A Response to Hugo Mercier and Dan Sperber's “Why Do Humans Reason? Arguments for an Argumentative Theory”

By Dennis S. Gouran. 2012

172 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/897c2ea5fb60cdeb6eafcbf823639439a3b447c0

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Citations in the corpus

Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, methodology): “However, critique has been too often underemphasized in the context of science education (Henderson, MacPherson, Osborne, & Wild, 2015; Mercier & Sperber, 2011; NRC, 2012; Reznitskaya et al., 2009).”
Argumentation Mining in User-Generated Web Discourse (2016, methodology): “This approach also used sentiment lexicons and Named Entity Recognition as a preprocessing step and achieved accuracy about 0.80 in binary prediction of stances in debate posts.”
How Gullible are We? A Review of the Evidence from Psychology and Social Science (2017, background): “Reasoning can be defined here as the ability to find and evaluate reasons that can affect belief in a conclusion (see Mercier & Sperber, 2011).”
Moral Reputation: An Evolutionary and Cognitive Perspective (2012, background): “As argued by Haidt (2001; see also Mercier, forthcoming ; Mercier & Sperber, 2011), moral reasoning or reflection, as opposed to moral intuition, is used primarily not to guide action but to justify it (and also to articulate our judgments on the actions of others).”
How the Chinese Government Fabricates Social Media Posts for Strategic Distraction, Not Engaged Argument (2017, background): “It may even be the case that the function of reasoning in human beings is fundamentally about winning arguments rather than resolving them by seeking truth (Mercier and Sperber 2011).”
Plausibility reappraisals and shifts in middle school students' climate change conceptions (2013, background): “However, argumentation interventions may have a different impact if students reason in a biased and motivated fashion (Mercier & Sperber, 2011).”
Bias and Conflict A Case for Logical Intuitions (2012, background): “…adults to select the response that is consistent with the traditional logical and probabilistic norms on the classic problems has led some researchers to question the validity of these norms (e.g., Gigerenzer, 1996; Hertwig & Gigerenzer, 1999; Mercier & Sperber, 2011; Oaksford & Chater, 2007).”