This book examines two questions: Do people make use of abstract
rules such as logical and statistical rules when making inferences
in everyday life? Can such abstract rules be changed by training?
Contrary to the spirit of reductionist theories from behaviorism to
connectionism, there is ample evidence that people do make use of
abstract rules of inference -- including rules of logic,
statistics, causal deduction, and cost-benefit analysis. Such
rules, moreover, are easily alterable by instruction as it occurs
in classrooms and in brief laboratory training sessions. The fact
that purely formal training can alter them and that those taught in
one content domain can "escape" to a quite different domain for
which they are also highly applicable shows that the rules are
highly abstract. The major implication for cognitive science is
that people are capable of operating with abstract rules even for
concrete, mundane tasks; therefore, any realistic model of human
inferential capacity must reflect this fact. The major implication
for education is that people can be far more broadly influenced by
training than is generally supposed. At high levels of formality
and abstraction, relatively brief training can alter the nature of
problem-solving for an infinite number of content domains.
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