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  1. False beliefs and naive beliefs: They can be good for you.Roberto Casati & Marco Bertamini - 2009 - Behavioral and Brain Sciences 32 (6):512-513.
    Naive physics beliefs can be systematically mistaken. They provide a useful test-bed because they are common, and also because their existence must rely on some adaptive advantage, within a given context. In the second part of the commentary we also ask questions about when a whole family of misbeliefs should be considered together as a single phenomenon.
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  • Induction: Representation, strategy and argument.David W. Green - 1994 - International Studies in the Philosophy of Science 8 (1):45 – 50.
    Abstract In order to be a general theory of human cognition, the theory of mental models needs to accommodate a variety of forms of reasoning in addition to deduction. The mental model theory of induction is a crucial step in establishing generality. After suggesting that the theory of mental models can also account for abduction and analogy, the paper points out that inductive performance is likely to be constrained both by the nature of the representation used and by strategic factors. (...)
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  • Ulcers and bacteria I: discovery and acceptance.Paul Thagard - 1998 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 29 (1):107-136.
    In 1983, Dr. J. Robin Warren and Dr. Barry Marshall reported finding a new kind of bacteria in the stomachs of people with gastritis. Warren and Marshall were soon led to the hypothesis that peptic ulcers are generally caused, not by excess acidity or stress, but by a bacterial infection. Initially, this hypothesis was viewed as preposterous, and it is still somewhat controversial. In 1994, however, a U. S. National Institutes of Health Consensus Development Panel concluded that infection appears to (...)
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  • Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Carassa, Antonella and Tirassa, Maurizio (1994) Representational Redescription and Cognitive Architectures. [Journal (Paginated)] 17 (4):711-712.
    We focus on Karmiloff-Smith's Representational redescription model, arguing that it poses some problems concerning the architecture of a redescribing system. To discuss the topic, we consider the implicit/explicit dichotomy and the relations between natur al language and the language of thought. We argue that the model regards how knowledge is employed rather than how it is represented in the system.
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  • Active inductive inference in children and adults: A constructivist perspective.Neil R. Bramley & Fei Xu - 2023 - Cognition 238 (C):105471.
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  • Solving professional problems together.Andras Csanadi - 2017 - Dissertation, Ludwig Maximilians Universität, München
    Future professionals should be prepared for scientific reasoning, i.e., to construct and apply scientific knowledge, in order to analyze and solve problems in their professional practice. Yet, future practitioners’ scientific reasoning skills often seem to be deficient when solving practical problems. This dissertation explores to what extent collaboration may foster the engagement of future practitioners in scientific reasoning: i.e., in epistemic processes and in referring to scientific content knowledge. Therefore, two studies were conducted to compare collaborative and individual problem solving (...)
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  • Individual Differences in Children’s Development of Scientific Reasoning Through Inquiry-Based Instruction: Who Needs Additional Guidance?Erika Schlatter, Inge Molenaar & Ard W. Lazonder - 2020 - Frontiers in Psychology 11.
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  • The empirical detection of creativity.Han L. J. van der Maas & Peter C. M. Molenaar - 1994 - Behavioral and Brain Sciences 17 (3):555-555.
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  • Positivism Against Constructivism: A Network Game to Learn Epistemology.Jean Sallantin, Hélène Hagège & Christopher Dartnell - unknown
    As mentioned in French secondary school official texts, teaching science implies teaching scientific process. This poses the problem of how to teach epistemology, as traditional science teaching is mostly dogmatic and based on contents. Previous studies show that pupils, science students and teachers mostly own positivist and realist spontaneous conceptions of science and scientific discovery. Here, we present the evaluation of the didactic impact of a network game, Eleusis+Nobel, on third year biology students who aim at becoming teachers. This cards (...)
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  • “What if…”: The Use of Conceptual Simulations in Scientific Reasoning.Susan Bell Trickett & J. Gregory Trafton - 2007 - Cognitive Science 31 (5):843-875.
    The term conceptual simulation refers to a type of everyday reasoning strategy commonly called “what if” reasoning. It has been suggested in a number of contexts that this type of reasoning plays an important role in scientific discovery; however, little direct evidence exists to support this claim. This article proposes that conceptual simulation is likely to be used in situations of informational uncertainty, and may be used to help scientists resolve that uncertainty. We conducted two studies to investigate the relationship (...)
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  • What about everyday creativity?Nick V. Flor - 1994 - Behavioral and Brain Sciences 17 (3):540-542.
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  • Creativity is in the mind of the creator.Ashwin Ram, Eric Domeshek, Linda Wills, Nancy Nersessian & Janet Kolodner - 1994 - Behavioral and Brain Sciences 17 (3):549-549.
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  • Can computers be creative, or even disappointed?Robert J. Sternberg - 1994 - Behavioral and Brain Sciences 17 (3):553-554.
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  • Machine discoverers: Transforming the spaces they explore.Jan M. Zytkow - 1994 - Behavioral and Brain Sciences 17 (3):557-558.
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  • History and physics.Roger H. Stuewer - 1998 - Science & Education 7 (1):13-30.
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  • Going beyond the evidence: Abstract laws and preschoolers’ responses to anomalous data.Laura E. Schulz, Noah D. Goodman, Joshua B. Tenenbaum & Adrianna C. Jenkins - 2008 - Cognition 109 (2):211-223.
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  • Creativity theory: Detail and testability.K. J. Gilhooly - 1994 - Behavioral and Brain Sciences 17 (3):544-545.
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  • Where redescriptions come from.David R. Olson - 1994 - Behavioral and Brain Sciences 17 (4):725-725.
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  • Redescribing redescription.Terry Dartnall - 1994 - Behavioral and Brain Sciences 17 (4):712-713.
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  • Situating representational redescriptionin infants' pragmatic knowledge.Julie C. Rutkowska - 1994 - Behavioral and Brain Sciences 17 (4):726-727.
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  • Shuttling Between Depictive Models and Abstract Rules: Induction and Fallback.Daniel L. Schwartz & John B. Black - 1996 - Cognitive Science 20 (4):457-497.
    A productive way to think about imagistic mental models of physical systems is as though they were sources of quasi‐empirical evidence. People depict or imagine events at those points in time when they would experiment with the world if possible. Moreover, just as they would do when observing the world, people induce patterns of behavior from the results depicted in their imaginations. These resulting patterns of behavior can then be cast into symbolic rules to simplify thinking about future problems and (...)
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  • The Generality/Specificity of Expertise in Scientific Reasoning.Christian D. Schunn & John R. Anderson - 1999 - Cognitive Science 23 (3):337-370.
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  • Goals and Learning in Microworlds.Craig S. Miller, Jill Fain Lehman & Kenneth R. Koedinger - 1999 - Cognitive Science 23 (3):305-336.
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  • Physically distributed learning: Adapting and reinterpreting physical environments in the development of fraction concepts.Taylor Martin & Daniel L. Schwartz - 2005 - Cognitive Science 29 (4):587-625.
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  • Confirmation, disconfirmation, and invention: The case of Alexander Graham bell and the telephone.Michael E. Gorman - 1995 - Thinking and Reasoning 1 (1):31 – 53.
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  • Hypothesis testing: Strategy selection for generalising versus limiting hypotheses.Barbara A. Spellman - 1999 - Thinking and Reasoning 5 (1):67 – 92.
    Humans appear to follow normative rules of inductive reasoning in "premise diversity tasks" that is, they know that dissimilar rather than similar evidence is better for generalising hypotheses. In three experiments, we use a "hypothesis limitation task" to compare a related inductive reasoning skill knowing how to limit hypotheses by using a negative test strategy. Participants are told that one category member has some property (e.g. Dogs have a merocrine gland) and are asked what evidence they would test to ensure (...)
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  • Alternative Object Use in Adults and Children: Embodied Cognitive Bases of Creativity.Alla Gubenko & Claude Houssemand - 2022 - Frontiers in Psychology 13.
    Why does one need creativity? On a personal level, improvisation with available resources is needed for online coping with unforeseen environmental stimuli when existing knowledge and apparent action strategies do not work. On a cultural level, the exploitation of existing cultural means and norms for the deliberate production of novel and valuable artifacts is a basis for cultural and technological development and extension of human action possibilities across various domains. It is less clear, however, how creativity develops and how exactly (...)
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  • How the Immune System Deploys Creativity: Why We Can Learn From Astronauts and Cosmonauts.Henderika de Vries & William Khoury-Hanold - 2021 - Frontiers in Psychology 12.
    In this interdisciplinary article, we investigate the relationship between creativity and the immune system; the creative features of the immune system and how the immune system and its role in regulating homeostasis might be related to creative cognition. We argue that within a multivariate approach of creativity, the immune system is a contributing factor. New directions for research are also discussed. When astronauts and cosmonauts venture into the new and extreme environment of outer space, their immune system needs to instantly (...)
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  • Prompting Children’s Belief Revision About Balance Through Primary and Secondary Sources of Evidence.Nicole E. Larsen, Vaunam P. Venkadasalam & Patricia A. Ganea - 2020 - Frontiers in Psychology 11.
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  • Learning the Concept of Function With Dynamic Visualizations.Tobias Rolfes, Jürgen Roth & Wolfgang Schnotz - 2020 - Frontiers in Psychology 11.
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  • Can artificial intelligence explain age changes in literary creativity?Carolyn Adams-Price - 1994 - Behavioral and Brain Sciences 17 (3):532-532.
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  • Eliciting Self-Explanations Improves Understanding.Michelene T. H. Chi, Nicholas De Leeuw, Mei-Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
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  • Self-Generation in the Context of Inquiry-Based Learning.Irina Kaiser, Jürgen Mayer & Dumitru Malai - 2018 - Frontiers in Psychology 9:407972.
    Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills – in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, generating answers (...)
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  • Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Behavioral and Brain Sciences 17 (4):711-712.
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  • Imagery and creativity.Klaus Rehkämper - 1994 - Behavioral and Brain Sciences 17 (3):550-550.
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  • The creative mind versus the creative computer.Robert W. Weisberg - 1994 - Behavioral and Brain Sciences 17 (3):555-557.
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  • Beyond methodological solipsism?Michael Losonsky - 1994 - Behavioral and Brain Sciences 17 (4):723-724.
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  • Do you have to be right to redescribe?Susan Goldin-Meadow & Martha Wagner Alibali - 1994 - Behavioral and Brain Sciences 17 (4):718-719.
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  • The risks of rationalising cognitive development.Beatrice de Gelder - 1994 - Behavioral and Brain Sciences 17 (4):713-714.
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  • The real problem with constructivism.Paul Bloom & Karen Wynn - 1994 - Behavioral and Brain Sciences 17 (4):707-708.
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  • Redescribing development.Ellin Kofsky Scholnick - 1994 - Behavioral and Brain Sciences 17 (4):727-728.
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  • Creativity and emotion: Reformulating the Romantic theory of art.Joseph L. Flanders - forthcoming - Cognitio: Matter and Mind.
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  • Eliciting Self‐Explanations Improves Understanding.Michelene T. H. Chi, Nicholas Leeuw, Mei‐Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
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  • Inferring causal networks from observations and interventions.Mark Steyvers, Joshua B. Tenenbaum, Eric-Jan Wagenmakers & Ben Blum - 2003 - Cognitive Science 27 (3):453-489.
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  • On the adaptive advantage of always being right (even when one is not).Nathalia L. Gjersoe & Bruce M. Hood - 2009 - Behavioral and Brain Sciences 32 (6):521-522.
    We propose another positive illusion that fits with McKay & Dennett's (M&D's) criteria for adaptive misbeliefs. This illusion is pervasive in adult reasoning but we focus on its prevalence in children's developing theories. It is a strongly held conviction arising from normal functioning of the doxastic system that confers adaptive advantage on the individual.
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  • Computational creativity: What place for literature?Jörgen Pind - 1994 - Behavioral and Brain Sciences 17 (3):547-548.
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  • Creativity: Metarules and emergent systems.Jonathan Rowe - 1994 - Behavioral and Brain Sciences 17 (3):550-551.
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  • Gaming science: the “Gamification” of scientific thinking.Bradley J. Morris, Steve Croker, Corinne Zimmerman, Devin Gill & Connie Romig - 2013 - Frontiers in Psychology 4.
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  • Assessing complex problem-solving skills with multiple complex systems.Samuel Greiff, Andreas Fischer, Matthias Stadler & Sascha Wüstenberg - 2015 - Thinking and Reasoning 21 (3):356-382.
    In this paper we propose the multiple complex systems approach for assessing domain-general complex problem-solving skills and its processes knowledge acquisition and knowledge application. After defining the construct and the formal frameworks for describing complex problems, we emphasise some of the measurement issues inherent in assessing CPS skills with single tasks. With examples of the MicroDYN test and the MicroFIN test, we show how to adequately score problem-solving skills by using multiple tasks. We discuss implications for problem-solving research and the (...)
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  • What is the difference between real creativity and mere novelty?Alan Bundy - 1994 - Behavioral and Brain Sciences 17 (3):533-534.
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