Sample Diversity and Premise Typicality in Inductive Reasoning: Evidence for Developmental Change

Autor/inn/en	Rhodes, Marjorie; Brickman, Daniel; Gelman, Susan A.
Titel	Sample Diversity and Premise Typicality in Inductive Reasoning: Evidence for Developmental Change
Quelle	In: Cognition, 108 (2008) 2, S.543-556 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2008.03.002
Schlagwörter	Logical Thinking; Thinking Skills; Animals; Classification; Cognitive Development; Child Development; Adults + Suchen Sie Ihr Suchwort? Denkfähigkeit; Animal; Tier; Tiere; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Kindesentwicklung
Abstract	Evaluating whether a limited sample of evidence provides a good basis for induction is a critical cognitive task. We hypothesized that whereas adults evaluate the inductive strength of samples containing multiple pieces of evidence by attending to the relations among the exemplars (e.g., sample diversity), six-year-olds would attend to the degree to which each individual exemplar in a sample independently appears informative (e.g., premise typicality). To test these hypotheses, participants were asked to select between diverse and non-diverse samples to help them learn about basic-level animal categories. Across various between-subject conditions (N = 133), we varied the typicality present in the diverse and non-diverse samples. We found that adults reliably selected to examine diverse over non-diverse samples, regardless of exemplar typicality, six-year-olds preferred to examine samples containing typical exemplars, regardless of sample diversity, and nine-year-olds were somewhat in the midst of this developmental transition. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10