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Peters, Uwe; Krauss, Alexander; Braganza, Oliver – Cognitive Science, 2022
Many scientists routinely generalize from study samples to larger populations. It is commonly assumed that this cognitive process of scientific induction is a voluntary inference in which researchers assess the generalizability of their data and then draw conclusions accordingly. We challenge this view and argue for a novel account. The account…
Descriptors: Sciences, Bias, Generalization, Cognitive Processes
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Austerweil, Joseph L.; Sanborn, Sophia; Griffiths, Thomas L. – Cognitive Science, 2019
Generalization is a fundamental problem solved by every cognitive system in essentially every domain. Although it is known that how people generalize varies in complex ways depending on the context or domain, it is an open question how people "learn" the appropriate way to generalize for a new context. To understand this capability, we…
Descriptors: Generalization, Logical Thinking, Inferences, Bayesian Statistics
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Navarro, Daniel J.; Dry, Matthew J.; Lee, Michael D. – Cognitive Science, 2012
Inductive generalization, where people go beyond the data provided, is a basic cognitive capability, and it underpins theoretical accounts of learning, categorization, and decision making. To complete the inductive leap needed for generalization, people must make a key "sampling" assumption about how the available data were generated.…
Descriptors: Logical Thinking, Generalization, Sampling, Learning
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Douven, Igor; Verbrugge, Sara – Cognitive Science, 2013
According to what is now commonly referred to as "the Equation" in the literature on indicative conditionals, the probability of any indicative conditional equals the probability of its consequent of the conditional given the antecedent of the conditional. Philosophers widely agree in their assessment that the triviality arguments of…
Descriptors: Probability, Semantics, Logical Thinking, Equations (Mathematics)
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Kalish, Charles W.; Kim, Sunae; Young, Andrew G. – Cognitive Science, 2012
Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features…
Descriptors: Young Children, Preschool Children, Learning, Logical Thinking
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Griffiths, Thomas L.; Christian, Brian R.; Kalish, Michael L. – Cognitive Science, 2008
Many of the problems studied in cognitive science are inductive problems, requiring people to evaluate hypotheses in the light of data. The key to solving these problems successfully is having the right inductive biases--assumptions about the world that make it possible to choose between hypotheses that are equally consistent with the observed…
Descriptors: Logical Thinking, Bias, Identification, Research Methodology