Abstract It is unclear how an argumentative environment would select for better reasoning given t... more Abstract It is unclear how an argumentative environment would select for better reasoning given three general findings. First, argument rationality typically fails to persuade poor reasoners. Second, reasoned argumentation competes with more persuasive and less rational arguments for limited cognitive resources. Third, those poor at reasoning fail to distinguish between valid and invalid arguments. Reasoning, therefore, is poorly designed for argument.
Zeitschrift für Psychologie/Journal of Psychology, 2011
1 Multi-Digit Number Processing Hans-Christoph Nuerk, Klaus Willmes, and Martin H. Fischer ... 3 ... more 1 Multi-Digit Number Processing Hans-Christoph Nuerk, Klaus Willmes, and Martin H. Fischer ... 3 Extending the Mental Number Line: A Review of Multi-Digit Number Processing Hans-Christoph Nuerk, Korbinian Moeller, Elise Klein, Klaus Willmes, and Martin H. Fischer ... 23 Sequential Processing of Two-Digit Numbers: Evidence of Decomposition From a Perceptual Number Matching Task Javier Garcıa-Orza and Jesús Damas 30 Digit Repetition Effect in Two-Digit Number Comparison Simone Gazzellini and Alessandro Laudanna 37 The Processing of Two-Digit Numbers ...
... (participants' answers to the NP and PN problems). This tutorial assumes basic u... more ... (participants' answers to the NP and PN problems). This tutorial assumes basic understanding of regression and descriptive statistics and moderate facility in use of Microsoft Excel and SPSS. The user manuals of each program ...
Experience engenders learning, but not all learning involves representational change. In this pap... more Experience engenders learning, but not all learning involves representational change. In this paper, we provide a dramatic case study of the distinction between learning and representational change. Specifically, we examined long- and short-term changes in representations of numeric magnitudes by asking individuals with Williams syndrome (WS) and typically developing (TD) children to estimate the position of numbers on a number line. As with TD children, accuracy of WS children's numerical estimates improved with age (Experiment 1) and feedback (Experiment 2). Both long- and short-term changes in estimates of WS individuals, however, followed an atypical developmental trajectory: as TD children gained in age and experience, increases in accuracy were accompanied by a logarithmic-to-linear shift in estimates of numerical magnitudes, whereas in WS individuals, accuracy increased but logarithmic estimation patterns persisted well into adulthood and after extensive training. These findings suggest that development of numerical estimation in WS is both arrested and atypical.
Previous work has identified a distributed network of neural systems involved in appraising the v... more Previous work has identified a distributed network of neural systems involved in appraising the value of rewards, such as when winning $100 versus $1. These studies, however, confounded monetary value and the number used to represent it, which leads to the possibility that some elements in the network may be specialized for processing numeric rather than monetary value. To test this hypothesis, we manipulated numeric magnitude and units to construct a range of economic rewards for simple decisions (e.g., 1¢, $1, 100¢, $100). Consistent with previous research in numerical cognition, results showed that blood-oxygen-level-dependent (BOLD) activity in intraparietal sulcus was correlated with changes in numeric magnitude, independent of monetary value, whereas activity in orbitofrontal cortex was correlated with monetary value, independent of numeric magnitude. Finally, region-of-interest analyses revealed that the BOLD response to numeric magnitude, but not monetary value, described a compressive function. Together, these findings highlight the importance of numerical cognition for understanding how the brain processes monetary rewards.
Links between spatial and numerical thinking are well established in studies of adult cognition. ... more Links between spatial and numerical thinking are well established in studies of adult cognition. Here, we review recent research on the origins and development of these links, with an emphasis on the formative role of experience in typical development and on the theoretical insights to be gained from infant cognition. This research points to three important influences on the development of spatial-numerical associations: innate mechanisms linking space and nonsymbolic number, gross and fine motor activity that couples spatial location to both symbolic and nonsymbolic number, and culturally bound activities (e.g., reading, writing, and counting) that shape the relationship between spatial direction and symbolic number.
Experience engenders learning, but not all learning involves representational change. In this pap... more Experience engenders learning, but not all learning involves representational change. In this paper, we provide a dramatic case study of the distinction between learning and representational change. Specifically, we examined long- and short-term changes in representations of numeric magnitudes by asking individuals with Williams syndrome (WS) and typically developing (TD) children to estimate the position of numbers on a number line. As with TD children, accuracy of WS children’s numerical estimates improved with age (Experiment 1) and feedback (Experiment 2). Both long- and short-term changes in estimates of WS individuals, however, followed an atypical developmental trajectory: as TD children gained in age and experience, increases in accuracy were accompanied by a logarithmic-to-linear shift in estimates of numerical magnitudes, whereas in WS individuals, accuracy increased but logarithmic estimation patterns persisted well into adulthood and after extensive training. These findings suggest that development of numerical estimation in WS is both arrested and atypical.
Abstract It is unclear how an argumentative environment would select for better reasoning given t... more Abstract It is unclear how an argumentative environment would select for better reasoning given three general findings. First, argument rationality typically fails to persuade poor reasoners. Second, reasoned argumentation competes with more persuasive and less rational arguments for limited cognitive resources. Third, those poor at reasoning fail to distinguish between valid and invalid arguments. Reasoning, therefore, is poorly designed for argument.
Zeitschrift für Psychologie/Journal of Psychology, 2011
1 Multi-Digit Number Processing Hans-Christoph Nuerk, Klaus Willmes, and Martin H. Fischer ... 3 ... more 1 Multi-Digit Number Processing Hans-Christoph Nuerk, Klaus Willmes, and Martin H. Fischer ... 3 Extending the Mental Number Line: A Review of Multi-Digit Number Processing Hans-Christoph Nuerk, Korbinian Moeller, Elise Klein, Klaus Willmes, and Martin H. Fischer ... 23 Sequential Processing of Two-Digit Numbers: Evidence of Decomposition From a Perceptual Number Matching Task Javier Garcıa-Orza and Jesús Damas 30 Digit Repetition Effect in Two-Digit Number Comparison Simone Gazzellini and Alessandro Laudanna 37 The Processing of Two-Digit Numbers ...
... (participants' answers to the NP and PN problems). This tutorial assumes basic u... more ... (participants' answers to the NP and PN problems). This tutorial assumes basic understanding of regression and descriptive statistics and moderate facility in use of Microsoft Excel and SPSS. The user manuals of each program ...
Experience engenders learning, but not all learning involves representational change. In this pap... more Experience engenders learning, but not all learning involves representational change. In this paper, we provide a dramatic case study of the distinction between learning and representational change. Specifically, we examined long- and short-term changes in representations of numeric magnitudes by asking individuals with Williams syndrome (WS) and typically developing (TD) children to estimate the position of numbers on a number line. As with TD children, accuracy of WS children's numerical estimates improved with age (Experiment 1) and feedback (Experiment 2). Both long- and short-term changes in estimates of WS individuals, however, followed an atypical developmental trajectory: as TD children gained in age and experience, increases in accuracy were accompanied by a logarithmic-to-linear shift in estimates of numerical magnitudes, whereas in WS individuals, accuracy increased but logarithmic estimation patterns persisted well into adulthood and after extensive training. These findings suggest that development of numerical estimation in WS is both arrested and atypical.
Previous work has identified a distributed network of neural systems involved in appraising the v... more Previous work has identified a distributed network of neural systems involved in appraising the value of rewards, such as when winning $100 versus $1. These studies, however, confounded monetary value and the number used to represent it, which leads to the possibility that some elements in the network may be specialized for processing numeric rather than monetary value. To test this hypothesis, we manipulated numeric magnitude and units to construct a range of economic rewards for simple decisions (e.g., 1¢, $1, 100¢, $100). Consistent with previous research in numerical cognition, results showed that blood-oxygen-level-dependent (BOLD) activity in intraparietal sulcus was correlated with changes in numeric magnitude, independent of monetary value, whereas activity in orbitofrontal cortex was correlated with monetary value, independent of numeric magnitude. Finally, region-of-interest analyses revealed that the BOLD response to numeric magnitude, but not monetary value, described a compressive function. Together, these findings highlight the importance of numerical cognition for understanding how the brain processes monetary rewards.
Links between spatial and numerical thinking are well established in studies of adult cognition. ... more Links between spatial and numerical thinking are well established in studies of adult cognition. Here, we review recent research on the origins and development of these links, with an emphasis on the formative role of experience in typical development and on the theoretical insights to be gained from infant cognition. This research points to three important influences on the development of spatial-numerical associations: innate mechanisms linking space and nonsymbolic number, gross and fine motor activity that couples spatial location to both symbolic and nonsymbolic number, and culturally bound activities (e.g., reading, writing, and counting) that shape the relationship between spatial direction and symbolic number.
Experience engenders learning, but not all learning involves representational change. In this pap... more Experience engenders learning, but not all learning involves representational change. In this paper, we provide a dramatic case study of the distinction between learning and representational change. Specifically, we examined long- and short-term changes in representations of numeric magnitudes by asking individuals with Williams syndrome (WS) and typically developing (TD) children to estimate the position of numbers on a number line. As with TD children, accuracy of WS children’s numerical estimates improved with age (Experiment 1) and feedback (Experiment 2). Both long- and short-term changes in estimates of WS individuals, however, followed an atypical developmental trajectory: as TD children gained in age and experience, increases in accuracy were accompanied by a logarithmic-to-linear shift in estimates of numerical magnitudes, whereas in WS individuals, accuracy increased but logarithmic estimation patterns persisted well into adulthood and after extensive training. These findings suggest that development of numerical estimation in WS is both arrested and atypical.
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