What Scientific Thinking Reveals About the Nature of Cognition
What Scientific Thinking Reveals About the Nature of Cognition
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科学思维揭示了哪些关于认知本质的内容
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
K. Dunbar
中科院分区：
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作者：
K. Dunbar
半个多世纪以来，认知心理学家、教育家和创造力研究者一直在研究科学思维和科学发现背后的心理过程。尽管人们对科学思维有着广泛的兴趣，但这个领域一直被认为是认知心理学的一个有趣的分支，它为类比、概念习得、问题解决和认知发展等理论提供了科学的掩护，而不是揭示有关认知本质的新东西。在本章中，我将总结我们最近对科学思维进行的研究，并认为这项研究为基本认知过程的运作方式提供了一个新的视角。因此，科学思维使我们能够理解复杂的认知，并产生基本认知过程的新模型，这些模型是研究人员在使用心理学实验中常用的任意和简单刺激时所无法做到的。与其说科学思维是主流认知理论的一个分支，我认为科学思维是认知的一个范例，揭示了许多基本认知过程的关键特征。最近关于科学思维本质的研究不仅对认知理论，而且对科学教育的内容和实践都有影响。
The mental processes underlying scientific thinking and discovery have been investigated by cognitive psychologists, educators, and creativity researchers for over half a century. Despite this wide interest in scientific thinking, the field has been regarded as an intriguing offshoot of cognitive psychology that provides scientific cover stories for theories of analogy, concept acquisition, problem solving, and cognitive development rather than revealing something new about the nature of cognition. In this chapter, I will provide a summary of recent research that we have conducted on scientific thinking and I will argue that this research provides a new perspective on the ways that basic cognitive processes function. Thus, scientific thinking allows us to understand complex cognition and generate new models of basic cognitive processes that have eluded researchers using arbitrary and simple stimuli that are commonly used in psychology experiments. Rather than being an offshoot of mainstream cognitive theories, I will propose that scientific thinking is a paradigmatic example of cognition that reveals the key features of many basic cognitive processes. Recent research on the nature of scientific thinking has implications not only for theories of cognition, but also for both the content and practice of science education.