The effects of formal order and spatial content on reasoning in three dimensions

This study investigates the effects of formal order and spatial content on reasoning in three dimensions in view of the Formal Rules theory and the Mental Models theory of spatial reasoning. Twenty‐six subjects solved 144 spatial deductive problems that varied by the formal order of the entities (referential order, referential continuity) and the spatial content (dimension, orientation, and direction). There were two dependant variables: the correct responses and their response times. The number of mental models and the formal derivations underlying the deductions allowed comparison of opposite predictions made by the Formal Rules theory and the Mental Models theory of spatial reasoning. The results overwhelmingly supported the Mental Models theory's predictions. The effects of referential order showed that problems yielding two possible mental models were significantly more difficult than problems based on one mental model, although the former problems involved a shorter formal derivation than the latter. The effects of referential continuity also generalized the Mental Models theory's prediction to reasoning in all three dimensions. The effects of referential continuity showed that problems that required independent layouts in memory were reliably more difficult than problems that allowed the continuous integration of the entities in a mental model. We obtained these results despite the fact that the former condition required a shorter formal derivation than the latter. The effects of spatial content were also reliable despite the fact that the formal derivations were the same across spatial content. Thus, spatial deductions were significantly easier to make in 1D than in 2D and in 2D than 3D. Deductions were also significantly easier to make from left to right along the horizontal axis of a mental model, and from top to bottom along the vertical axis rather than from the respective opposite directions. The effects of spatial content suggest that mental models reproduce spatial relations relative to reference frames.     

Hemisphere specific effects in reasoning performance

Summary Subjects frequently produce matching responses to Wason's selection problem. Some authors have proposed that such responses are a result of information processing functions which are lateralised to the right hemisphere and that compete with left hemisphere verbal/logical processes for the control of overt responding. Support for this position has come mainly from studies of patient populations. The present paper reports a series of experiments in which attempts were made to obtain similar confirmation from normal subjects using the technique of selective hemispheric interference. Subjects worked on the selection problem while concurrently performing a unimanual balancing task. Weak but persistent effects of hemispheric interference on the pattern of responses th the selection porblem were observed. In general, the data are consistent with the hypothesis that matching responses reflect right hemisphere processing.These experiments were reported at the Oxford meeting of the Experimental Psychology Society, 1983     

Emotional cues enhance the attentional effects on spatial and temporal resolution

In the present study, we demonstrated that the emotional significance of a spatial cue enhances the effect of covert attention on spatial and temporal resolution (i.e., our ability to discriminate small spatial details and fast temporal flicker). Our results indicated that fearful face cues, as compared with neutral face cues, enhanced the attentional benefits in spatial resolution but also enhanced the attentional deficits in temporal resolution. Furthermore, we observed that the overall magnitudes of individuals’ attentional effects correlated strongly with the magnitude of the emotion × attention interaction effect. Combined, these findings provide strong support for the idea that emotion enhances the strength of a cue’s attentional response.     

The impact of spatial cues on preschoolers' selective attention

The effects of spatial arrangement on preschool children's ability to selectively attend were investigated. Three- and 4-year old children were shown a multicolor dollhouse room intended to serve as a special place containing miniature chairs and models of animals. One category of objects was designated as relevant and 1 as irrelevant. Relevant items were placed in each of the apparatus's corners or in the middle of its walls. Children in the corners condition correctly relocated more relevant items than children in the wall or control conditions. The findings suggest that for both age groups, the ability to recall relevant items may be independent of their ability to demonstrate a selective attention strategy.     

Tradeoffs between attentional effects of spatial cues and abrupt onsets

We determined the relative effectiveness and tradeoffs among central, peripheral, and abrupt onset cues in directing attention to a potential target character. Central cues were arrows located at the fixation point, whereas peripheral cues were arrows occurring about 3° away from fixation, near the location of a potential target. These were contrasted with the abrupt onset of an ambiguous part of a character, which later was filled in to reveal a target or a distractor item. Each trial included an arrow cue and an abrupt onset cue, and both expected cue validities and cue-character SOAs were varied factorially. The results showed that, in general, abrupt onsets captured attention more effectively than either central or peripheral arrow cues. However, tradeoffs among separate cue effects indicated that the power of abrupt onsets to capture attention automatically could be overridden by a high-validity spatial cue presented in advance of the onset character. Tradeoffs between the effects of central and abrupt onset cues were additive, indicating that endogenous and exogenous cues have their main effects at different levels in the visual attention system. Peripheral cues and abrupt onsets showed mainly interactive effects, however, consistent with the idea that both types of cues have exogenous components that affect a common pool of attentional resources.     

The effects of instructional cues on performance and mechanics during a gross motor movement

Externally focused instructions specific to performance have shown to improve body mechanics (Gokeler et al., 2015; Welling, Benjaminse, Gokeler, & Otten, 2016). However, the effect of using an external focus instruction may have been more profound if the content of the instruction had been relevant to mechanics. Therefore, the present study examined the effects of externally focused instructions specific to performance and externally focused instructions specific to body mechanics on mechanics and performance. Twenty-four adults (n = 12 males; n = 12 females) performed a series of drop jumps following external focus cues that were specific to performance and landing mechanics. Participants completed a drop jump followed by a maximal effort vertical jump. The initial contact, maximal angle, and range of motion at the knee in the sagittal and frontal plane motion were measured for mechanics and the height of the second vertical jump was measured for performance. The results suggest external focus instructions specific to performance are beneficial for performance, but not for improving landing mechanics. This suggests that external focus instructions must be specific to the contents of the instruction.     

Multiple spatial correspondence effects on dual-task performance

Three dual-task experiments were conducted to examine whether the underadditive interaction of the Simon effect and stimulus onset asynchrony (SOA) on Task 2 performance is due to decay. The experiments tested whether the reverse Simon effect obtained with an incompatible stimulus-response (S-R) mapping would show an overadditive interaction with SOA, as predicted by R. De Jong, C.-C. Liang, and E. Lauber's (1994) dual-process model. Tone or letter identification tasks with vocal or keypress responses were used as Task 1. Task 2 was keypresses to arrow direction (or letter identity in Experiment 1). For all experiments, the normal Simon effect showed an underadditive interaction with SOA, but the reverse Simon effect did not show an overadditive interaction. The results imply that the dual-process model is not applicable to the dual-task context. Multiple correspondence effects across tasks implicate an explanation in terms of automatic S-R translation.     

The effects of externalization on syllogistic reasoning

An experiment is reported that investigated the effects of externalization of mental models in syllogistic reasoning. Although there was no evidence that the requirement to “externalize” mental models of syllogisms improved reasoning, an unexpected recognition test demonstrated that subjects' memory for the meaning of the premises was improved by externalization. In particular, where the correct conclusion had been deduced using the externalization procedure, responses in the recognition test reflected an appreciation of the relations between the end terms of the premises.     

Self-modelled versus skilled-peer modelled AO+MI effects on skilled sensorimotor performance

Action observation (AO) and motor imagery (MI) are simulation states that have been demonstrated to independently enhance motor skill performance. Historically, AO and MI were examined in isolation from one another; however recent neurophysiological and behavioural evidence indicates that using MI during AO (AO+MI) may be more potent at enhancing performance than either simulation state alone. The AO component of AO+MI is typically delivered via a self-modelled or peer-skilled model paradigm, via an observation video. The purpose of the proposed study is to further examine the implementation of AO+MI states by directly comparing the effectiveness of self-modelled AO+MI with peer-skilled modelled AO+MI to augment performance on a golf putting task with a sample of 56 skilled golfers. Our primary hypothesis predicts that skilled participants who engage with a self-modelled intervention will improve their performance more than those engaging with a peer-skilled model intervention. This hypothesis is predicated on the idea that self-modelling will be used in the context of performers’ existing mental representation and will facilitate improved performance, whereas the peer modelling may destabilize skilled performers’ existing mental representation.     

Wais-III matrix reasoning: instruction effects on task perception and performance

Instructions for the Matrix Reasoning subtest of the WAIS-III do not communicate to examinees that the subtest is untimed. The present study examined what percentage of participants (34 women, 26 men, M age = 20.1; 55 Caucasian, 3 African American, 2 Hispanic) made the assumption that Matrix Reasoning was timed, and its effect on examinees' scores. 55% of participants receiving standard instructions retrospectively reported assuming the subtest was timed, and those who did not assume Matrix Reasoning was timed scored significantly higher than participants who did. Participants receiving additional instructions that clarified the untimed nature of Matrix Reasoning scored significantly higher than those receiving standard instructions who believed the subtest was timed.     

The importance of gesture in children's spatial reasoning

On average, men outperform women on mental rotation tasks. Even boys as young as 4 1/2 perform better than girls on simplified spatial transformation tasks. The goal of our study was to explore ways of improving 5-year-olds' performance on a spatial transformation task and to examine the strategies children use to solve this task. We found that boys performed better than girls before training and that both boys and girls improved with training, whether they were given explicit instruction or just practice. Regardless of training condition, the more children gestured about moving the pieces when asked to explain how they solved the spatial transformation task, the better they performed on the task, with boys gesturing about movement significantly more (and performing better) than girls. Gesture thus provides useful information about children's spatial strategies, raising the possibility that gesture training may be particularly effective in improving children's mental rotation skills.     

Effects of varying target luminance and cue luminance on attentional effects of spatial cues

Attentional effects of letter cues on target processing were investigated in a bilateral spatial cueing paradigm. Luminance contrast of the cue stimuli and of the target stimuli were both manipulated. Consistent with predictions derived from theoretical models of visual attention, manipulating cue luminance and target luminance had very different effects on performance. In agreement with the dorsal stream attention hypothesis (Marrett et al., 2011) orienting effects were unaffected by changes in cue luminance; but in agreement with the work of Reynolds, Pasternak, and Desimone (2000) and Carrasco, Ling, and Read (2004) orienting effects were strongly modulated by changes in the luminance and perceptual quality of the target. Theoretical implications of the results are considered and the data are explained in terms of a sensory enhancement effect, whereby attention amplifies the neuronal responses for attended stimuli.     

Effects of spatial cues on locating emotional targets

Inhibition of return (IOR) refers to slower responding to a visual target appearing at a previously cued versus uncued location. In three experiments, we asked whether IOR would be affected by the emotional content of target stimuli. Participants reported the location of negative (spiders, angry faces) or neutral (objects, neutral faces) targets as quickly and accurately as possible after a valid or invalid location cue (a simple circle). IOR was significantly smaller when detecting negative versus neutral targets, but only after repeated exposures to these stimuli (i.e., with blocked presentations). This effect was eliminated when target type was randomized within blocks. By presenting negative versus neutral targets in short alternating blocks and examining IOR on the first trial of each new block, we show that the emotional modulation of IOR stems from the affective context in place before visual orienting is initiated, not by perceptual processing of the target after cue offset.     

Structure mapping in spatial reasoning

Four experiments examined whether spatial reasoning about non-spatial concepts is based on mapping concepts to space according to similarities in relational structure. Six- and 7-year-old children without any prior graphing experience were asked to reason with graph-like diagrams. In Experiments 1 and 2, children were taught to map time and quantity to vertical and horizontal lines, and then were asked to judge the relative value of a second-order variable (rate) or a first-order variable (quantity) represented in a function line. Children’s judgments indicated that they mapped concepts to space by aligning similar relational structures: quantity judgments corresponded to line height, and rate judgments corresponded to line slope. These correspondences entail a mapping of first-order concepts to first-order spatial dimensions and second-order concepts to second-order spatial dimensions. Experiments 3 and 4 investigated the role of context in establishing relational structure. Children were taught to map age and rate (Experiment 3) or age and size (Experiment 4) to vertical and horizontal lines, and were then asked to judge the rate or the size represented by a function line. In this context, both rate and size were first-order variables, and children’s judgments corresponded to line height, also a first-order variable. The results indicate that spatial reasoning involves a structure-sensitive mapping between concepts and space.     

Four-dimensional spatial reasoning in humans

Human subjects practiced navigation in a virtual, computer-generated maze that contained 4 spatial dimensions rather than the usual 3. The subjects were able to learn the spatial geometry of the 4-dimensional maze as measured by their ability to perform path integration, a standard test of spatial ability. They were able to travel down a winding corridor to its end and then point back accurately toward the occluded origin. One interpretation is that the brain substrate for spatial navigation is not a built-in map of the 3-dimensional world. Instead it may be better described as a set of general rules for manipulating spatial information that can be applied with practice to a diversity of spatial frameworks.     

The effects of familiar size on judgments of size and distance: An interaction of viewing attitude with spatial cues

Two hypotheses about the effects of familiar size on judgments of size and distance, the cue-conflict hypothesis and the viewing-attitude hypothesis, were examined. In Experiment 1, observers estimated the size and distance of familiar targets with apparent or assumptive instructions under three different spatial cue conditions. In Experiment 2, observers performed tasks similar to those of Experiment 1 with no specific instructions. The main results were: (1) Assumptive instructions facilitate the effects of familiar size in both size and distance judgments, but reducing spatial cues does not, and (2) viewing attitude changes from the apparent to the assumptive when available spatial cues are reduced. Thus, it was concluded that the viewing-attitude hypothesis gives a better account of the effects of familiar size, but that the cue-conflict hypothesis cannot be abandoned, because the number of conflicting cues contributes to the formation of viewing attitude.