1 - Defining cognitive sophistication in the development of judgment and decision-making

Abstract

Judgment and decision-making paradigms have been relatively well-studied in developmental samples. The measurement of these competencies in developmental samples has been of scientific interest. They have been recognized as having important implications for defining rational thinking in children and youth but also for teaching and training (such as, critical thinking in education). The origin of the theories and paradigms come from the adult literature, which has also undergone considerable progress in theoretical advancements and empirical studies over the last several years. The integration of our understanding from the work conducted in adults with consideration of developmental factors provides a way to advance our understanding of judgment and decision-making in children and youth. To accomplish this, establishing stimulus equivalence will be important given that these paradigms were first designed for adult samples. In addition, taking into account the rapid growth and change in cognitive capacities, that happen in development, are central for understanding performance on these paradigms. Using a working taxonomy of rational thinking based on adult samples, data from a longitudinal developmental study were used to empirically examine performance patterns on these paradigms.