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Osman M, Stavy R. Development of intuitive rules: evaluating the application of the dual-system framework to understanding children's intuitive reasoning. Psychon Bull Rev. 2006;13(6):935-53doi: 10.3758/bf03213907.
Osman, M., & Stavy, R. (2006). Development of intuitive rules: evaluating the application of the dual-system framework to understanding children's intuitive reasoning. Psychonomic bulletin & review, 13(6), 935-53. https://doi.org/10.3758/bf03213907
Osman, Magda, and Stavy, Ruth. "Development of intuitive rules: evaluating the application of the dual-system framework to understanding children's intuitive reasoning." Psychonomic bulletin & review vol. 13,6 (2006): 935-53. doi: https://doi.org/10.3758/bf03213907
Osman M, Stavy R. Development of intuitive rules: evaluating the application of the dual-system framework to understanding children's intuitive reasoning. Psychon Bull Rev. 2006 Dec;13(6):935-53. doi: 10.3758/bf03213907. PMID: 17484417.
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Psychon Bull Rev. 2006 Dec;13(6):935-53. doi: 10.3758/bf03213907.

Development of intuitive rules: evaluating the application of the dual-system framework to understanding children's intuitive reasoning.

Psychonomic bulletin & review

Magda Osman, Ruth Stavy

Affiliations

  1. Department of Psychology, University College London, Gower Street, London WC1E 6BT, England. [email protected]

PMID: 17484417 DOI: 10.3758/bf03213907

Abstract

Theories of adult reasoning propose that reasoning consists of two functionally distinct systems that operate under entirely different mechanisms. This theoretical framework has been used to account for a wide range of phenomena, which now encompasses developmental research on reasoning and problem solving. We begin this review by contrasting three main dual-system theories of adult reasoning (Evans & Over, 1996; Sloman, 1996; Stanovich & West, 2000) with a well-established developmental account that also incorporates a dual-system framework (Brainerd & Reyna, 2001). We use developmental studies of the formation and application of intuitive rules in science and mathematics to evaluate the claims that these theories make. Overall, the evidence reviewed suggests that what is crucial to understanding how children reason is the saliency of the features that are presented within a task. By highlighting the importance of saliency as a way of understanding reasoning, we aim to provide clarity concerning the benefits and limitations of adopting a dual-system framework to account for evidence from developmental studies of intuitive reasoning.

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