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Published: 10 December 2022
Last updated: 28 January 2023

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1

1964-, Lupia Arthur, McCubbins Mathew D. 1956-, and Popkin Samuel L, eds. Elements of reason: Cognition, choice, and the bounds of rationality. Cambridge: Cambridge University Press, 2000.

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2

Jeffries, Mike. Thinking skills: A teacher's guide. Leamington Spa: Hopscotch Educational, 2002.

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3

J, Read Stephen, and Miller Lynn C, eds. Connectionist models of social reasoning and social behavior. Mahwah, N.J: Lawrence Erlbaum Associates, 1998.

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4

Miller, Lynn C., and Stephen John Read. Connectionist Models of Social Reasoning and Social Behavior. Taylor & Francis Group, 2014.

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5

Miller, Lynn C., and Stephen John Read. Connectionist Models of Social Reasoning and Social Behavior. Taylor & Francis Group, 2014.

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6

Miller, Lynn C., and Stephen John Read. Connectionist Models of Social Reasoning and Social Behavior. Taylor & Francis Group, 2014.

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7

Miller, Lynn C., and Stephen John Read. Connectionist Models of Social Reasoning and Social Behavior. Taylor & Francis Group, 2014.

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8

Becoming a Star Detective!: A Cognitive Behavioral Intervention to Develop Skilled Thinking and Reasoning for Children with Cognitive, Behavioral, Emotional and Social Problems. Kingsley Publishers, Jessica, 2017.

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9

Young, Susan. STAR Detective Facilitator Manual: A Cognitive Behavioral Group Intervention to Develop Skilled Thinking and Reasoning for Children with Cognitive, Behavioral, Emotional and Social Problems. Kingsley Publishers, Jessica, 2017.

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10

Doris, John M., and Shaun Nichols. Broad-Minded: Sociality and the Cognitive Science of Morality. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0018.

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The article gives an overview on the concept of individualism in cognitive science. Individualism maintains that optimal human reasoning is substantially asocial, and therefore implies that sociality does not facilitate, and may impede, reasoning. The cognitive science of morality very frequently proceeds with individualist assumptions. The individualist may allow that normal development requires sociality, but deny that optimal reasoning in mature individuals requires it. The optimal cognitive functioning is both developed and sustained through sociality. The optimal exercise of rationality is a socially embedded process. It means that sociality is not just a precondition of rationality, but that even among those with normal cognitive functioning, the optimal exercise of rationality typically occurs as part of a social process. The sociality has a significant role in substantial cognitive achievement, such as scientific and technological discovery. A large body of research indicates that motivation plays a crucial role in reasoning. The optimal human reasoning is substantially asocial, and sociality is necessary for the development of optimal reasoning. The sociality is necessary for the sustenance of optimal reasoning, and for the transmission of information. One important feature of group interactions is that they are likely to induce emotional responses. Many familiar emotions such as anger, guilt, and sympathy are characteristically triggered by cues in social interaction.
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11

Tyler, Tom R., and Rick Trinkner. The Development of Legal Reasoning. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0005.

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The cognitive developmental model of legal socialization is discussed in chapter 5. This approach emphasizes the development of legal reasoning and focuses on how such thinking shapes legal judgments about the purpose of laws, how legal authority should be used, and whether people should feel obligated to obey legal institutions. Basically, legal reasoning provides a framework to understand the nature of society and the requirements of social order, leading to judgments about the legitimacy of the law. Building on Kohlberg’s work in moral development, the legal reasoning perspective argues that people develop increasingly abstract and sophisticated models of the relationship between society and the law with respect to the position and duties of the law and the responsibilities and obligations of citizens. This provides a basis for understanding when to follow appropriate laws and when to violate laws viewed as unjust or unprincipled.
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12

Freeman, Samuel. Contractarian Justice and Severe Cognitive Disabilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812876.003.0011.

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This chapter defends a moral contractarian approach to the problem of justice towards persons with severe and profound cognitive disabilities. Critics such as Martha Nussbaum argue that contract views are incapable of justifying the rights of the severely cognitively disabled since they do not have the capacities for practical reasoning, social cooperation, and productive activity. But the moral contract method is not restricted to arguing only for the rights and claims of normally functioning individuals. It can be generalized and regarded as an impartial moral perspective from which to justify duties of justice owed to all persons. Trustees or guardians for the severely cognitively disabled can then act as representatives of their interests, and impartially agree to principles of justice specifically designed to address their special needs and basic capabilities. The approach is Rawlsian, though the arguments go beyond Rawls’ view and draw on Scanlon’s contractualism and other considerations.
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13

Moss-Wellington, Wyatt. Cognitive Film and Media Ethics. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197552889.001.0001.

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Cognitive Film and Media Ethics provides a grounding in the use of cognitive science to address key questions in film, television, and screen media ethics. This book extends prior works in cognitive media studies to answer normative and ethically prescriptive questions: what could make media morally good or bad, and what, then, are the respective responsibilities of media producers and consumers? Moss-Wellington makes a primary claim that normative propositions are a kind of rigor, in that they force media theorists to draw more active ought conclusions from descriptive is arguments. Cognitive Film and Media Ethics presents the rigors of normative reasoning, cognitive science, and consequentialist ethics as complementary, arguing that each seeks progressive elaboration on its own models of causality, and causal projections are crucial for any reflection on our moral responsibilities in the world. A hermeneutics of “ethical cognitivism” is applied in the latter half of the book, with each essay addressing a different case study in film, television, news, and social media: cinema that sets out to inspire moral dissonance in the viewer, satirical and humorous depictions of family drama in film and television, the politics of the romantic comedy, formal aspects of screen media bullying in an era dubbed the “television renaissance,” and contemporary problems in the conflation of news and social media. Cognitive Film and Media Ethics synthesizes current research in social psychology, anthropology, memory studies, emotion and cognition, personality and media selection, and evolutionary biology, integrating wide-ranging concepts from the various disciplines that make up cognitive theory to provide new vantages on the applied ethics of film and screen media.
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14

Gallagher, Shaun. Enactivist Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794325.001.0001.

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Enactivist Interventions explores central issues in the contemporary debates about embodied cognition, addressing interdisciplinary questions about intentionality, representation, affordances, the role of affect, and the problems of perception and cognitive penetration, action and free will, higher-order cognition, and intersubjectivity. It argues for a rethinking of the concept of mind, drawing on pragmatism, phenomenology, and cognitive science. It interprets enactivism as a philosophy of nature that has significant methodological and theoretical implications for the scientific investigation of the mind. Enactivist Interventions argues that, like the basic phenomena of perception and action, sophisticated cognitive phenomena like reflection, imagining, and mathematical reasoning are best explained in terms of an affordance-based skilled coping. It thus argues for a continuity that runs between basic action, affectivity, and a rationality that in every case remains embodied. It also discusses recent predictive models of brain function and outlines an alternative, enactivist interpretation that emphasizes the close coupling of brain, body, and environment rather than a strong boundary that isolates the brain in its internal processes. The extensive relational dynamics that integrates the brain with the extra-neural body opens into an environment that is physical, social, and cultural and that recycles back into the enactive process. Cognitive processes are in the world, situated in affordance spaces defined across evolutionary, developmental, and individual histories, and are constrained by affective processes and normative dimensions of social and cultural practices.
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15

Cheon, Bobby K., Rongxiang Tang, Joan Y. Chiao, and Yi-Yuan Tang. The Cultural Neuroscience of Holistic Thinking. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199348541.003.0006.

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Cultural diversity in patterns for understanding and conceptualizing one’s relationships with others may have led to diverse cultural systems for interpreting, thinking, and reasoning about the world. Eastern holistic systems of thought rely on connectedness and relations as a primary way of understanding the world, whereas Western analytic systems of thought rely on discreteness or substansiveness as an epistemological way of thinking. From attention and cognition to social cognitive processes, neural systems have likewise adapted differently across cultural contexts to facilitate divergent systems of social interactions and relations. This chapter reviews recent evidence for cultural influences on neural systems of analytic/holistic thinking, and discusses the relevance of this neuroscientific evidence, such as that from functional magnetic resonance imaging and analysis of event-related potentials, for cultural-psychological theories of holism and dialecticism.
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16

Weisberg, Deena Skolnick, and David M. Sobel. Constructing Science. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/11939.001.0001.

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An examination of children's causal reasoning capacities and how those capacities serve as the foundation of their scientific thinking. Young children have remarkable capacities for causal reasoning, which are part of the foundation of their scientific thinking abilities. In Constructing Science, Deena Weisberg and David Sobel trace the ways that young children's sophisticated causal reasoning abilities combine with other cognitive, metacognitive, and social factors to develop into a more mature set of scientific thinking abilities. Conceptualizing scientific thinking as the suite of skills that allows people to generate hypotheses, solve problems, and explain aspects of the world, Weisberg and Sobel argue that understanding how this capacity develops can offer insights into how we can become a more scientifically literate society. Investigating the development of causal reasoning and how it sets the stage for scientific thinking in the elementary school years and beyond, Weisberg and Sobel outline a framework for understanding how children represent and learn causal knowledge and identify key variables that differ between causal reasoning and scientific thinking. They present empirical studies suggesting ways to bridge the gap between causal reasoning and scientific thinking, focusing on two factors: contextualization and metacognitive thinking abilities. Finally, they examine children's explicit understanding of such concepts as science, learning, play, and teaching.
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17

Keller, Josh, and Erica Wen Chen. A Road Map of the Paradoxical Mind. Edited by Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski, and Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.7.

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Although cognition has been a central tenet in organizational paradox theory, an understanding of how cognition might influence individuals’ experience with paradoxes has been underexplored. By incorporating insights from cognitive sciences and organizational paradox research, this chapter develops an initial road map to discuss how the mind shapes the experience with paradoxes. It first explores the question of why an individual experiences a paradox by discussing the role of categories—specifically antonymic categories and categorization processes and then explores the question of how individuals experience a paradox by discussing the role of perception, affect, and reasoning. The chapter discusses domain-specific knowledge and metacognitive knowledge to address how an individual can learn to manage paradoxes. Finally, how social conventions influence the experience with paradoxes and how cultural metacognition may be able to alter these effects is discussed. By constructing this initial road map, this chapter contributes to research on organizations and cognition.
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18

Critical thinking, rationality, and social practices. 1989.

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19

Shook, John R., and Sami Paavola. Abduction in Cognition and Action: Logical Reasoning, Scientific Inquiry, and Social Practice. Springer International Publishing AG, 2021.

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20

Abduction in Cognition and Action: Logical Reasoning, Scientific Inquiry, and Social Practice. Springer International Publishing AG, 2022.

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21

McCubbins, Mathew D., Samuel L. Popkin, and Arthur Lupia. Elements of Reason: Cognition, Choice, and the Bounds of Rationality. Cambridge University Press, 2012.

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22

(Editor), Arthur Lupia, Mathew D. McCubbins (Editor), and Samuel L. Popkin (Editor), eds. Elements of Reason: Cognition, Choice, and the Bounds of Rationality (Cambridge Studies in Public Opinion and Political Psychology). Cambridge University Press, 2000.

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23

Elements of Reason: Cognition, Choice, and the Bounds of Rationality (Cambridge Studies in Public Opinion and Political Psychology). Cambridge University Press, 2000.

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24

1949-, Schröder Eberhard, ed. Proportional, combinatorial, and correlational reasoning: A manual including measurement procedures and descriptive analyses. Berlin: Max Planck Institute for Human Development, 2000.

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25

Mamedov, Agamaly. INTRODUCTION TO SOCIAL COGNITION THEORY. COMMENTS ON THE COURSE FOR MASTER STUDENTS. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2653.978-5-317-06781-6.

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The manual is designed primarily for motivated readers. This is what defines its unique style of presentation. It is not a «classic» textbook strictly adhering to the curriculum and work programs. The author's task was primarily to stimulate thought and intellectual reflection. The main provisions are of an author's nature, in fact, the result of many years of research. The work updates personal position on all the issues discussed. At the same time, the peculiarities of the genre (manual) dictate their limitations and rules. Therefore, all parts of the book are framed with a framework of questions and topics for discussion. At the same time, the book is considered as some field of reasoning within the subject of undergraduates on the Methodology and methodology of scientific research. Included are those sections that cause ambiguous interpretation in the literature. Relevant didactic materials are prescribed. The literature generally meets the requirements of the training course.
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26

Churchland, Patricia Smith. Inference to the Best Decision. Edited by John Bickle. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195304787.003.0017.

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This article examines the concept of the so-called inference to the best decision in relation to neurobiology. It explains that the idea of inference to the best decision, often referred to by philosophers as abduction, is also known as in experimental psychology as case-based reasoning. The article discusses the tension that has developed between the sanctity of the “ought/is” dogma and what is known about the neurobiology of social behavior and suggests that the cognitive process that we loosely call inference to the best decision is a solution to this tension. It also expresses optimism that psychology and neuroscience will eventually uncover at least the general principles concerning how neural networks perform these functions and that the two domains of explaining and deciding will have much in common.
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27

Longuenesse, Béatrice. The First Person in Cognition and Morality. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198845829.001.0001.

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The book is the revised version of two lectures presented, in the spring 2017, as the Spinoza lectures in the University of Amsterdam. Both lectures explore the contrast and collaboration between two types of standpoint on the world, each of which finds expression in a specific use of the first-person pronoun “I.” One standpoint is the particular standpoint we have on the world insofar as we are spatially and temporally located, biologically unique, socially and culturally determined individuals. The other is the universally communicable standpoint we share or can hope to share with all other human beings, whatever their particular biological, social, or cultural determination. The book explores the degree to which using the first-person pronoun “I” is the expression of one or the other standpoint. The first lecture explores this question in relation to the exercise of our mental capacities in abstract reasoning and knowledge of objective facts about the world. The second lecture explores this question in relation to what we take to be our moral obligations.
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28

Donovan, Caitrin, Cordelia Fine, and Jeanette Kennett. Reliable and Unreliable Judgments About Reasons. Edited by Daniel Star. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199657889.013.41.

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The new skepticism about practical reason is predicated upon empirical findings which challenge the primacy traditionally afforded to reasoning in contexts of normative deliberation. These findings, which are associated with dual-process theories of cognition, are taken to support two skeptical claims: our reasons for action are not what we take them to be, and reasoning is an unreliable means for arriving at reliable judgments. After providing a critical overview of empirically based skepticism and its implications, we argue that skeptics underestimate the role that reasoning processes play in moral deliberation. We then canvass ways in which threats to the reliability of individual-level moral reasoning can be countenanced by social-level practices such as “nudging,” inter-agent reasoning, and testimonial expertise.
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29

Anderson, Amanda. Psychology contra Morality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755821.003.0002.

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This chapter summarizes key elements of the challenge psychology has posed to morality beginning with Freud and extending to three consequential claims of the current literature on social psychology and cognitive science: the undermining of deliberative moral agency by intuitive or automatic processes; the post-hoc or rationalizing nature of moral reasoning; and the emphasis on psychological mechanisms of self-justification. A clear resonance between the challenge to rational agency in the history of literary studies and the claims of more recent forms of psychology is established, leading to discussion of those elements of moral experience that elude both of these frameworks. Focusing on the importance of moral experience in time (especially with respect to slow processes such as grief or repair), this chapter establishes the persistent importance of moral understanding and moral transformation, both in ordinary life and in literary genres and modes.
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30

Jeffares, Ben, and Kim Sterelny. Evolutionary Psychology. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0020.

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The article presents several models of evolutionary psychology. Nativist evolutionary psychology is built around a most important insight that ordinary human decision-making has a high cognitive load. Evolutionary nativists defend a modular solution to the problem of information load on human decision-making. Human minds comprises of special purpose cognitive devices or modules. One of the modules is a language module, a module for interpreting the thoughts and intentions of others, another is a ‘naive physics’ module for causal reasoning about sticks, stones, and similar inanimate objects, a natural history module for ecological decisions, and a social exchange module for monitoring economic interactions with peers. These modules evolved in response to the distinctive, independent, and recurring problems faced by the ancestors. Domain specific modules handle information about human language, human minds, inanimate causal interactions, the biological world, and other constant adaptive demands faced by human ancestors. Nativist evolutionary psychologists have turned to moral decision making, arguing that cross-cultural moral judgments are invariant in an unexpected way. Natural selection can build and equip a special purpose module only if the information an agent needs to know is stable over evolutionary time. Automatized skills are an alternative means of coping with high-load problems. These skills are phenomenologically rather like modules, but they have very different developmental and evolutionary histories.
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31

Spatial Cognition VI. Learning, Reasoning, and Talking about Space: International Conference Spatial Cognition 2008, Freiburg, Germany, September ... (Lecture Notes in Computer Science) (v. 6). Springer, 2008.

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32

Hemmelgarn, Anthony L., and Charles Glisson. The Role of Mental Models in Organizational Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190455286.003.0008.

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This chapter describes ARC’s third strategy of employing mental models. This strategy fosters reasoning and thinking that reinforces the use of ARC’s organizational components and that maintains alignment with ARC’s five principles of effective service organizations. Reasoning and thinking are reflected in the mental representations of work experiences service providers hold, and these mental models guide priorities followed when providing services. Case examples are provided to illustrate work with mental models to influence organizational members’ thinking, reasoning, and subsequent actions to improve service quality and outcomes. This chapter reviews the empirical evidence for mental models, including research from social cognition and neuroscience. The description of this strategy highlights several activities and techniques used to explore and alter mental models. These activities foster examination of implicit assumptions and beliefs that help drive reasoning and thinking toward or away from ARC’s key organizational principles, tools, and desired OSCs.
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33

Marques, Teresa, and Åsa Wikforss, eds. Shifting Concepts. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198803331.001.0001.

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Concepts stand at the centre of human cognition. We use concepts in categorizing objects and events in the world, in reasoning and action, and in social interaction. It is therefore not surprising that the study of concepts constitutes a central area of research in philosophy and psychology. Since the 1970s, psychologists have carried out intriguing experiments testing the role of concepts in categorizing and reasoning, and have found a great deal of variation in categorization behaviour across individuals and cultures. During the same period, philosophers of language and mind did important work on the semantic properties of concepts, and on how concepts are related to linguistic meaning and linguistic communication. An important motivation behind this was the idea that concepts must be shared, across individuals and cultures. However, there was little interaction between these two research programs until recently. With the dawn of experimental philosophy, the proposal that the experimental data from psychology lacks relevance to semantics is increasingly difficult to defend. Moreover, in the last decade, philosophers have approached questions about the tension between conceptual variation and shared concepts in communication from a new perspective: that of ameliorating concepts for theoretical or for social and political purposes. The volume brings together leading psychologists and philosophers working on concepts who come from these different research traditions.
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34

Kosch, Michelle. Rational Agency. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809661.003.0002.

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Chapter 2 presents Fichte’s conception of rational agency and of the psychological dispositions and capacities on which he takes it to depend. It begins with an examination of Fichte’s notion of the spontaneity of the will, and compares his account of it to Kant’s. It then explains Fichte’s account of practical deliberation and its necessary conditions. Practical deliberation is means/ends or part/whole reasoning toward the end (viz. independence) provided by practical reason. Its conditions of possibility include empirical cognition, a set of naturally given conative attitudes, embodiment, causal efficacy, social interaction, and a sense of itself as one individual among others. The chapter concludes with a discussion of the variability of rational agency among individuals and the reasons for it.
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35

Sinatra, Gale, and Barbara Hofer. Science Denial. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190944681.001.0001.

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How do individuals decide whether to accept human causes of climate change, vaccinate their children against childhood diseases, or practice social distancing during a pandemic? Democracies depend on educated citizens who can make informed decisions for the benefit of their health and well-being, as well as their communities, nations, and planet. Understanding key psychological explanations for science denial and doubt can help provide a means for improving scientific literacy and understanding—critically important at a time when denial has become deadly. In Science Denial: Why It Happens and What to Do About It, the authors identify the problem and why it matters and offer tools for addressing it. This book explains both the importance of science education and its limitations, shows how science communicators may inadvertently contribute to the problem, and explains how the internet and social media foster misinformation and disinformation. The authors focus on key psychological constructs such as reasoning biases, social identity, epistemic cognition, and emotions and attitudes that limit or facilitate public understanding of science, and describe solutions for individuals, educators, science communicators, and policy makers. If you have ever wondered why science denial exists, want to know how to understand your own biases and those of others, and would like to address the problem, this book will provide the insights you are seeking.
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36

(Illustrator), Martha Hardy, ed. Thinking Skills. Hopscotch Educational Publishing, 2002.

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37

Trout, J. D. All Talked Out. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190686802.001.0001.

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Few topics animate, even polarize, philosophers, more than Naturalism, a doctrine which states that philosophy is continuous with, and perhaps even replaceable by, sciences worthy of the name. On one side, fans of technical progress believe that the sciences can indeed replace philosophy with something that allows us to reason and explain better. On the other, advocates of the humanities herald the insights and methods of disciplines seemingly beyond the reach of science. But these disputes are often more about turf than truth. All Talked Out exemplifies the power of science in a philosopher’s hands and takes a welcome look at the resulting fate of philosophy. Based on Trout’s Phi Beta Kappa Romanell Lectures, each chapter presents a novel and positive view of intellectual advances while addressing traditional topics in philosophy, and each chapter explains why these achievements occurred despite the archaic and often retrograde influence of philosophical doctrine and method. While foundational reflection remains as necessary as ever, philosophy, as it is conceived of in the halls of academia, no longer adds anything distinctively useful. At its best, philosophy is a place to grow new ideas. But many other disciplines can and do provide that incubation. In the end, we don’t have to kill philosophy; but we do have to figure out what it’s good for. Following a spirited Introduction, the first lecture takes stock of the growing field of evidence-based approaches to reasoning and, in light of these scientific developments, criticizes important failures in epistemology as it is currently practiced in the English-speaking world. The second lecture examines the psychological impulse to explain, the resulting sense of understanding, and the natural limits on cognitively appreciating the subject we have explained. The final lecture, on social policy, presents the proper reaction to the idea that scientific evidence matters to responsible governance.
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