CoChat
Sign Up
Cited by 242Child and Animal Learning DevelopmentPhilosophy of Biology and Scientific ExplanationScience Education and Pedagogy

The DOI matches its Crossref record; 120 of the 120 references it cites were found in a registry or an index.

Explanation and Abductive Inference

Lombrozo, Tanya·2012·The Oxford Handbook of Thinking and Reasoning
DOI 10.1093/oxfordhb/9780199734689.013.0014
Open this paper in CoChat — free account

Abstract

Abstract Everyday cognition reveals a sophisticated capacity to seek, generate, and evaluate explanations for the social and physical worlds around us. Why are we so driven to explain, and what accounts for our systematic explanatory preferences? This chapter reviews evidence from cognitive psychology and cognitive development concerning the structure and function of explanations, with a focus on the role of explanations in learning and inference. The findings highlight the value of understanding explanation and abductive inference both as phenomena in their own right and for the insights they provide concerning foundational aspects of human cognition, such as representation, learning, and inference.

Overview

Integrity signals

Registry

Crossref · 10.1093/oxfordhb/9780199734689.013.0014

Cites

120 of 120 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Show all 120 references

Research works printed but not linked: 24

  1. Ahn, W., & Kim, N. S. (2000). The causal status effect in categorization: An overview. In D. L. Medin (Ed.), Psychology of learning and motivation 40 (pp. 23–65) New York: Academic Press.
  2. Anderson, C. A., Krull, D. S., & Weiner, B. (1996). Explanations: Processes and consequences. In E.T. Higins & A.W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 271–296). New York: Guilford Press.
  3. Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161–238). Hillsdale, NJ: Erlbaum.
  4. Chouinard,, 2007, Children's questions: A mechanism for cognitive development., Monographs of the Society for Research in Child Development
  5. Craik,, 1943, The nature of explanations
  6. Dennett,, 1987, The intentional stance
  7. Fonseca, B. A., & Chi, M. T. H. (2010). Instruction based on self-explanation. In R. Mayer & P. Alexander (Eds.), The handbook of research on learning and instruction (pp. 296–321). New York: Routledge Press.
  8. Hastie, R., & Pennington, N. (2000) Explanation-based decision making. In T. Connolly, H. R. Arkes, & K. R. Hammond (Eds.), Judgment and decision making: An interdisciplinary reader (2nd ed., pp. 212–228). Cambridge, England: Cambridge University Press.274
  9. Isaacs, N. (1930). Children's “why” questions. In S. Isaacs (Ed.), Intellectual growth in young children (pp. 291–349). London: Routledge.
  10. Keil, F. C. (1992). The origins of an autonomous biology. In M. R. Gunnar & M. Maratsos (Eds.), Modularity and constraints in language and cognition. Vol. 25: Minnesota Symposium on Child Psychology (pp. 103–138). Hillsdale, NJ: Erlbaum.
  11. Keil, F. C. (1995). The growth of causal understanding of natural kinds. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal cognition: A multi-disciplinary debate (pp. 234–262). Oxford, England: Clarendon Press.
  12. Krull, D. S., & Anderson, C. A. (2001). Explanation, cognitive psychology of. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 8, pp. 5150–5154). Oxford, England: Elsevier.
  13. Pennington, N., & Hastie, R. (1993). The story model for juror decision making. In R. Hastie (Ed.), Inside the juror: The psychology of juror decision making (pp. 192–221). Cambridge, England and New York: Cambridge University Press.
  14. Piaget,, 1929, The child's conception of the world
  15. Putnam, H. (Ed.) (1975). Philosophy and our mental life. In Mind, language and reality: Philosophical papers (Vol. 2, pp. 291–303). Cambridge, England: Cambridge University Press.
  16. Rehder,, 2006, When causality and similarity compete in category-based property induction., Memory and Cognition
  17. Rips, L. (1989). Similarity, typicality, and categorization. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 21–59). Cambridge, England: Cambridge University Press.
  18. Rips,, 2002, Circular reasoning., Cognitive Science
  19. Rittle-Johnson,, 2006, Promoting transfer: The effects of direct instruction and self-explanation., Child Development
  20. Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31–58). New York: Cambridge University Press.
  21. Sully,, 1900, Studies of childhood.
  22. Thagard,, 2006, Evaluating explanations in science, law, and everyday life., Current Directions in Psychological Science
  23. van, 1980, The scientific image.
  24. Wittwer,, 2008, Is underestimation less detrimental than overestimations? The impact of experts' beliefs about a layperson's knowledge on learning and question asking., Instructional Science

Cited by

Sorted by citations

See all 242

Related

See all

Metadata

Authors
Lombrozo, T.
Affiliations
University of California, Berkeley (US)
Corresponding author
Lombrozo, Tanya
Venue
The Oxford Handbook of Thinking and Reasoning
Publisher
Oxford University Press
Published
2012-11-21
Pages
260-276
DOI
10.1093/oxfordhb/9780199734689.013.0014
OpenAlex
W2627159663
Cited by
242
References
120
Citations by year
2026: 12 · 2025: 13 · 2024: 11 · 2023: 25 · 2022: 24 · 2021: 31 · 2020: 13 · 2019: 22 · 2018: 15 · 2017: 16 · 2016: 18 · 2015: 16 · 2014: 13 · 2013: 7 · 2012: 4
FWCI
30.42
Type
book chapter
Language
en
Open access
closed
Locations
Oxford University Press eBooks (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy of Biology and Scientific Explanation
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
explanation, abductive reasoning, cognitive development, learning, inference, representation, human cognition, social cognition

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review