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  1. 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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  • How Do Creative Experts Practice New Skills? Exploratory Practice in Breakdancers.Daichi Shimizu & Takeshi Okada - 2018 - Cognitive Science 42 (7):2364-2396.
    How do expert performers practice as they develop creatively? This study investigated the processes involved in the practice of new skills by expert breakdancers. A great deal of evidence supports the theory of “deliberate practice” (Ericsson, Krampe, & Tesch‐Römer, 1993,Psychological Review, 100,363) in skill acquisition; however, expert creative performers may emphasize other forms of practice for skill development. Four case studies collected through fieldwork and laboratory observation were analyzed to evaluate expert dancers’ practice processes as they developed proficiency in new, (...)
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  • The Power of a “Maverick” in Collaborative Problem Solving: An Experimental Investigation of Individual Perspective‐Taking Within a Group.Yugo Hayashi - 2018 - Cognitive Science 42 (S1):69-104.
    Integrating different perspectives is a sophisticated strategy for developing constructive interactions in collaborative problem solving. However, cognitive aspects such as individuals’ knowledge and bias often obscure group consensus and produce conflict. This study investigated collaborative problem solving, focusing on a group member interacting with another member having a different perspective. It was predicted that mavericks might mitigate disadvantages and facilitate perspective taking during problem solving. Thus, 344 university students participated in two laboratory-based experiments by engaging in a simple rule-discovery task (...)
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  • How Lay Cognition Constrains Scientific Cognition.Andrew Shtulman - 2015 - Philosophy Compass 10 (11):785-798.
    Scientific cognition is a hard-won achievement, both from a historical point of view and a developmental point of view. Here, I review seven facets of lay cognition that run counter to, and often impede, scientific cognition: incompatible folk theories, missing ontologies, tolerance for shallow explanations, tolerance for contradictory explanations, privileging explanation over empirical data, privileging testimony over empirical data, and misconceiving the nature of science itself. Most of these facets have been investigated independent of the others, and I propose directions (...)
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  • Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks.Clark A. Chinn & Betina A. Malhotra - 2002 - Science Education 86 (2):175-218.
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  • The interplay of conflict and analogy in multidisciplinary teams.Susannah Bf Paletz, Christian D. Schunn & Kevin H. Kim - 2013 - Cognition 126 (1):1-19.
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  • Scientists' Argumentative Reasoning.Hugo Mercier & Christophe Heintz - 2014 - Topoi 33 (2):513-524.
    Reasoning, defined as the production and evaluation of reasons, is a central process in science. The dominant view of reasoning, both in the psychology of reasoning and in the psychology of science, is of a mechanism with an asocial function: bettering the beliefs of the lone reasoner. Many observations, however, are difficult to reconcile with this view of reasoning; in particular, reasoning systematically searches for reasons that support the reasoner’s initial beliefs, and it only evaluates these reasons cursorily. By contrast, (...)
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  • Sent Simulating Simon Simulating Scientists.Esther-Mirjam Sent - 2001 - Studies in History and Philosophy of Science Part A 32 (3):479-500.
    The paper consists of a reflexive exercise in which Herbert Simon's views concerning science are applied to his own research. It argues that what connected his ventures into so many different disciplinary domains was a search for complex, hierarchical systems. In the process, the paper establishes a close connection between Simon's insights and his focus on simulation. Instead of simulating Simon on a computer, though, it simulates Simon on paper. This exercise is then contrasted with Simon's own attempts to simulate (...)
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  • Imitation, Inspiration, and Creation: Cognitive Process of Creative Drawing by Copying Others' Artworks.Takeshi Okada & Kentaro Ishibashi - 2017 - Cognitive Science 41 (7):1804-1837.
    To investigate the cognitive processes underlying creative inspiration, we tested the extent to which viewing or copying prior examples impacted creative output in art. In Experiment 1, undergraduates made drawings under three conditions: copying an artist's drawing, then producing an original drawing; producing an original drawing without having seen another's work; and copying another artist's work, then reproducing that artist's style independently. We discovered that through copying unfamiliar abstract drawings, participants were able to produce creative drawings qualitatively different from the (...)
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  • Why do humans reason? Arguments for an argumentative theory.Dan Sperber - 2011 - Behavioral and Brain Sciences 34 (2):57.
    Short abstract (98 words). 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 humans’ exceptional dependence on communication and vulnerability to misinformation. A wide range of (...)
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  • Experts and laymen grossly underestimate the benefits of argumentation for reasoning.Hugo Mercier, Emmanuel Trouche, Hiroshi Yama, Christophe Heintz & Vittorio Girotto - 2015 - Thinking and Reasoning 21 (3):341-355.
    Many fields of study have shown that group discussion generally improves reasoning performance for a wide range of tasks. This article shows that most of the population, including specialists, does not expect group discussion to be as beneficial as it is. Six studies asked participants to solve a standard reasoning problem—the Wason selection task—and to estimate the performance of individuals working alone and in groups. We tested samples of U.S., Indian, and Japanese participants, European managers, and psychologists of reasoning. Every (...)
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  • Reasoning, robots, and navigation: Dual roles for deductive and abductive reasoning.Janet Wiles - 2011 - Behavioral and Brain Sciences 34 (2):92-92.
    Mercier & Sperber (M&S) argue for their argumentative theory in terms of communicative abilities. Insights can be gained by extending the discussion beyond human reasoning to rodent and robot navigation. The selection of arguments and conclusions that are mutually reinforcing can be cast as a form of abductive reasoning that I argue underlies the construction of cognitive maps in navigation tasks.
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  • Argumentation and Explanation in Conceptual Change: Indications From Protocol Analyses of Peer‐to‐Peer Dialog.Christa S. C. Asterhan & Baruch B. Schwarz - 2009 - Cognitive Science 33 (3):374-400.
    In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio‐cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural selection, a topic for which students’ intuitive conceptions have been shown to be particularly robust. Learning tasks were designed according to the socio‐cognitive conflict instructional paradigm. (...)
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  • Getting to Best: Efficiency versus Optimality in Negotiation.Elaine B. Hyder, Michael J. Prietula & Laurie R. Weingart - 2000 - Cognitive Science 24 (2):169-204.
    Negotiation between two individuals is a common task that typically involves two goals: maximize individual outcomes and obtain an agreement. However, research on the simplest negotiation tasks demonstrates that although naive subjects can be induced to improve their performance, they are often no more likely to achieve fully optimal solutions. The present study tested the prediction that a decrease in a particular type of argumentative behavior, substantiation, would result in an increase in optimal agreements. As substantiation behaviors depend primarily on (...)
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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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  • Convention in joint activity.Richard Alterman & Andrew Garland - 2001 - Cognitive Science 25 (4):611-657.
    Conventional behaviors develop from practice for regularly occurring problems of coordination within a community of actors. Reusing and extending conventional methods for coordinating behavior is the task of everyday reasoning.The computational model presented in the paper details the emergence of convention in circumstances where there is no ruling body of knowledge developed by prior generations of actors within the community to guide behavior. The framework we assume combines social theories of cognition with human information processing models that have been developed (...)
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  • The chronometrics of confirmation bias: Evidence for the inhibition of intuitive judgements.Edward Jn Stupple & Linden J. Ball - 2011 - Behavioral and Brain Sciences 34 (2):89-90.
    Mercier & Sperber (M&S) claim that the phenomenon of belief bias provides fundamental support for their argumentative theory and its basis in intuitive judgement. We propose that chronometric evidence necessitates a more nuanced account of belief bias that is not readily captured by argumentative theory.
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  • The effect of expertise on collaborative problem solving.Timothy J. Nokes-Malach, Michelle L. Meade & Daniel G. Morrow - 2012 - Thinking and Reasoning 18 (1):32 - 58.
    Why do some groups succeed where others fail? We hypothesise that collaborative success is achieved when the relationship between the dyad's prior expertise and the complexity of the task creates a situation that affords constructive and interactive processes between group members. We call this state the zone of proximal facilitation in which the dyad's prior knowledge and experience enables them to benefit from both knowledge-based problem-solving processes (e.g., elaboration, explanation, and error correction) andcollaborative skills (e.g., creating common ground, maintaining joint (...)
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  • Puzzles and peculiarities: How scientists attend to and process anomalies during data analysis.Susan B. Trickett, Christian D. Schunn & J. Gregory Trafton - 2005 - In M. Gorman, R. Tweney, D. Gooding & A. Kincannon (eds.), Scientific and Technological Thinking. Erlbaum. pp. 97--118.
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  • Cognitively active externalization for situated reflection.Hajime Shirouzu, Naomi Miyake & Hiroyuki Masukawa - 2002 - Cognitive Science 26 (4):469-501.
    This paper offers an explanation of how collaboration leads to abstract and flexible problem solving. We asked the individual and paired subjects to indicate 3/4 of 2/3 of the area of a square sheet of paper and found that (1) they primarily folded or partitioned the paper rather than algorithmically calculating the answer, (2) they strongly tendened to backtrack and confirm their proto‐plans on externalized traces such as creases on the paper, and (3) only the paired subjects shifted to the (...)
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  • Effects of amount of evidence and range of rule on the use of hypothesis and target tests by groups in rule-discovery tasks.Christine Hoffmann & Helmut Crott - 2004 - Thinking and Reasoning 10 (4):321 – 354.
    This experiment investigated the use of positive and negative hypothesis and target tests by groups in an adaptation of the 2-4-6 Wason task. The experimental variables were range of rule (small vs large), amount of evidence (low vs high), and trial block (1 vs 2). The results were in accordance with Klayman and Ha's (1987) analysis of base rate probabilities of falsification and with additional theoretical considerations. Base rate probabilities were more descriptive of participants' behaviour in target than in hypothesis (...)
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  • A Social‐Cognitive Framework of Multidisciplinary Team Innovation.Susannah B. F. Paletz & Christian D. Schunn - 2010 - Topics in Cognitive Science 2 (1):73-95.
    The psychology of science typically lacks integration between cognitive and social variables. We present a new framework of team innovation in multidisciplinary science and engineering groups that ties factors from both literatures together. We focus on the effects of a particularly challenging social factor, knowledge diversity, which has a history of mixed effects on creativity, most likely because those effects are mediated and moderated by cognitive and additional social variables. In addition, we highlight the distinction between team innovative processes that (...)
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  • Promoting convergence: The Phi spiral in abduction of mouse corneal behaviors.Jerry Rhee, Talisa Mohammad Nejad, Olivier Comets, Sean Flannery, Eine Begum Gulsoy, Philip Iannaccone & Craig Foster - 2015 - Complexity 20 (3):22-38.
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  • AlphaGo, Locked Strategies, and Eco-Cognitive Openness.Lorenzo Magnani - 2019 - Philosophies 4 (1):8.
    Locked and unlocked strategies are at the center of this article, as ways of shedding new light on the cognitive aspects of deep learning machines. The character and the role of these cognitive strategies, which are occurring both in humans and in computational machines, is indeed strictly related to the generation of cognitive outputs, which range from weak to strong level of knowledge creativity. I maintain that these differences lead to important consequences when we analyze computational AI programs, such as (...)
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  • Mechanizmy rozproszone w procesach innowacyjnych: analiza zjawiska gwaru.Łukasz Afeltowicz - 2024 - Studia Philosophiae Christianae 60 (1):121-148.
    Artykuł skupia się na roli mechanizmów rozproszonych w procesach poznawczych. Omawia wyniki badań z zakresu ekonomii, geografii i teorii organizacji, dotyczące przestrzennej koncentracji podmiotów z branż innowacyjnych. Jakkolwiek geografia ekonomiczna i inne dyscypliny wykazały związek między geograficznym koncentrowaniem się a inwencyjnością i innowacyjnością, to nie zaproponowały wyjaśnień w kategoriach mechanizmów. Sięgając do koncepcji mechanizmów rozproszonych, proponuję reinterpretację takich koncepcji, jak gwar czy efekt przelewania się wiedzy, do których odwołują się geografia i ekonomia. ----------------------------------------- Zgłoszono: 25/08/2023. Zrecenzowano: 29/03/2024. Zaakceptowano do publikacji: (...)
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  • The Growth of Multidisciplinarity in the Cognitive Science Society.Christian D. Schunn, Kevin Crowley & Takeshi Okada - 1998 - Cognitive Science 22 (1):107-130.
    In a case study of the growth of cognitive science, we analyzed the activities of the Cognitive Science Society with a particular emphasis on the multidisciplinary nature of the field. Analyses of departmental affiliations, training back‐grounds, research methodology, and paper citations suggest that the journal Cognitive Science and the Annual Meeting of the Cognitive Science Society are dominated by cognitive psychology and computer science, rather than being an equal division among the constituent disciplines of cognitive science. However, at many levels, (...)
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