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  1. The weirdest people in the world?Joseph Henrich, Steven J. Heine & Ara Norenzayan - 2010 - Behavioral and Brain Sciences 33 (2-3):61-83.
    Behavioral scientists routinely publish broad claims about human psychology and behavior in the world's top journals based on samples drawn entirely from Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies. Researchers – often implicitly – assume that either there is little variation across human populations, or that these “standard subjects” are as representative of the species as any other population. Are these assumptions justified? Here, our review of the comparative database from across the behavioral sciences suggests both that there is (...)
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  • Dynamic systems as tools for analysing human judgement.Joachim Funke - 2001 - Thinking and Reasoning 7 (1):69 – 89.
    With the advent of computers in the experimental labs, dynamic systems have become a new tool for research on problem solving and decision making. A short review of this research is given and the main features of these systems (connectivity and dynamics) are illustrated. To allow systematic approaches to the influential variables in this area, two formal frameworks (linear structural equations and finite state automata) are presented. Besides the formal background, the article sets out how the task demands of system (...)
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  • The theory of learning by doing.Yuichiro Anzai & Herbert A. Simon - 1979 - Psychological Review 86 (2):124-140.
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  • The Impact of Goal Specificity on Strategy Use and the Acquisition of Problem Structure.Regina Vollmeyer, Bruce D. Burns & Keith J. Holyoak - 1996 - Cognitive Science 20 (1):75-100.
    Theories of skill acquisition have made radically different predictions about the role of general problem‐solving methods in acquiring rules that promote effective transfer to new problems. Under one view, methods that focus on reaching specific goals, such as means‐ends analysis, are assumed to provide the basis for efficient knowledge compilation (Anderson, 1987), whereas under an alternative view such methods are believed to disrupt rule induction (Sweller, 1988). We suggest that the role of general methods in learning varies with both the (...)
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