Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 0 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 3 |
Descriptor
| College Students | 3 |
| Beliefs | 2 |
| Child Development | 2 |
| Cognitive Development | 2 |
| Cognitive Processes | 2 |
| Thinking Skills | 2 |
| Abstract Reasoning | 1 |
| Adolescent Development | 1 |
| Adults | 1 |
| Age | 1 |
| More ▼ | |
Source
| Cognitive Development | 3 |
Author
| Amsel, Eric | 3 |
| Bench, Shane | 1 |
| Brock, Susan | 1 |
| Campbell, Richard | 1 |
| Close, Jason | 1 |
| Johnston, Adam | 1 |
| Klaczynski, Paul A. | 1 |
| Sadler, Eric | 1 |
| Trionfi, Gabriel | 1 |
| Walker, Rick | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Higher Education | 2 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Kindergarten | 1 |
Audience
Showing all 3 results
Direct linkAmsel, Eric; Klaczynski, Paul A.; Johnston, Adam; Bench, Shane; Close, Jason; Sadler, Eric; Walker, Rick – Cognitive Development, 2008
Metacognitive knowledge of the dual-processing basis of judgment is critical to resolving conflict between analytic and experiential processing responses [Klaczynski, P. A. (2004). A dual-process model of adolescent development: Implications for decision making, reasoning, and identity. In R. V. Kail (Ed.), "Advances in child development and…
Descriptors: Adolescent Development, College Students, Conflict, Metacognition
Amsel, Eric; Trionfi, Gabriel; Campbell, Richard – Cognitive Development, 2005
The present study explores how suppositions which conflict with accepted beliefs are represented and reasoned about. Two studies test the predictions regarding the nature and developmental changes in children's ability to represent and reason about hypothetical or make-believe suppositions which violate their everyday knowledge and beliefs. In…
Descriptors: Cognitive Processes, Play, Thinking Skills, Beliefs
Peer reviewedAmsel, Eric; Brock, Susan – Cognitive Development, 1996
Examined developmental differences in evidence evaluation skills among school children, non-college educated adults, and college students, utilizing plant growth variables. Found that children were more strongly influenced by prior beliefs and missing data than were the two adult groups. Age and educational differences were found in the…
Descriptors: Adults, Beliefs, Causal Models, Children
