Working memory, metacognitive uncertainty, and belief bias in syllogistic reasoning

Studies of syllogistic reasoning have shown that the size of the belief bias effect varies with manipulations of logical validity and problem form. This paper presents a mental models-based account, which explains these findings in terms of variations in the working-memory demands of different problem types. We propose that belief bias may reflect the use of a heuristic that is applied when a threshold of uncertainty in one's processing-attributable to working-memory overload-is exceeded during reasoning. Three experiments are reported, which tested predictions deriving from this account. In Experiment 1, conclusions of neutral believability were presented for evaluation, and a predicted dissociation was observed in confidence ratings for responses to valid and invalid arguments, with participants being more confident in the former. In Experiment 2, an attempt to manipulate working-memory loads indirectly by varying syllogistic figure failed to produce predicted effects upon the size of the belief bias effect. It is argued that the employment of a conclusion evaluation methodology minimized the effect of the figural manipulation in this experiment. In Experiment 3, participants' articulatory and spatial recall capacities were calibrated as a direct test of working-memory involvement in belief bias. Predicted differences in the pattern of belief bias observed between highand lowspatial recall groups supported the view that limited working memory plays a key role in belief bias.     

Gaze and arrow cueing of attention reveals individual differences along the autism spectrum as a function of target context

Observing averted gaze results in a reflexive shift of attention to the gazed‐at location. In two experiments, participants scoring high and low on the Autism‐Spectrum Quotient questionnaire (AQ; Baron‐Cohen, Wheelwright, Skinner, Martin, & Clubley, 2001 ) observed arrow and gaze cues to investigate cueing effect magnitude as a function of the context in which peripheral targets could appear. While identical cueing effects were found with gaze and arrow cues, the more striking results concerned target stimuli. In Experiment 1, targets could appear on a peripheral face, or on scrambled face parts. Overall, greater cueing effects were found when the target appeared on a face. However, this face bias was only observed in participants with low AQ scores, whereas high AQ scorers oriented more to scrambled features. Experiment 2 found equal cueing to targets appearing on tools, as compared with tool parts. However, individual differences were again observed, where low AQ scorers showed larger cueing towards tools, while high scorers oriented more to scrambled parts, as in Experiment 1. These results support the idea that low AQ individuals orient strongly to objects attended by others. However, since the same results were found for arrow cues, this effect may generalize to all central cues to attention. High AQ scorers possessing many more autistic‐like traits tended to orient more to scrambled shapes, perhaps reflecting a bias for orienting to local details.     

样例表面内容对问题解决类比迁移过程的影响

探讨样例与新问题表面内容不同的相似关系对类经迁移过程的影响。实验１要求被试学习概率问题的样例后,解决与样例表面内容相似关系不同的新问题。结果表明,在新问题的内在原理与样例相同的情况下,两者表面根貌相似有利于被试对新问题的类化,表面对应相似则促进被试对公式的正确运用;     

Analogical reasoning in 2-year-olds: The development of access and relational inference

Eighty-four 24- and 30-month-old children were tested with two analogy tasks: formal and problem solving. Experiment 1 included three Groups: relations specified, relations unspecified, and associative control (no exposure to base relations). In Experiment 2 the relation that linked that a- and b-terms in formal problems was explicitly shown in order to reduce relational inference demands. In Experiment 1, children responded systematically to the formal problems when given two chances to answer each question. In Experiment 2, children were systematic on their first responses. In the problem-solving task the rates of spontaneous analogies produced were similar to those seen in older children. However, unlike older children, 2-year-olds benefited minimally from prompts. We believe this may indicate that 2-year-olds have difficulty explicitly controlling their analogical activity. We conclude early analogical abilities may be limited by weak relational inference abilities and difficulty intentionally initiating access.     

When the Self Stands Out: Figure?-?Ground Effects on Self-Focused Attention

When do people focus attention on the self? Based on Gestalt notions of figure?-?ground assignment, two experiments demonstrated that making self figural against a background induces self-focused attention. In Experiment 1, perceiving figural self-symbols increased self-awareness relative to perceiving background self-symbols. In Experiment 2, making self figural against the background of a six-person decision-making group increased self-awareness. These experiments clarify the antecedents of self-awareness and connect objective self-awareness theory to research on interpersonal deviancy.     

The edge complex: implicit memory for figure assignment in shape perception

Viewing a stepped edge is likely to prompt the perceptual assignment of one side of the edge as figure. This study demonstrates that even a single brief glance at a novel edge gives rise to an implicit memory regarding which side was seen as figure; this edge complex enters into the figure assignment process the next time the edge is encountered, both speeding same-different judgments when the figural side is repeated and slowing these judgments when the new figural side is identical to the former ground side (Experiments 1A and 1B). These results were obtained even when the facing direction of the repeated edge was mirror reversed (Experiment 2). This study shows that implicit measures can reveal the effects of past experience on figure assignment, following a single prior exposure to a novel shape, and supports a competitive model of figure assignment in which past experience serves as one of many figural cues.     

What affects strategy selection in arithmetic? The example of parity and five effects on product verification

The parity effect in arithmetic problem verification tasks refers to faster and more accurate judgments for false equations when the odd/even status of the proposed answer mismatches that of the correct answer. In two experiments, we examined whether the proportion of incorrect answers that violated parity or the number of even operands in the problem affected the magnitude of these effects. Experiment 1 showed larger parity effects for problems with two even operands and larger parity effects during the second half of the experiment. Experiment 2 replicated the results of Experiment 1 and varied the proportion of problems violating parity. Larger parity effects were obtained when more of the false problems violated parity. Moreover, all three effects combined to show the greatest parity effects in conditions with a high proportion of parity violations in problems containing two even operands that were solved during the second half of the experiment. Experiment 3 generalized the findings to the case of five rule (i.e., checking whether a false product ends in 5 or 0), another procedure for solving and verifying multiplication problems quickly. These results (1) delineate further constraints for inclusion in models of arithmetic processing when thinking about how people select among verification strategies, (2) show combined effects of variables that traditionally have been shown to have separate effects on people's strategy selection, and (3) are consistent with a view of strategy selection that suggests a bias either in the allocation of cognitive resources in the execution of strategies or in the order of execution of these strategies; they argue against a simple, unbiased competition among strategies.     

Induction-, test-, and comparison-figure interactions under illusion and figural aftereffect conditions

Ganz (1966a, b) has argued that an induction figure will displace a test figure placed near it under both illusion and figural aftereffect conditions. The data from Experiments I and II show that most of the illusion produced by the figures studied by Ganz results from an interaction between the comparison and induction figures. The data from Experiment III suggest that both the test and comparison figures interact with the induction figure under figural aftereffect conditions. Although the induction-test figure interactions do not contradict Ganz’s model, the induction-comparison figure interactions cannot be explained by it. The data also suggest that researchers should be extremely cautious in drawing conclusions about the processes underlying illusions and figural aftereffects unless they are confident that there is no interaction between the induction and comparison figures.     

Systematicity as a selection constraint in analogical mapping

Analogy is often viewed as a partial similarity match between domains. But not all partial similarities qualify as analogy: There must be some selection of which commonalities count. Three experiments tested a particular selection constraint in analogical mapping, namely, systematicity. That is, we tested whether a given predicate is more likely to figure in the interpretation of and prediction from an analogy if the predicate participates in a common system of relations. In Experiment 1, subjects judged two matches to be included in an analogy: on isolated match, and a match embedded in a larger matching system. Subjects preferred the embedded match. In Experiments 2 and 3, subjects made analogical predictions about a target domain. Subjects predicted information that followed from a causal system that matched the base domain, rather than information that was equally plausible, but that created an isolated match with the base. Results support Gentner's (1983, 1989) structure-mapping theory in that analogical mapping concerns systems and not individual predicates, and that attention to shared systematic structure constrains the selection of information to include in an analogy.     

Effect of schizotypy on responding maintained by free-operant schedules of reinforcement

Deviations from otherwise reliable patterns of responding in human performance on schedules of reinforcement could be associated with personality characteristics, such as psychometrically-measured schizotypy. The present study examined differences between high and low scorers on four schizotypy subscales (unusual experiences, cognitive disorganisation, introvertive anhedonia and impulsive non-conformity) on a random-ratio (RR) and random-interval (RI) schedule of reinforcement. Results showed a higher rate of responding on the RR than RI schedule, consistent with the differences in performance normally observed between these schedules. However, these differences were dependant on whether or not participants scored high or low on the schizotypy subscales, as well as the specific schedule parameters between the schedules. Specifically, high scorers on the unusual experiences (UE) subscale of the O-LIFE(B) were the only group in Experiment 1 not to show a difference in schedule performance, suggesting high scores on this subscale are linked to altered RR and RI performance. Experiment 2 explored this finding further using different schedule parameters, and confirmed that high scorers in UE did not differ in response rates between the two schedules.     

Electrodermal response to sexual materials.

Four groups of college students selected on the basis of high or low Eysenck Personality Inventory scores were asked to talk or simply think about a series of slides differing in overt sexual content. Data showed that for both conditions those high on Neuroticism (n = 8) showed more electrodermal activity than did those scoring low (n = 8), and over all subjects there was a significant correlation between Neuroticism scores and the physiological measure. High and low scorers on Extraversion scale (ns = 10) showed no analogous differences in electrodermal activity.     

Protective factors and behavioral adjustment in preschool children of Iranian Martyrs

Out of 228 Iranian preschool Martyrs' children whose behaviour adjustment in the nursery settings was screened using the Preschool Behaviour Checklist, 12 well adjusted, zero scorers were compared with 8 poorly adjusted, high scorers. Using the parent's Behaviour Checklist, high scorers showed significantly more problems at home than zero scorers. On the Malaise Inventory, mothers of high scorers showed poorer mental health than mothers of zero scorers. Home observations showed that mother-child interaction was more aversive in high scorers than in zero scorers. More mothers of zero scorers had remarried.     

Gender Differences in the Creativity of Hong Kong School Children: Comparison by Using the New Electronic Wallach–Kogan Creativity Tests

Gender differences in creativity scores of the Wallach–Kogan Creativity Tests were found for a sample of 2476 4th- to 9th-graders from 8 primary schools and 4 secondary schools in Hong Kong. Specifically, girls in the junior high grades excelled boys in verbal flexibility, figural fluency, figural flexibility, figural uniqueness, and figural unusualness. These findings contrasted with previous findings of no gender differences in a norming study of the same instrument carried out eight years before this study. The gender differences were explained in terms of environmental effect and cultural effect.     

Individual differences in process outcomes for verbal analogy and classification solution

Adult performance on verbal analogy and classification problems was assessed in terms of the outcomes of process execution. Measures were obtained for the accuracy of stem processing and subsequent alternative processing. The process-outcome measures obtained within each task accounted for overall performance scores and were differentially related to ability. This was shown by ability differences in the models accounting for subjects' overall accuracy and in the correlational patterns. Analogy and classification problem forms differed in the measures most important for predicting individual differences. Specifically, measures of alternative processing were more important in classification than analogy solution and application was shown to be important for analogy solution. In addition, common process-outcome measures showed the highest correlations across problem forms, consistent with the assumption that both induction tasks tap similar psychological processes. The results are discussed with respect to previous studies assessing commonality and individual differences among children in process-outcomes.     

Figural effects in a syllogistic evaluation paradigm: an inspection-time analysis

Robust biases have been found in syllogistic reasoning that relate to the figure of premises and to the directionality of terms in given conclusions. Mental models theorists (e.g., Johnson-Laird & Byrne, 1991) have explained figural bias by assuming that reasoners can more readily form integrated models of premises when their middle terms are contiguous than when they are not. Biases associated with the direction of conclusion terms have been interpreted as reflecting a natural mode of reading off conclusions from models according to a "first-in, first-out principle." We report an experiment investigating the impact of systematic figural and conclusion-direction manipulations on the processing effort directed at syllogistic components, as indexed through a novel inspection-time method. The study yielded reliable support for mental-models predictions concerning the nature and locus of figural and directionality effects in syllogistic reasoning. We argue that other accounts of syllogistic reasoning seem less able to accommodate the full breadth of inspection-time findings observed.     

Working models of attachment and person perception processes

This study investigated the effects of attachment working models on social perception processes. Participants estimated the number of behavioral instances they would require to confirm and disconfirm hypothetical others’ possession of various traits. The attachment dimension of avoidance was associated with a defensively conservative style of social perception. High scorers on avoidance required more evidence to make a positive judgment and also more evidence to reject a negative judgment. In contrast, the attachment dimension of anxiety was associated with a relatively impulsive and labile perceptional style. High scorers on anxiety tended to require less evidence to make both positive and negative judgments of others. Results are discussed in terms of their concordance with previous findings and their implications for research on attachment and social perception.     

Children's perceptual organisation of hierarchical visual patterns

Abstract

Children's perceptual organisation of hierarchical patterns was investigated in two experiments through similarity judgements. Previous studies with adults demonstrated that the perceptual relations between the global configuration and the local elements of such patterns depend critically on the number of elements embedded in the pattern: Patterns composed of a few, relatively large elements are perceived in terms of global form and figural parts, whereas patterns composed of many relatively small elements are perceived in terms of global form and texture. In Experiment 1 children at three levels of age (preschoolers, first and third graders) were presented with a standard figure and two comparison figures—a proportional and an un proportional enlargement of the standard. The number of elements in the standard figure was varied. When the number of elements was small, children at all age levels concerned judged the proportional enlargement which preserves the global and local forms as well as the relationship between them as more similar. When the number of elements in the standard figure increased, children switched their preference to the un proportional enlargement which preserves both the global form and the textural properties of the standard figure. When the global configuration and the local elements were pitted against each other (Experiment 2), and the number of elements was rather large, preschoolers and third graders judged the comparison figure having the same global configuration as the standard but composed of different elements as more similar to the standard than the comparison figure having the same elements arranged in a different configuration. Overall, these results are similar to the ones obtained with adults: As far as the perceptual organisation of hierarchical patterns changes as a function of the number of elements for the adult perceiver, it changes also for the young child. These results do not support the hypothesis that young children perceive complex visual stimuli as undifferentiated wholes, as some develop mental researchers have proposed. Furthermore, the finding that for children, as for adults, the elements do not function perceptually as parts when the number of elements is large, implies that fewclement patterns are better candidates for testing hypotheses about the relative priority of wholes and parts across development.     

Coding theory of visual pattern completion

It is possible to construct a line drawing that represents one object partly hidden behind another, and most subjects complete the interrupted figure and see the hidden object as whole. This article is addressed to two problems: (a) What are the necessary and sufficient conditions for such figural completion to occur, and (b) exactly what will be seen behind the occluding figure---that is, what completion will be made? Leeuwenberg's coding model for line drawings was used to analyze a number of such figures, along with the hypothesis that figural completion occurs whenever it results in a simplification of final code of the whole figure. Data from previous experiments along with results from two new experimental studies were collected and shown to agree with this hypothesis. Of various possible figural completions or "mosaic" interpretations, subjects chose the ones resulting in the simplest overall code. However, the above conclusions are correct only if "simple" is precisely defined as the smallest information load in a completely reduced code. Other possible theories of figural completion, both structuralist and Gestalt, may invoke familiarity, particular "cues," like T-shaped intersections, simplicity of the hidden figure, symmetry, and good continuation. All such possibilities were considered in the experiments and shown to fail, wrongly predicting at least one figure. The coding-theory analysis, on the other hand, made correct predictions for all of the 25 figures used.     

Rorschach Responses and Aggressive Characteristics of MMPI F>16 Scorers

Psychiatric patients with MMPI F>16 scores (E group) were matched with patients having similar diagnosis but F scores of 3-12 (C group) to assess personality characteristics of high F scorers. In Experiment I, E and C group Rorschachs showed no significant differences on formal scored characteristics. E group patients marked a significantly greater number of “obvious” than “subtle” MMPI items. In Experiment II, there was no significant E and C group difference in Rorschach aggressive content. Data from the hospital charts indicated that F>16 scorers had a significantly higher frequency of overt, actively directed anger and suicidal behavior plus a greater total incidence of hostile behavior across a variety of categories.