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  1.  9
    Deduction From Uncertain Premises.Rosemary J. Stevenson & David E. Over - 1995 - Quarterly Journal of Experimental Psychology Section A 48 (3):613-643.
    We investigate how the perceived uncertainty of a conditional affects a person's choice of conclusion. We use a novel procedure to introduce uncertainty by manipulating the conditional probability of the consequent given the antecedent. In Experiment 1, we show first that subjects reduce their choice of valid conclusions when a conditional is followed by an additional premise that makes the major premise uncertain. In this we replicate Byrne. These subjects choose, instead, a qualified conclusion expressing uncertainty. If subjects are given (...)
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  2.  34
    Reasoning From Uncertain Premises: Effects of Expertise and Conversational Context.Rosemary J. Stevenson & David E. Over - 2001 - Thinking and Reasoning 7 (4):367 – 390.
    Four experiments investigated uncertainty about a premise in a deductive argument as a function of the expertise of the speaker and of the conversational context. The procedure mimicked everyday reasoning in that participants were not told that the premises were to be treated as certain. The results showed that the perceived likelihood of a conclusion was greater when the major or the minor premise was uttered by an expert rather than a novice (Experiment 1). The results also showed that uncertainty (...)
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  3.  14
    Models, Rules and Expertise.Rosemary J. Stevenson - 1993 - Behavioral and Brain Sciences 16 (2):366-366.
  4. Developmental Aspects of Communication: Young Children's Use of Referring Expressions.Hazel C. Emslie & Rosemary J. Stevenson - 1981 - In Paul Werth (ed.), Conversation and Discourse. St. Martins Press.
  5.  47
    Training Quality and Learning Goals: Towards Effective Learning for All.Rosemary J. Stevenson - 1998 - Behavioral and Brain Sciences 21 (3):426-427.
    Howe, Davidson & Sloboda's focus on learning has important implications because the amount and quality of training are relevant to all learners, not just those acquiring exceptional abilities. In this commentary, I discuss learning goals as an indicator of learning quality, and suggest that all learners can be guided towards more effective learning by shifting their learning goals.
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