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  1. The Interpretation of Classically Quantified Sentences: A set-theoretic approach.Guy Politzer, Jean-Baptiste Van Der Henst, Claire Delle Luche & Ira Noveck - 2006 - Cognitive Science 30 (4):691-723.
    We present a set-theoretic model of the mental representation of classically quantified sentences (All P are Q, Some P are Q, Some P are not Q, and No P are Q). We take inclusion, exclusion, and their negations to be primitive concepts. It is shown that, although these sentences are known to have a diagrammatic expression (in the form of the Gergonne circles) which constitute a semantic representation, these concepts can also be expressed syntactically in the form of algebraic formulas. (...)
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  • The task-specific nature of domain-general reasoning.Valerie A. Thompson - 2000 - Cognition 76 (3):209-268.
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  • The controversy about irrationality.L. Jonathan Cohen - 1983 - Behavioral and Brain Sciences 6 (3):510.
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  • The rationality of the scientist: Toward reconciliation.Jonathan E. Adler - 1983 - Behavioral and Brain Sciences 6 (3):487.
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  • Can philosophy resolve empirical issues?Clifford R. Mynatt, Ryan D. Tweney & Michael E. Doherty - 1983 - Behavioral and Brain Sciences 6 (3):506.
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  • Human inference: The notion of reasonable rationality.Russell Revlin - 1983 - Behavioral and Brain Sciences 6 (3):507.
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  • Is irrationality systematic?Robyn M. Dawes - 1983 - Behavioral and Brain Sciences 6 (3):491.
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  • Inductive reasoning: Competence or skill?Christopher Jepson, David H. Krantz & Richard E. Nisbett - 1983 - Behavioral and Brain Sciences 6 (3):494.
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  • A theory of probability should tutor our intuitions.Glenn Shafer - 1983 - Behavioral and Brain Sciences 6 (3):508.
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  • The Interpretation of Classically Quantified Sentences: A Set‐Theoretic Approach.Guy Politzer, Jean‐Baptiste Henst, Claire Delle Luche & Ira A. Noveck - 2006 - Cognitive Science 30 (4):691-723.
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  • The Interpretation of Classically Quantified Sentences: A Set-Theoretic Approach.Guy Politzer, Jean-Baptiste Van der Henst, Claire Delle Luche & Ira A. Noveck - 2006 - Cognitive Science 30 (4):691-723.
    We present a set-theoretic model of the mental representation of classically quantified sentences (All P are Q, Some P are Q, Some P are not Q, and No P are Q). We take inclusion, exclusion, and their negations to be primitive concepts. We show that although these sentences are known to have a diagrammatic expres- sion (in the form of the Gergonne circles) that constitutes a semantic representation, these concepts can also be expressed syntactically in the form of algebraic formulas. (...)
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  • Human reasoning: Some possible effects of availability.P. Pollard - 1982 - Cognition 12 (1):65-96.
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  • Children's comprehension of sentences with focus particles.Kevin B. Paterson, Simon P. Liversedge, Caroline Rowland & Ruth Filik - 2003 - Cognition 89 (3):263-294.
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  • Children's command of quantification.Jeffrey Lidz & Julien Musolino - 2002 - Cognition 84 (2):113-154.
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  • Who commits the base rate fallacy?Isaac Levi - 1983 - Behavioral and Brain Sciences 6 (3):502.
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  • Norms, competence, and the explanation of reasoning.Gary S. Kahn & Lance J. Rips - 1983 - Behavioral and Brain Sciences 6 (3):501.
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  • Can irrationality be intelligently discussed?Daniel Kahneman & Amos Tversky - 1983 - Behavioral and Brain Sciences 6 (3):509.
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  • Intuition and inconsistency.Richard E. Grandy - 1983 - Behavioral and Brain Sciences 6 (3):494.
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  • Expert intuitions and the interpretation of social psychological experiments.André Gallois & Michael Siegal - 1983 - Behavioral and Brain Sciences 6 (3):492.
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  • The plasticity of human rationality.Norman Daniels & George E. Smith - 1983 - Behavioral and Brain Sciences 6 (3):490.
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  • The epistemological status of lay intuition.Christopher Cherniak - 1983 - Behavioral and Brain Sciences 6 (3):489.
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  • What do children know about the universal quantifiers all and each?Patricia J. Brooks & Martin D. S. Braine - 1996 - Cognition 60 (3):235-268.
    Children's comprehension of the universal quantifiers all and each was explored in a series of experiments using a picture selection task. The first experiment examined children's ability to restrict a quantifier to the noun phrase it modifies. The second and third experiments examined children's ability to associate collective, distributive, and exhaustive representations with sentences containing universal quantifiers. The collective representation corresponds to the "group" meaning (for All the flowers are in a vase all of the flowers are in the same (...)
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  • Discrepancies between human behavior and formal theories of rationality: The incompleteness of Bayesian probability logic.Lea Brilmayer - 1983 - Behavioral and Brain Sciences 6 (3):488.
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  • Belief bias is stronger when reasoning is more difficult.Janie Brisson, Pier-Luc de Chantal, Hugues Lortie Forgues & Henry Markovits - 2014 - Thinking and Reasoning 20 (3):385-403.
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