Facilitation and analogical transfer in the THOG task

This study was concerned with Wason's THOG task, a hypothetico-deductive reasoning problem for which performance is typically very poor (<20% correct). Recently, however, Needham and Amado (1995) and Koenig and Griggs (2004) have observed both facilitation and spontaneous analogical transfer effects for the Pythagoras version of this task. Based on their findings, Koenig and Griggs concluded that in addition to the separation of the data (the properties of the designated THOG) from the hypotheses that need to be generated (the possible combinations of properties written down), an explicit request to generate these hypotheses is necessary to obtain significant analogical transfer. In the present study we extended the generalisability of this conclusion in three experiments with 214 undergraduate participants using O'Brien et al.'s (1990) Blackboard version of the task. We discuss the relationship of the results to dual process theories of reasoning and propose that analogical transfer may be a better criterion than task facilitation for judging participants' task understanding.     

Analogical transfer in the THOG task

The influences of surface and structural similarity on analogical transfer were examined with 318 undergraduate participants in four experiments using Needham and Amado's (1995) Pythagoras THOG problem as the source problem and Wason's standard abstract THOG task as the target problem. In Experiments 1-3, systematic changes in surface similarity between the source and target problems were introduced by changing the named exemplar, the dimensional values, and the dimensions, respectively, in the target problem. Significant transfer was obtained in all three experiments. In Experiment 4, we explored the basis of this transfer by examining three versions of the Pythagoras THOG problem, factorially combining its facilitating features as source problems. Results indicated that the inclusion of a hypothesis generation request was necessary for significant transfer. The implications of our findings for using transfer versus facilitation as the performance criterion for deductive reasoning are considered.     

THOG问题促进效应研究

通过选取经典的THOG问题作为实验材料,探讨了大学生解决具体以及抽象选言推理问题的认知机制,结果发现:(1)具体内容的选言推理问题对抽象内容的选言推理问题有明显的促进效应,表现为先解决逃犯问题后解决THOG问题组的正确率显著高于先解决THOG问题后解决逃犯问题组;(2)提供笼统的解题策略对大学生解决THOG问题几乎没有促进作用。     

Sources of difficulty in deductive reasoning: The THOG task

The THOG task presents four designs constructed from two shapes and two colours. Subjects are told that the experimenter has written down one of the shapes and one of the colours and are provided the rule that if, and only if, any design has either the shape or the colour, but not both, written down, then it is a THOG. Finally, they are given an exemplar and are asked to classify the remaining designs. Successful solution requires construction of hypotheses, reasoning under each hypothesis, and comparison of the results under each to reach a final conclusion. Few subjects are able to provide adequate responses on the standard version of the task. We present the results of four experiments, with 160 undergraduates each presented with one of eight versions of the task. Experiments 1 and 2 indicate that (1) some subjects think that the properties that are written down are identical to those of the exemplar, although these are not the same subjects who exhibit the modal error pattern, (2) many subjects correctly understand the disjunction of the rule but fail to consider the hypotheses, and (3) poor initial encoding of the problem is not easily corrected. Experiment 3 investigates the sufficiency of the claim of Griggs and Newstead (1982) that appropriate problem solution follows from explicit presentation of all problem information (including use of positive labels for properties that are not written down), and Experiment 4 investigates the necessity of the claim. The results of Experiments 3 and 4 show that presenting positive category labels does increase the frequency of correct solution; however, positive category labels are not necessary for such improvement. Separation of the labels of the THOG rule from those of the exemplar, or informing subjects that only one other design is a THOG, also increases the frequency of successful solution. The results suggest that many people have some fairly sophisticated reasoning skills. but application of these skills is easily discouraged when the features of the task lead to poor initial encoding.     

Facilitation and interference in the color-naming task

Two experiments were conducted to evaluate the phonological activation of the name of pictures when participants had to name the color in which these pictures were depicted. In Experiment 1, participants named the color of pictures whose names and color names shared the phonological beginning (phonologically related condition), the color of pictures whose names and color names did not share phonology (phonologically unrelated condition), and the color of abstract forms (neutral condition). A facilitatory effect was obtained, so participants were faster in the related condition than in the unrelated condition. However, naming latencies were similar in the neutral condition and the unrelated condition. In Experiment 2, the unrelated condition was replaced by a phonologically incongruent condition in which the name of the picture was phonologically unrelated to its color name but related to the name of other response color names. The results showed again a facilitatory effect when the related condition was compared with the incongruent condition. Importantly, an interference effect was also observed, so naming latencies were longer in the incongruent condition than in the neutral condition. These results are discussed in terms of language production models.     

Working memory limitation as a source of confusion in the abstract THOG task

Limitations of working memory are proposed as a major determinant of problem difficulty in the THOG task. This task is a logical reasoning task which uses an exclusive disjunction and requires hypothetico-deductive reasoning. Four experiments with students of mathematics or psychology were used to test the hypotheses that, first, guiding participants' attention facilitates the task and, second, the use of paper and pencil as external problem representation reliefs working memory load. Focusing participants' attention upon a critical aspect of the task does not improve solution rates. Students of mathematics were better than students of psychology, but only if they were allowed to use paper and pencil or to work on the task repeatedly. These results partially support the working memory hypothesis. They point toward the importance of training and practice in relatively simple meta-cognitive skills in logical reasoning. Received: 20 March 2000 / Accepted: 22 January 2001     

Inside the experience of anorexia nervosa: A narrative thematic analysis

Aim: This study considers the question of whether inpatient admission for anorexia nervosa was a therapeutic experience for two women with chronic anorexia nervosa. The question of whether inpatient admission for anorexia nervosa can be therapeutic is not answerable through existing research evidence. Method: The women were interviewed about their experience of having anorexia, its impact on their lives and the treatment they received. The interviews involved learning about the women's experiences by listening to their stories rather than asking them direct questions about what has been therapeutic about their treatment. Analysis: Their narratives were used to develop understanding grounded in experience and were analysed using a narrative thematic analysis. Ideas, themes and connections were noted but not coded as found in some forms of thematic analysis. Discussion: Consideration is given to the therapeutic qualities of the treatments the women received and the place of therapeutic inpatient admission. The central theme of this research was ‘relationships’ which indicates the use of therapeutic approaches that emphasise the importance of the therapeutic relationship in the treatment of chronic anorexia nervosa. It is suggested that psychodynamic and attachment theories should be used to inform overall treatment models. Some important issues for service provision and areas for further research are identified.     

Elementary, my dear Wason: The role of problem representation in the THOG task

The present study was concerned with Wason's THOG problem, a hypothetico-deductive reasoning task for which performance over the past 20 years has typically been very poor (<20% correct). We examined the hypothesis that incorporating a quasi-visual context into the problem statement would make both the binary, symmetric tree structure and solution principle of the THOG task clearer and thus facilitate performance. A version of O'Brien et al.'s (Q J Exp Psychol 42A:329–351) Blackboard THOG problem, that specifies each branch of the tree by describing a specific location for each possible color-shape combination, was used to test this hypothesis. Substantial facilitation was both observed (68% correct) and replicated (73% correct), and it was also shown that it is necessary to provide a representation of both sides of the tree to obtain this level of facilitation. The implications of these results for human deductive reasoning are considered. Received: 1 November 2000 / Accepted: 4 May 2001     

Perspective effects in nondeontic versions of the Wason selection task

Perspective effects in the Wason four-card selection task occur when people choose mutually exclusive sets of cards depending on the perspective they adopt when making their choice. Previous demonstrations of perspective effects have been limited to deontic contexts--that is, problem contexts that involve social duty, like permissions and obligations. In three experiments, we demonstrate perspective effects in nondeontic contexts, including a context much like the original one employed by Wason (1966, 1968). We suggest that perspective effects arise whenever the task uses a rule that can be interpreted biconditionally and different perspectives elicit different counterexamples that match the predicted choice sets. This view is consistent with domain-general theories but not with domain-specific theories of deontic reasoning--for example, pragmatic reasoning schemas and social contract theory--that cannot explain perspective effects in nondeontic contexts.     

Facilitation versus inhibition in the masked priming same-different matching task

In the past years, growing attention has been devoted to the masked priming same-different task introduced by Norris and Kinoshita ( 2008 , Journal of Experimental Psychology: General). However, a number of researchers have raised concerns on the nature of the cognitive processes underlying this task-in particular the suspicion that masked priming effects in this task are mostly inhibitory in nature and may be affected by probe-prime contingency. To examine the pattern of facilitative/inhibitory priming effects in this task, we conducted two experiments with an incremental priming paradigm using four stimulus-onset asynchronies (13, 27, 40, and 53?ms). Experiment 1 was conducted under a predictive-contingency scenario (probe-prime-target; i.e., "same" trials: HOUSE-house-HOUSE vs. house-water-HOUSE; "different" trials: field-house-HOUSE vs. field-water-HOUSE), while Experiment 2 employed a zero-contingency scenario (i.e., "same" trials: HOUSE-house-HOUSE vs. house-water-HOUSE; "different" trials: field-field-HOUSE vs. field-water-HOUSE). Results revealed that, for "same" responses, both facilitation and inhibition increased linearly with prime duration in the two scenarios, whereas the pattern of data varied for "different" responses, as predicted by the Bayesian Reader model.     

Set size,assertion form,thematic content and sampling in the selection task

Participants attempted to solve a modified version of Wason's (1966) selection task. Variables were: (1) sizes of the sets referenced by a specified assertion, (2) form of the assertion (conditional or categorical), (3) thematic content of the assertion (letters and numbers or makes and owners of taxicabs), and (4) the need for sampling or not. In Experiment 1, participants were given enough information to determine the truth or falsity of the specified assertion with certainty; in Experiment 2, they had to rely on sampling and could not determine the assertion's truth or falsity with certainty. Performance was better in Experiment 1 than in Experiment 2, but in both cases much better than what is typically obtained with the conventional selection task. The results support the hypothesis that performance of the selection task is sensitive to the sizes of the sets involved, add credence to the conclusion that framing the task in a thematically meaningful way can facilitate performance, and demonstrate that facilitation does not require deontic reasoning or a well-known convention being involved. The relationship between expressed confidence and level of performance is consistent with other studies showing the former to be a good predictor of the latter.     

Facilitation in the abstract selection task: The effects of attentional and instructional factors

The present study examined performance on Wason's four-card abstract selection task. Baseline performance is very poor, usually less than 10% correct; and this task has a long record of resistance to facilitation. It was hypothesized that the two primary sources of difficulty are selective encoding of the problem information and the lack of satisfactory analytic processing. Three experiments were conducted to test this hypothesis. In Experiment 1, performance was improved by explicating the implication rule. The majority of subjects, however, still failed to make the correct selection. Subjects were required in Experiment 2 to provide reasons for their selection or non-selection of each of the cards. This response procedure, paired with an explicated rule, led to further improvements in performance (over 50% correct selections). In Experiment 3, the influence of the type of selection instruction (true-false vs. violation) was examined. Paired with an explicated rule and the reasons response format, violation instructions led to one of the highest correct selection rates ever observed for any version of the selection task: over 80% correct. Because of the importance of this result, it was replicated twice. The results of these three experiments are discussed in terms of Johnson-Laird and Byrne's mental models theory and Evans's two-stage model of reasoning.     

Naming the parents of the THOG: Mental representation and reasoning

It was hypothesized that subjects misrepresent the THOG problem by confusing data and hypotheses. An abstract version of the problem in which the given exemplars and the hypothetical ones were designated by two different labels was used in three experiments. Experiment 1 showed that this version elicits a better performance than the standard version of the problem. Experiments 2 and 3 confirmed these results, by ruling out a possible alternative account of the facilitatory effect obtained in Experiment 1. The present results are discussed in relationship to the general issues of content effects and non-consequentialism in reasoning.     

Facilitation and helplessness: The interaction of perceived difficulty and importance of a task

Experimentally induced failure sometimes produces helplessness and sometimes facilitation on subsequent tasks. A model which accounts for this in terms of variations in perceived task difficulty and importance and variations in the cost of effort is proposed. Predictions from the model were confirmed in two experiments using the finger shuttlebox. When subjects expected the test task to be easy, importance of test outcome did not affect performance. However, when they expected the test task to be difficult, low outcome importance led to debilitation, and high importance to facilitation. If, in this condition, subjects experienced initial failure on the task perceived as difficult and important, helplessness rather than facilitation was observed. The model proposed may account for some of the conflicting results obtained in laboratory studies of human helplessness.     

Selective attention and threat: quick orienting versus slow disengagement and two versions of the dot probe task

The dot probe task is often used to assess attentional bias in anxiety, but some aspects need clarification. First, the results, which are traditionally summarized in an attentional bias index, do not allow for distinguishing between different selective attention processes; orienting and disengagement. Second, different versions of the dot probe task have been used with unknown relative merits. Participants (N=133) completed two versions of the dot probe task: the detection task (i.e. is there a probe?) and the differentiation task (i.e. what sort of probe is it?). The analysis carried out allowed for a differentiation between orienting and disengagement. The main finding was that trait anxiety is related to disengagement difficulties and not to speed of orienting. Concerning the relative merits of the two dot probe task versions, the results suggest that the detection task may be superior to the differentiation task. Implications for past and future research are discussed.     

Training and transfer effects in task switching

Performance on task switching, a paradigm commonly used to measure executive function, has been shown to improve with practice. However, no study has tested whether these benefits are specific to the tasks learned or are transferable to new situations. We report evidence of transferable improvement in a cued, randomly switching paradigm as measured by mixing cost, but we report no consistent improvement for switch cost. Improvement in mixing costs arises from a relative reduction in time to perform both switch and nonswitch trials that immediately follow switch trials, implicating the ability to recover from unexpected switches as the source of improvement. These results add to a growing number of studies demonstrating generalizable improvement with training on executive processing.     

On the relation between transfer and difficulty of initial task

Subjects were required to throw at a target under three conditions of varying difficulty. Six groups of 14 subjects were used, each group receiving one of the six possible orders of presentation of the three conditions.

Results in terms of mean distance from the “bull” indicated that the three conditions were producing different transfer effects. These could not be adequately explained in terms of stimulus-or response-similarity, and accordingly a tentative hypothesis is put forward in terms of the relative difficulty of the condition presented first, to those presented subsequently. It is suggested that transfer tends to be positive from a relatively difficult initial task to a subsequent task which is easier, while transfer will tend to be negative from a relatively easy initial task to one which is more difficult.

The first of the three conditions presented exerted considerably more powerful transfer effects than the second. Three possibilities as to why this should be so, are outlined.     

Anticipation measures of sequence learning: manual versus oculomotor versions of the serial reaction time task

The serial reaction time (SRT) task has generated a very large amount of research. Nevertheless the debate continues as to the exact cognitive processes underlying implicit sequence learning. Thus, the first goal of this study is to elucidate the underlying cognitive processes enabling sequence acquisition. We therefore compared reaction time (RT) in sequence learning in a standard manual activated (MA) to that in an ocular activated (OA) version of the task, within a single experimental setting. The second goal is to use eye movement measures to compare anticipation, as an additional indication of sequence learning, between the two versions of the SRT. Performance of the group given the MA version of the task (n = 29) was compared with that of the group given the OA version (n = 30). The results showed that although overall, RT was faster for the OA group, the rate of sequence learning was similar to that of the MA group performing the standard version of the SRT. Because the stimulus-response association is automatic and exists prior to training in the OA task, the decreased reaction time in this version of the task reflects a purer measure of the sequence learning that occurs in the SRT task. The results of this study show that eye tracking anticipation can be measured directly and can serve as a direct measure of sequence learning. Finally, using the OA version of the SRT to study sequence learning presents a significant methodological contribution by making sequence learning studies possible among populations that struggle to perform manual responses.     

Cross-linguistic assessment of verbal production from a narrative task in Williams Syndrome

Williams Syndrome (WS) is a disorder caused by a delection in chromosome 7, with a cognitive profile characterised by mild to moderate mental deficiency and difficulties in visual-spatial processing, which contrasts with a relative preservation of linguistic functions and narrative production. In this study, verbal performance was analysed in two groups of participants (N = 3), Portuguese and Spanish, genetically diagnosed with WS. Scores were low in Verbal IQ, as in Performance IQ. Narrative performance showed low coherence with respect to structure, process, and content. WS verbal performance was affected and there was no difference between both groups. We could not find any dissociation between cognitive functioning and linguistic production.