: Working memory, inhibitory control and the development of children's reasoning

By Simon Handley, Alison Capon, M. Beveridge, Ian Dennis, J. Evans. 2004

178 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/584f15e3331343d852064b604e212a13c79cb142

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Relating developments in children's counterfactual thinking and executive functions (2009, background): “In the adolescent and adult literatures, work on counterfactual thinking about events (e.g., Byrne, 2005) and logical counterfactual reasoning (e.g., Handley et al., 2004) have also been treated separately, and tend to be of interest to different groups of researchers.”
Bias and Conflict A Case for Logical Intuitions (2012, background): “Note that such differential activation level would also explain why a final selection of the logical response will still require a demanding inhibition of the heuristic response (e.g., Evans, 2003; Handley et al., 2004; Houdé, 1997, 2007; Stanovich & West, 2000).”
Précis of Semantic Cognition: A Parallel Distributed Processing Approach (2008, methodology): “For example, Handley et al. (2004) used a belief bias task where 10-year-old participants were asked to reason about arguments the validity and believability of whose conclusions had been orthogonally manipulated.”
The link between deductive reasoning and mathematics (2018, background): “In summary, our study replicated previous findings (Attridge & Inglis, 2013; Handley et al., 2004; Inglis & Simpson, 2008, 2009; Morsanyi et al., 2013, 2017) that showed a link between both transitive and conditional inferences and mathematics skills.”
Working memory and everyday conditional reasoning: Retrieval and inhibition of stored counterexamples (2005, background): “Although inhibition is generally considered as a key executive function, some studies have observed that executive WM and inhibition are dissociable constructs (e.g., Dempster & Corkill, 1999; Handley et al., 2004).”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “Handley et al. (2004) found that the ability to decontextualize thinking from beliefs is associated with inhibitory control.”
Cognitive Ability, Thinking Dispositions, and Instructional Set as Predictors of Critical Thinking. (2007, unknown): “Strong myside bias effects have been demonstrated in numerous studies (Baron, 1991, 1995; Greenhoot, Semb, Colombo, & Schreiber, 2004; Kuhn, 1991; Nussbaum & Kardash, 2005; Perkins, 1985; Perkins, Farady, & Bushey, 1991; Stanovich & West, 2007; Toplak & Stanovich, 2003).”
On the failure of cognitive ability to predict myside and one-sided thinking biases (2008, result): “…constraints on intentional-level functioning, they still implicate algorithmiclevel computational capacity to a large extent (Gilinsky & Judd, 1994; Handley et al., 2004; Kokis, Macpherson, Toplak, West, & Stanovich, 2002; Newstead, Handley, Harley, Wright, & Farrelly, 2004; Sá, West, &…”