scholarly journals Cue redundancy and extra logical inferences in a deductive reasoning task

1983 ◽  
Vol 11 (2) ◽  
pp. 200-209 ◽  
Author(s):  
Stephen J. Hoch ◽  
Judith E. Tschirgi
Keyword(s):  
Deductive Reasoning ◽  
Reasoning Task ◽  
Cue Redundancy

scholarly journals Logical knowledge and cue redundancy in deductive reasoning

1985 ◽  
Vol 13 (5) ◽  
pp. 453-462 ◽  
Author(s):  
Stephen J. Hoch ◽  
Judith E. Tschirgi
Keyword(s):  
Deductive Reasoning ◽  
Cue Redundancy

Reducing cognitive complexity in a hypothetico-deductive reasoning task

2000 ◽  
Vol 6 (3) ◽  
pp. 253-265 ◽  
Author(s):  
Pam Marek ◽  
Richard A. Griggs ◽  
Cynthia S. Koenig
Keyword(s):  
Cognitive Complexity ◽  
Deductive Reasoning ◽  
Reasoning Task

The Instructional Approach: Improving the Performance of a Person with Moderate Mental Retardation in a Reasoning Task

2004 ◽  
Vol 4 (1) ◽  
pp. 148-150
Author(s):  
Stella Fontana
Keyword(s):  
Mental Retardation ◽  
Deductive Reasoning ◽  
Short Term Memory ◽  
Instructional Approach ◽  
Short Term ◽  
Reasoning Task ◽  
Moderate Mental Retardation ◽  
Improved Performance ◽  
Final Question

Persons with mental retardation have limitations in their cognitive functions and thus low performances in reasoning tasks. The author of this case study aimed at understanding the difficulties of a thirty-year-old female with moderate mental retardation, in resolving a deductive reasoning task and to see if, when compensating these difficulties, she would be able to improve her performance. The postulated deficits were a lack of planning (e.g., Borkowski, Reid, & Kurtz, 1984), an inefficient encoding of information (e.g., Ellis, Meador, & Bodfich, 1985) and a limited short-term memory (e.g., Dulaney & Ellis, 1991). To achieve improved performance, we proposed aids to compensate for the postulated deficits following the instructional approach of Belmont and Butterfield (1977). A second interesting question was whether working with figurative material would have an effect on the resolution of verbal syllogisms. A final question concerned which variables influenced the performance in verbal syllogisms.

A failure of conflict to modulate dual-stream processing may underlie the formation and maintenance of delusions

2010 ◽  
Vol 25 (2) ◽  
pp. 80-86 ◽  
Author(s):  
W.J. Speechley ◽  
C.B. Murray ◽  
R.M. McKay ◽  
M.T. Munz ◽  
E.T.C. Ngan
Keyword(s):  
Decision Making ◽  
Deductive Reasoning ◽  
Failure Model ◽  
Reasoning Task ◽  
Logical Validity ◽  
Conditional Statements ◽  
Conflict Condition ◽  
Contradictory Evidence ◽  
Logical Process ◽  
Preliminary Support

AbstractBackgroundDual-stream information processing proposes that reasoning is composed of two interacting processes: a fast, intuitive system (Stream 1) and a slower, more logical process (Stream 2). In non-patient controls, divergence of these streams may result in the experience of conflict, modulating decision-making towards Stream 2, and initiating a more thorough examination of the available evidence. In delusional schizophrenia patients, a failure of conflict to modulate decision-making towards Stream 2 may reduce the influence of contradictory evidence, resulting in a failure to correct erroneous beliefs.MethodDelusional schizophrenia patients and non-patient controls completed a deductive reasoning task requiring logical validity judgments of two-part conditional statements. Half of the statements were characterized by a conflict between logical validity (Stream 2) and content believability (Stream 1).ResultsPatients were significantly worse than controls in determining the logical validity of both conflict and non-conflict conditional statements. This between groups difference was significantly greater for the conflict condition.ConclusionsThe results are consistent with the hypothesis that delusional schizophrenia patients fail to use conflict to modulate towards Stream 2 when the two streams of reasoning arrive at incompatible judgments. This finding provides encouraging preliminary support for the Dual-Stream Modulation Failure model of delusion formation and maintenance.

The Influence of Depressed and Elated Mood on Deductive and Inductive Reasoning

1993 ◽  
Vol 13 (1) ◽  
pp. 57-71 ◽  
Author(s):  
Tibor P. Palfai ◽  
Peter Salovey
Keyword(s):  
Depressed Mood ◽  
Deductive Reasoning ◽  
Response Times ◽  
Cognitive Styles ◽  
Inductive Reasoning ◽  
Reasoning Task ◽  
Processing Styles ◽  
Film Clips ◽  
Reasoning Tasks ◽  
Mood Condition

Depressed and elated mood states may produce distinct information processing styles that can affect performance on deductive and inductive reasoning tasks differentially. Seventy-two undergraduates were asked to view a set of two film clips designed to induce either elated, neutral or depressed moods. One clip preceded each of two reasoning tasks, a deduction task and an induction task. We predicted that subjects in a depressed mood would exhibit impoverished performance relative to the other two conditions on the inductive reasoning problems but enhanced performance on those that involved deductive reasoning. Conversely, we expected subjects in an elated mood to perform worse than those in depressed and neutral moods on the deductive reasoning task, but better on the inductive reasoning task. Response times provided partial support for these hypotheses. Subjects in the elated mood condition performed significantly slower than those in both the neutral and depressed conditions on deductive reasoning problems, whereas subjects in the depressed mood condition performed significantly slower than those in the neutral condition on inductive reasoning problems. Implications for understanding mood-influenced cognitive styles are discussed.

scholarly journals Logical reasoning in a deductive version of the Mastermind game

2019 ◽  
Author(s):  
Gabriela-Olivia Trutescu ◽  
Maartje Eusebia Josefa Raijmakers
Keyword(s):  
Working Memory ◽  
Repeated Measures ◽  
Deductive Reasoning ◽  
First Year ◽  
Eye Tracker ◽  
Reasoning Task ◽  
First Year Students ◽  
Solution Strategies ◽  
Processing Information ◽  
Practical Implications

The aim of this study was to investigate whether individuals develop and adapt strategies with experience in a deductive reasoning task. 23 first-year students performed both a working memory- and a deductive reasoning task, while their eye movements were recorded by an eye- tracker. Repeated-measures MANCOVA revealed that students became more efficient, selective and accurate across blocks. They tended to process information from top to bottom, which indicates that order of processing information has a contribution in performing the task. Findings show that people develop more efficient strategies over time. Working memory plays a role in learning, good memorizers developing the most efficient solution strategies. I discuss findings inrelation to a logical model and practical implications.

scholarly journals Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task

2021 ◽  
Vol 14 (4) ◽  
Author(s):  
Ondřej Straka ◽  
Šárka Portešová ◽  
Daniela Halámková ◽  
Michal Jabůrek
Keyword(s):  
Fixation Duration ◽  
Deductive Reasoning ◽  
Gifted Children ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Trial Duration ◽  
Reasoning Task ◽  
Intellectual Abilities ◽  
Subjective Confidence ◽  
Transition Entropy

In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants’ subjective confidence ratings. Eye-movement data of gifted and average students attending final grades of primary school (4th and 5th grades) were recorded while they dealt with a deductive reasoning task, and four metrics supposed to bear on metacognitive skills, namely the overall trial duration, mean fixation duration, number of regressions and normalized gaze transition entropy, were analyzed. No significant differences between gifted and average children were found in the normalized gaze transition entropy, in mean fixation duration, nor - after controlling for the trial duration – in number of regressions. Both groups of children differed in the time devoted to solving the task. Both groups significantly differed in the association between time devoted to the task and the participants’ subjective confidence rating, where only the gifted children tended to devote more time when they felt less confident. Several implications of these findings are discussed.

Feedback processing in a hypothetico-deductive reasoning task

2011 ◽  
Author(s):  
F. Vidal ◽  
L. Carbonnell ◽  
H. Sequeira ◽  
J. Caverni
Keyword(s):  
Deductive Reasoning ◽  
Reasoning Task ◽  
Feedback Processing
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