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    Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children’s intuitive reasoning 
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    Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children’s intuitive reasoning

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    OSMANDevelopmentOf2006POST.pdf (489.1Kb)
    Volume
    13
    Pagination
    935 - 953
    DOI
    10.3758/BF03213907
    Article number
    http://www.sbcs.qmul.ac.uk/staff/magdaosman.html
    Issue
    6
    Metadata
    Show full item record
    Abstract
    Theories of adult reasoning propose that reasoning consists of two functionally distinct systems that operate under entirely different mechanisms. This theoretical framework has been used to account for a wide range of phenomena, which now encompasses developmental research on reasoning and problem solving. We begin this review by contrasting three main dual-system theories of adult reasoning (Evans & Over, 1996; Sloman, 1996; Stanovich & West, 2000) with a well-established developmental account that also incorporates a dual-system framework (Brainerd & Reyna, 2001). We use developmental studies of the formation and application of intuitive rules in science and mathematics to evaluate the claims that these theories make. Overall, the evidence reviewed suggests that what is crucial to understanding how children reason is the saliency of the features that are presented within a task. By highlighting the importance of saliency as a way of understanding reasoning, we aim to provide clarity concerning the benefits and limitations of adopting a dual-system framework to account for evidence from developmental studies of intuitive reasoning.
    Authors
    Osman, M; Stavy, MOR
    URI
    https://qmro.qmul.ac.uk/xmlui/handle/123456789/150
    Collections
    • Psychology [198]
    Language
    English
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