Daniel N. Osherson Bücher

8.4 Properties of Derivations Evoked by Conceptual Domains -- 8.5 Explanatory Adequacy -- 8.6 Learning Theory and Two Kinds of Theories of Conceptual Domains -- 8.7 Explanatory Adequacy and Real-Time Considerations -- 8.8 Simplicity Metrics -- 8.9 The Analogy with the Goals of Generative Grammar -- 8.10 Summary -- 9. Proposals for a Theory of Conceptual Domains -- 9.1 Observational and Descriptive Adequacy of Mq -- 9.2 Formal Properties of -- 9.3 What Set of Derivations Does the Theory Exclude? -- PART IV: AN INITIAL TEST OF THE THEORY -- 10. A Deduction Model for the Conceptual Domain of Necessity and Possibility -- 10.1 The Deduction Model, Mn -- 10. 2 Derivations in o[sub(Ln)] -- 10. 3 Formalizability of Mn under Conditions 1-9 -- Clarification of Condition 6 -- 10. 4 Experimental Test of Mn: Design and Method -- 10. 5 Preliminary Analysis of Results -- 10. 6 Inventory and Additivity Analyses -- 10. 7 Conclusions from Experiment 5 -- 11. A Deduction Model for the Conceptual Domain of Obligation and Permissibility -- 11.1 The Deduction Model, Md -- 11. 2 Derivations in o[sub(Ld)] -- 11. 3 Experimental Test of Md: Design and Method -- 11. 4 Preliminary Analyses of Results -- 11. 5 Inventory and Additivity Analyses -- 11. 6 Conclusions from Experiment 6 -- Epilogue -- Appendix -- References -- Author Index -- Subject Index

Originally published in 1975, this volume (3 of 4) presents an expanded model of certain deductive abilities in children and adults.

Originally published in 1974, the second volume of four (Logical Inference: Underlying Operations) provides a process-model for the solution of certain syllogistic reasoning problems. Testable predictions of the model are easily derived, and the available evidence supports the model's description of the real-time mental steps mediating these logical abilities. A theory of development, connected to the model, makes these volumes all the more important for cognitive, developmental, and educational psychologists, as well as educators and linguists.

Originally published in 1974, a wide and interesting set of intellectual abilities in children are examined here. Volume 1 of 4 converts an axiomatization of classes and asymmetrical relationships (proper to Piaget's discipline of Genetic Epistemology) into a model of the development of these notions in children.