags": [], "collections": [ "W2U5U236" ], "relations": {}, "dateAdded": "2013-01-29T01:47:28Z", "dateModified": "2013-01-29T01:47:28Z" } }, { "key": "6X2IK58V", "version": 2, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/6X2IK58V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/6X2IK58V", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/140919/items/KSTKQSDT", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "6X2IK58V", "version": 2, "parentItem": "KSTKQSDT", "itemType": "attachment", "linkMode": "imported_url", "title": "JSTOR Full Text PDF", "accessDate": "2013-01-22T17:54:43Z", "url": "http://www.jstor.org.ezproxy.bu.edu/stable/pdfplus/1131978.pdf?acceptTC=true", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Klaczynski - 2000 - Motivated Scientific Reasoning Biases, Epistemolog.pdf", "md5": "dc55b0552415785007b4c11242cecc2b", "mtime": 1358877294402, "tags": [], "relations": {}, "dateAdded": "2013-01-29T01:47:20Z", "dateModified": "2013-01-29T01:47:20Z" } }, { "key": "KSTKQSDT", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/KSTKQSDT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/KSTKQSDT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Klaczynski", "parsedDate": "2000-09-01", "numChildren": 1 }, "data": { "key": "KSTKQSDT", "version": 1, "itemType": "journalArticle", "title": "Motivated Scientific Reasoning Biases, Epistemological Beliefs, and Theory Polarization: A Two-Process Approach to Adolescent Cognition", "creators": [ { "creatorType": "author", "firstName": "Paul A.", "lastName": "Klaczynski" } ], "abstractNote": "Theory-motivated reasoning biases arise when different reasoning skills are invoked to evaluate evidence that is congruent or incongruent with individuals' belief systems. To explore this phenomenon, 66 early and 73 middle adolescents evaluated evidence relevant to their theories of social class or religion. In both conditions, reasoning biases were found, but in-group biases were evident only in the religion condition. In both conditions, higher order scientific reasoning was used to reject theory-incongruent evidence and judgmental heuristics (i. e., cognitive rules of thumb) were used to evaluate theory-congruent evidence. In both conditions, subsequent to the evidence presentation, adolescents' theories became more extreme (i. e., polarized) than at the outset of the experiment. Beliefs regarding the origin, acquisition, and certainty of knowledge, however, appeared to moderate reasoning biases and theory polarization. Age differences emerged on only one index of bias: In the religion condition, middle adolescents were more likely to treat theory-incongruent evidence as implausible. These findings are pertinent to theories of cognitive development, decision making, rationality, and in-group favoritism.", "publicationTitle": "Child Development", "publisher": "", "place": "", "date": "September 1, 2000", "volume": "71", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "1347-1366", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Child Development", "DOI": "10.2307/1131978", "citationKey": "", "url": "http://www.jstor.org/stable/1131978", "accessDate": "2013-01-22T17:54:43Z", "PMID": "", "PMCID": "", "ISSN": "0009-3920", "archive": "", "archiveLocation": "", "shortTitle": "Motivated Scientific Reasoning Biases, Epistemological Beliefs, and Theory Polarization", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "Copyright © 2000 Society for Research in Child Development", "extra": "ArticleType: research-article / Full publication date: Sep. - Oct., 2000 / Copyright © 2000 Society for Research in Child Development", "tags": [], "collections": [ "W2U5U236" ], "relations": {}, "dateAdded": "2013-01-29T01:47:20Z", "dateModified": "2013-01-29T01:47:20Z" } }, { "key": "ZT6PCTWM", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/ZT6PCTWM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/ZT6PCTWM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Reif", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "ZT6PCTWM", "version": 1, "itemType": "book", "title": "Applying cognitive science to education : thinking and learning in scientific or other complex domains", "creators": [ { "creatorType": "author", "firstName": "Frederick", "lastName": "Reif" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2008", "publisher": "MIT Press", "place": "Cambridge, Mass.", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9780262182638 0262182637", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Applying cognitive science to education", "language": "English", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Cognitive learning" }, { "tag": "Cognitive science" }, { "tag": "Education" }, { "tag": "Learning, Psychology of" } ], "collections": [ "IU4BPCPF", "W2U5U236" ], "relations": {}, "dateAdded": "2013-01-26T19:24:38Z", "dateModified": "2013-01-29T01:36:39Z" } }, { "key": "RXPF7C58", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/RXPF7C58", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/RXPF7C58", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Lowe", "parsedDate": "2011-12", "numChildren": 1 }, "data": { "key": "RXPF7C58", "version": 1, "itemType": "journalArticle", "title": "Is the Sun Setting on Lecture-based Education?", "creators": [ { "creatorType": "author", "firstName": "Whitney", "lastName": "Lowe" } ], "abstractNote": "Lecture-based instructional models have been the mainstay of education for centuries. They excel primarily at delivering information from the one to the many. Educators refer to this model as “the sage on the stage”. Clearly there are educators who relish this role and are strongly opposed to moving away from it. Yet, educational research and new innovative technologies are suggesting that lecture-based classes may no longer be the most effective teaching method for many situations, especially clinical practice.", "publicationTitle": "Journal of Therapeutic Massage & Bodywork: Research, Education, & Practice", "publisher": "", "place": "", "date": "Dec-2011", "volume": "4", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "7-9", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.ijtmb.org/index.php/ijtmb/article/view/156", "accessDate": "2013-01-26T18:16:11Z", "PMID": "", "PMCID": "", "ISSN": "1916-257X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Education" }, { "tag": "Instructional design" }, { "tag": "Lecture" }, { "tag": "Massage education" }, { "tag": "Teaching" } ], 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} }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/I3NT3Z6T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/sed_science/items/I3NT3Z6T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1267968, "username": "tbmow", "name": "Tom", "links": { "alternate": { "href": "https://www.zotero.org/tbmow", "type": "text/html" } } }, "creatorSummary": "Goswami", "parsedDate": "2010-07-15", "numChildren": 0 }, "data": { "key": "I3NT3Z6T", "version": 1, "itemType": "book", "title": "The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second Edition", "creators": [ { "creatorType": "editor", "firstName": "Usha", "lastName": "Goswami" } ], "abstractNote": "This definitive volume is the result of collaboration by top scholars in the field of children's cognition.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "July 15, 2010", "publisher": "", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9781405191166, 9781444325485", "DOI": "", "citationKey": "", "url": "http://onlinelibrary.wiley.com.ezproxy.bu.edu/book/10.1002/9781444325485", "accessDate": "2013-01-22T00:40:36Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "Copyright © 2011 Blackwell Publishing Ltd", "extra": "", "tags": [], "collections": [ "IU4BPCPF" ], "relations": {}, "dateAdded": "2013-01-26T19:25:58Z", "dateModified": "2013-01-26T19:25:58Z" } }, { "key": "HXBNT2G7", "version": 1, "library": { "type": "group", "id": 140919, "name": "SED Science", "links": { "alternate": { "href": "https://www.zotero.org/groups/sed_science", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/140919/items/HXBNT2G7", "type": "application/json" }, "alternate": { "href": 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