Abstract
This paper discusses the roles played by anticipation, belief, and motivation in two young children's problem solving activity. It is argued that a solver's beliefs and motivations are intimately related. The analysis also identifies an increasingly global hierarchy of anticipations corresponding to specific conceptual structures or problem representations, heuristics, and beliefs. Analogies drawn from the philosophy of science and from the field of artificial intelligence are used to illustrate that the discussion of the two children's behaviors may have some generality.
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Cobb, P. Two children's anticipations, beliefs, and motivations. Educ Stud Math 16, 111–126 (1985). https://doi.org/10.1007/BF02400933
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DOI: https://doi.org/10.1007/BF02400933