This volume aims to contribute to the integration of three traditions that have remained separate in psychology. Specifically, the developmental, the psychometric, and the cognitive tradition. In order to achieve this aim, the text deals with these three aspects of human knowing that have been the focus of one or more of the three traditions for many years. Answers are provided to questions such as the following: What is common to intelligence, mind, and reasoning? What is specific to each of these three aspects of human knowing? How does each of them affect the functioning and development of the other?The chapters are organized into two parts. Part I focuses on intelligence and mind and has reasoning at the background. The papers in this part present new theories and methods that systematically attempt to bridge psychometric theories of intelligence with theories of cognitive development or information processing theories. Part II focuses on mind and reasoning and has intelligence at the background. The papers in this part develop models of reasoning and attempt to show how reasoning interacts with mind and intelligence. Two discussion chapters are also included. These highlight the convergences and the divergences of the various traditions as represented in the book.

Thinking and reasoning are key activities for human beings. In this book a distinguished set of contributors provides a wide readership with up-to-date scientific advances in the developmental psychology of thinking and reasoning, both at the theoretical and empirical levels. The first part of the book illustrates how modern approaches to the study of thinking and reasoning have gone beyond the Piagetian legacy: through the investigation of avenues previously not explored, and by demonstrating that young children have higher capacities than was assumed within the Piagetian tradition. The second part focuses upon theoretical and empirical investigations of the interplay between logic and intuition in reasoning and decision making, and how these forms of thinking evolve with age, through the general framework of what is known as dual-process theories. Contrary to Piaget’s claim, it becomes apparent that elaborate adult reasoning could rely on some form of intuition. The Development of Thinking and Reasoning provides psychologists, educators and everyone interested in child development with an integrated and up-to-date series of chapters, written by prominent specialists in the areas of thinking, reasoning, and decision making.

This book explores the relationships between intellectual development, self and personality, and proposes a comprehensive theory which answers such fundamental questions as: how do humans become aware of themselves? How do people come to know and influence each other? These questions are answered on the basis of four empirical studies, highlighting the development of self-awareness in those aged from 10 to 20 years.

The Handbook of Epistemic Cognition brings together leading work from across disciplines, to provide a comprehensive overview of an increasingly important topic: how people acquire, understand, justify, change, and use knowledge in formal and informal contexts. Research into inquiry, understanding, and discovery within academic disciplines has progressed from general models of conceptual change to a focus upon the learning trajectories that lead to expert-like conceptualizations, skills, and performance. Outside of academic domains, issues of who and what to believe, and how to integrate multiple sources of information into coherent and useful knowledge, have arisen as primary challenges of the 21st century. In six sections, scholars write within and across fields to focus and advance the role of epistemic cognition in education. With special attention to how researchers across disciplines can communicate and collaborate more effectively, this book will be an invaluable resource for anyone interested in the future of knowledge and knowing. Dr. Jeffrey A. Greene is an associate professor of Learning Sciences and Psychological Studies in the School of Education at the University of North Carolina at Chapel Hill. Dr. William A. Sandoval is a professor in the division of Urban Schooling at the UCLA Graduate School of Education & Information Studies. Dr. Ivar Bråten is a professor of Educational Psychology at the Faculty of Educational Sciences at the University of Oslo, Norway.

“The Delusions of Certainty is a unique book by an extraordinary author. Siri Hustvedt is a notable novelist, art scholar, and a philosopher of science. In this memorable and immensely enjoyable volume, Hustvedt rises above the exhausted debate over the two cultures, to demonstrate not just the possibility but also the advantages of combining the approaches of the arts, humanities, and sciences to illuminate a key aspect of the human condition: the mind-body problem.” —Antonio Damasio, bestselling author of Descartes’ Error and Self Comes to Mind “Siri Hustvedt proves her membership in the highest rank of neuroscientists and philosophers who probe the nature of thought and the workings of consciousness. A novelist and a student of psychoanalysis and neuroscience, Hustvedt can ask questions others cannot ask about imagination, identity, epistemology, gendered power, and mortality. Her authoritative knowledge and her courage to challenge the status quo guide the reader to fresh epiphanies about what counts as human nature. The work is, in the end, a work of freedom.” —Rita Charon, Columbia University “The Delusions of Certainty is the best book on the mind-body problem I have ever read. Perhaps only a great novelist and essayist can address what neuroscientists and philosophers fail to question. Siri Hustvedt takes the reader on an inspiring journey into highly relevant and often unanswered questions about what it means to be human.” —Vittorio Gallese, University of Parma Prizewinning novelist, feminist, and scholar Siri Hustvedt turns her brilliant and critical eye toward the metaphysical issues of neuropsychology in this lauded, standalone volume. Originally published in her “canonical” (Publishers Weekly) and “absorbing” (Kirkus Reviews) collection A Woman Looking at Men Looking at Women, The Delusions of Certainty exposes how the age-old, unresolved mind-body problem has shaped—and often distorted and confused—contemporary thought in neuroscience, psychiatry, genetics, artificial intelligence, and evolutionary psychology.

The proceedings of the Second International Conference on [title] held in Cambridge, Massachusetts, April 1991, comprise 55 papers on topics including the logical specifications of reasoning behaviors and representation formalisms, comparative analysis of competing algorithms and formalisms, and ana

Reprint of the original, first published in 1883.

This book explores the results of applying empirical methods to the philosophy of logic and mathematics. Much of the work that has earned experimental philosophy a prominent place in twenty-first century philosophy is concerned with ethics or epistemology. But, as this book shows, empirical methods are just as much at home in logic and the philosophy of mathematics. Chapters demonstrate and discuss the applicability of a wide range of empirical methods including experiments, surveys, interviews, and data-mining. Distinct themes emerge that reflect recent developments in the field, such as issues concerning the logic of conditionals and the role played by visual elements in some mathematical proofs. Featuring leading figures from experimental philosophy and the fields of philosophy of logic and mathematics, this collection reveals that empirical work in these disciplines has been quietly thriving for some time and stresses the importance of collaboration between philosophers and researchers in mathematics education and mathematical cognition.

Your behavior consists of everything that you do in life, knowingly and unknowingly. Even more, your behavior represents and is a consequence of everything that you need, mean, and think throughout life. Yet it was so easy to manage your life if your behavior was so easy to define, because you always live your life alongside the rest of society, and always influenced by the rest of the world, in every manner. You are a social value, highly useful to others, and this is how others end up controlling you and your behavior according to their own needs and reasoning, with or without your consent. And this is how you behave and live your life in society, you influence and you are influenced by others continuously, according to your needs, beliefs, duties, capabilities, orders, and agendas. And you do so successively, continuously, and many times simultaneously throughout life and throughout society. Even more, your social behavior does not define you entirely, since your private, hidden behavior is distinct from your open, social one. You work hard to keep this shadow behavior unnoticed and at bay, but now when you consider it, you realize that it defines you more than everything else. This has always been the case, it can make life fun and exciting at times, yet it can become dangerous and expensive. Because it has become a continuously hidden need that you are forced to fulfill consistently, and many times, you would rather avoid this private behavior, if you only knew how. What happens is that the entire world lives in this major dissociation, because everybody seeks privacy and intimacy in life for various reasons, as everybody lives in the hiding most of the time, overwhelmed, guilty, and confused. And now, you seek to find out why you behave in this manner, you want to know what you can do in order to change and improve your behavior, you seek to know how to educate your children towards adopting a good behavior in life and in the world, and this is why you read this book. Throughout this book, you learn everything about the human behavior, everything necessary to help you control yourself, understand others, and develop to higher levels, along with everything necessary for you to help and educate others to behave well, while developing consistently to higher levels.