Chris Lawson

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Induction is a fundamentally important cognitive process. The standard method for studying induction isolates specific effects of interest by controlling for the variability inherent to many features of an inductive problem. For instance, it is common to supply evidence about stable properties and ask participants to generalize these properties to a range(More)
Developmental studies have provided mixed evidence with regard to the question of whether children consider sample size and sample diversity in their inductive generalizations. Results from four experiments with 105 undergraduates, 105 school-age children (M=7.2 years), and 105 preschoolers (M=4.9 years) showed that preschoolers made a higher rate of(More)
Three experiments with 81 3-year-olds (M=3.62years) examined the conditions that enable young children to use the sample size principle (SSP) of induction-the inductive rule that facilitates generalizations from large rather than small samples of evidence. In Experiment 1, children exhibited the SSP when exemplars were presented sequentially but not when(More)
The ability to determine that diverse samples provide better evidence for generalization than non-diverse samples is an important inductive skill. Adults tend to utilize the diversity principle of induction (DP), but evidence regarding children’s ability to do so is mixed. The two experiments reported here examined whether the method by which evidence is(More)
A considerable amount of work has focused on the processes that underlie children’s inductive reasoning. For instance, numerous studies explored the role of linguistic labels, perceptual similarity, and children’s beliefs in generalization of properties to novel cases. The present studies investigated an aspect of induction that has received considerably(More)
Regardless of age there are mixed findings concerning the extent to which individuals utilize statistical features of input to make inductive inferences. Direct instruction seems to be one important factor in linking one’s understanding of statistical properties with their reasoning. In the present study we examined the extent to which explicit training on(More)
A large body of research shows that adults will form illusory correlations in the course of category learning. Surprisingly little research has examined illusory correlations among children. Two experiments examined the formation of the illusory correlation in 3and 5-yearolds. Experiment 1 provides evidence that these young children will not form illusory(More)