Showing papers on "Verbal reasoning published in 1991"

Development and Validation of a Model for Estimating Premorbid Verbal Intelligence in the Elderly

Abstract: In a preliminary effort to improve the early diagnosis of dementia, we developed a regression-based method for estimating premorbid intelligence measured by the ability to read irregular words from the American version of the Nelson Adult Reading Test (AMNART). Using errors on the AMNART and years of education, a model for predicting current verbal intelligence (VIQ) was developed in a sample of nondemented elderly. Double cross validation showed that the model had high accuracy and stability in estimating current VIQ in nondemented subjects. The model was then used to estimate premorbid VIQ in mildly demented subjects. Estimated premorbid IQ exceeded current IQ by at least 10 points and did not differ from that of nondemented subjects. Less than 10% of nondemented elderly had discrepancies that were as large. If intellectual decline predicts future functional loss and can be reliably measured using cross-sectional data, the requirement of functional impairment may be an unnecessary barrier to the early diagnosis of dementia.

Informal reasoning and education

Abstract: Contents: J. Voss, D. Perkins, J. Segal, Editors' Preface. Part I:Contexts for Informal Reasoning. R.D. Tweney, Informal Reasoning in Science. C. Christensen, A.S. Elstein, Informal Reasoning in the Medical Profession. J.F. Voss, Informal Reasoning in International Relations. J.A. Lawrence, Informal Reasoning in the Judicial System. D.N. Perkins, M. Farady, B. Bushey, Everyday Reasoning and the Roots of Intelligence. D. Miller-Jones, Informal Reasoning in Inner-City Children. R.H. Johnson, J.A. Blair, Contexts of Informal Reasoning: Commentary. Part II:Modes and Models of Informal Reasoning. M.H. Salmon, Informal Reasoning and Informal Logic. J. Baron, Beliefs About Thinking. E.L. Rissland, Example-Based Reasoning. J.W. Leland, Informal Reasoning in Decision Theory. J.M. Williams, Rhetoric and Informal Reasoning: Disentangling Some Confounded Effects in Good Reasoning and Good Writing. F.C. Keil, Intuitive Belief Systems and Informal Reasoning in Cognitive Development. N.L. Stein, C.A. Miller, I Win -- You Lose: The Development of Argumentative Thinking. R.S. Nickerson, Modes and Models of Informal Reasoning: Commentary. Part III:Informal Reasoning and Instruction. A.H. Schoenfeld, On Mathematics as Sense-Making: An Informal Attack on the Unfortunate Divorce of Formal and Informal Mathematics. J. Clement, Nonformal Reasoning in Experts and in Science Students: The Use of Analogies, Extreme Cases, and Physical Intuition. K. O'Reilly, Informal Reasoning in High School History: The Critical Thinking in American History Project. F.M. Newmann, Higher Order Thinking in the Teaching of Social Studies: Connections Between Theory and Practice. A.N. Applebee, Informal Reasoning and Writing Instruction. R.J. Swartz, Structured Teaching for Critical Thinking and Reasoning in Standard Subject Area Instruction. S.P. Norris, Informal Reasoning Assessment: Using Verbal Reports of Thinking to Improve Multiple-Choice Test Validity. L. Cuban, Informal Reasoning and Instruction: Commentary.

Case-based reasoning: a research paradigm

Abstract: Expertise comprises experience. In solving a new problem, we rely on past episodes. We need to remember what plans succeed and what plans fail. We need to know how to modify an old plan to fit a new situation. Case-based reasoning is a general paradigm for reasoning from experience. It assumes a memory model for representing, indexing, and organizing past cases and a process model for retrieving and modifying old cases and assimilating new ones. Case-based reasoning provides a scientific cognitive model. The research issues for case-based reasoning include the representation of episodic knowledge, memory organization, indexing, case modification, and learning. In addition, computer implementations of case-based reasoning address many of the technological shortcomings of standard rule-based expert systems. These engineering concerns include knowledge acquisition and robustness. In this article, I review the history of case-based reasoning, including research conducted at the Yale AI Project and elsewhere.

The narrative nature of clinical reasoning

Abstract: Narrative reasoning is a central mode of clinical reasoning in occupational therapy. Therapists reason narratively when they are concerned with disability as an illness experience, that is, with how a physiological condition is affecting a person's life. In this paper, narrative reasoning is contrasted with propositional reasoning, and two kinds of narrative thinking are examined. The first is the use of narrative as a mode of speech that can be contrasted with biomedical discourse, in which disability is framed as physical pathology. The second involves the creation rather than the telling of stories. Therapists try to "emplot" therapeutic encounters with patients, that is, to help create a therapeutic story that becomes a meaningful short story in the larger life story of the patient.

A cognitive and behavioural phenotype in Williams syndrome.

Abstract: Comparisons between children with Williams syndrome and control group children matched for age, sex, social class, and verbal intelligence provide support for a cognitive and behavioural phenotype in Williams syndrome. Children with the syndrome showed higher rates of behavioural and emotional difficulties when compared with the control group children, particularly in terms of concentration difficulties, excessive anxiety, and poor relationships with peers; and they also had significantly poorer visuo-spatial and motor skills. However, the Williams syndrome children were not uniformly poor in all areas of nonverbal abilities. Their visual recall skills were as good as those of the control group children, and their performance was superior to that of the control group children on a task of face recognition and on tasks requiring recall of verbal material.

Memory Complaints in Older Adults: Fact or Fiction?

Abstract: Complaints of poor memory by patients may be an early symptom of a pathologic process like Alzheimer's disease. It is therefore important to determine if patients' complaints of memory impairments are an accurate reflection of real memory disturbance. The relationship between memory complaints (metamemory) and objective memory performance, mood, age, verbal intelligence, and sex was examined in a group of 199 healthy, community dwelling adults (39 to 89 years old). Memory complaints demonstrated a stronger association with depressed mood than with performance on memory tests. Increasing reports of depressive symptoms were associated with more overall memory complaints. Verbal intelligence, age, and sex also contributed to memory complaints. Patients with higher verbal intelligence reported fewer complaints and placed less emphasis on forgetting. Older individuals reported greater frequency of forgetting and greater frequency of using memory techniques. Specific types of memory complaints, seriousness of forgetting, and types of memory aids employed are also described. These results showed that self-rating of memory disturbance by older adults may be related more to depressed mood than to poor performance on memory tests.

Problem Solving and Comprehension

Abstract: Preface to the Seventh Edition Preface to the Sixth Edition 1. Test Your Mind-See How It Works 2. Errors in Reasoning 3. Problem-Solving Methods 4. Verbal Reasoning Problems 5. Six Myths About Reading 6 Analogies 7. Writing Relationship Sentences 8. How to Form Analogies 9. Analysis of Trends and Patterns 10. Deductive and Hypothetical Thinking Through Days of the Week 11. Solving Mathematical Word Problems 12. Open Ended Problem Solving 13. The Post-WASI Test 14. Meeting Academic and Workplace Standards: How This Book Can Help 15. How to Use Pair Problem Solving: Advice for Teachers, Parents, Tutors, and Helpers of All Sorts Appendix I. Answer Key Appendix II. Compute Your Own IQ References

Cognitive profiles associated with the fra(X) syndrome in males and females.

Abstract: Twenty-three fragile X [fra(X)] males (mean IQ 50, mean age 10 years) and 11 fra(X) females (mean IQ 84, mean age 11.3 years) were administered the Stanford-Binet Intelligence Scale, 4th ed. (S-B). The cognitive profiles generated from the S-B indicated a pattern of subtest strengths and weaknesses that was similar for both groups. Consistent weaknesses in both groups were found in quantitative skills and short-term memory recall for visually presented, abstract stimuli, whereas a consistent strength was observed for short-term memory recall of visually presented, meaningful stimuli. Strengths in verbal labeling and comprehension and deficits in spatial visualization and visual-motor coordination were identified by the S-B for the male group but not for the female group. Fragility in the female group was negatively correlated with the S-B score for the short-term memory area and the combined S-B scores for the verbal reasoning and quantitative reasoning areas. The specific, S-B-identified cognitive strengths and weaknesses associated with the fra(X) condition are potentially useful indicators for investigation of specific cognitive process deficits associated with the fra(X) condition and the design of appropriate educational interventions for fra(X) children.

The Cultural-Historical Development of Verbal Thinking

Abstract: Explores the effect of historical change and cross-cultural differences on the processes of verbal thinking, and proposes a new concept based on the Vygotsky-Luria-Leont'ev school. Analyzes traditional and modern theories of the historical development of thinking, and of the connections between cult

The effects of anxiety on verbal and spatial task performance

Abstract: The hypothesis that under ego-threatening conditions highly anxious subjects will be detrimentally affected in verbal reasoning tasks, but not in spatial reasoning tasks, was investigated. The perf...

The genetic correlation between intelligence and speed of information processing.

Abstract: This study examined the contributions of genetic and environmental factors to the observed correlation between intelligence test scores and speed of information processing, based on data for same-sex adult twin pairs (age, 15-57). Verbal and performance IQ scores from the Multidimensional Abilities Battery, as well as 11 reaction-time measures derived from a battery of information-processing tasks, were available for 50 monozygotic and 32 dizygotic pairs of twins. Multivariate biometrical analyses were used to estimate genetic and environmental parameters underlying observed variances and covariances among intelligence test scores and a general speed of information-processing factor (based on a linear composite of the 11 reaction-time scores). A common-factor model with loadings on general speed of processing, verbal IQ, and performance IQ fit the data well. The common factor was influenced primarily by additive genetic effects, such that the observed relationships among the speed and IQ measures are mediated entirely by hereditary factors. There was additional specific genetic variance for Verbal IQ and specific shared-twin environmental variance for Performance IQ. However, twin similarity for general speed of processing was explained entirely by genetic factors related to intelligence. The results emphasize the importance of common, heritable, biological mechanisms underlying the speed-IQ association.

Student Understanding of Selected Non-Technical Words in Science.

Abstract: Student understanding of 30 non‐technical words used in science was investigated. Four versions of a questionnaire employing four different question formats were administered in two schools to a random sample of 197 fourth year pupils who were studying science. The data were evaluated using log‐linear analysis. No significant differences were found between the understanding of non‐technical words in science or between the verbal reasoning ability of males and females. Students had greatest difficulty with the synonym question format and they were confused with words which looked and sounded similar to the ones being used. Students often took the opposite meaning to that which the word conveyed. Implications are drawn for those engaged in developing standard assessment tasks for the National Curriculum.

Nonword repetition, phonological memory, and vocabulary: A reply to Snowling, Chiat, and Hulme

Abstract: The opportunity taken by Snowling, Chiat, and Hulme to step into the debate concerning the nature of the relationship between nonword repetition abilities and vocabulary acquisition in young children should be welcomed. Vocabulary size is strongly associated with a range of abilities, including general intelligence scores, reading ability, reading comprehension, and school success (e.g., Anderson & Freebody, 1981) and as a consequence, vocabulary knowledge provides the major index of verbal intelligence in many standardized ability tests used with both children and adults. Given the weight attached by psychologists to vocabulary knowledge, it seems surprising that until recently the cognitive processes underpinning word learning had been largely neglected. Any progress in understanding the psychological constraints in vocabulary development, whether it takes the form of informed theoretical debate or further empirical work, should therefore be encouraged.

Clinical reasoning and new ideas on intelligence: implications for teaching and learning.

Abstract: Some recent research efforts have been focused on the attainment of a better understanding of intelligence and reasoning. One such study is the Clinical Reasoning Study funded by the American Occupational Therapy Association and the American Occupational Therapy Foundation. Other studies have been conducted by theorists of human development. The findings of both groups reveal three common themes: the multiple aspects of intelligence, the importance of understanding the patient's story, and the use of the caring perspective. This article examines these shared themes and discusses their implications for new directions in occupational therapy curricula.

The Fundamental Skills of Higher Order Thinking

Abstract: It may be possible to teach reasoning strategies to subjects with poor reasoning, including many subjects with learning disabilities (LD), using curriculum designed around a sameness analysis. The higher order thinking skills of analogical and logical reasoning are defined using the sameness analysis methodology. The sameness in the strategy for forming a generalization from experience is called "reasoning by analogy," while the sameness in the strategy for applying generalizations is described by the syllogism (logical reasoning). The research base for effective instruction in analogical and logical reasoning, particularly with subjects with LD, is summarized. The wide applicability of reasoning by analogy and by syllogism as complementary strategies is illustrated through their use in a critical review of the editorial page of a daily newspaper, and in linking content material in several domains.

Aspects of written language production over adult life.

Abstract: Self-descriptions written by adults were analyzed to explore the effects of age, gender, vocabulary, nonverbal intelligence, and educational-occupational status on lexical aspects of language and grammatical complexity. Multivariate analyses indicated that, after controlling for other background variables, age had a significant effect on vocabulary diversity, sentence complexity, subordinating conjunctions, and possibly sentence length. Four variables--word output, word length, long words, and readability--were affected mainly by vocabulary and educational-occupational status. An unexpected and small but significant gender difference in the readability of the descriptions was observed across all age groups.

Self-Esteem, Alcoholism, Sensation Seeking, GPA, and Differential Aptitude Test Scores of High School Students in an Honor Society:

Abstract: 29 high school students (10 boys, 19 girls), members of an honor society from a rural north central Kansas school district, were administered the MacAndrew Alcohol Scale, the Coopersmith Self-esteem Inventory--School Form, and the Sensation Seeking Scale (Form V). Their GPAs and the Differential Aptitude Test scores (verbal reasoning, numerical reasoning, verbal plus numerical reasoning) were collected from their school files. Although ranges were restricted, this group's scores fell within normal levels on these measures. Boys scored higher on the MacAndrew scale, verbal plus numerical reasoning, and sensation seeking than girls. The seniors and juniors scored higher on sensation seeking than the sophomores. Correlations among scores were of low magnitude and likely reflected social pressures on this small scholastically able group.

Formal operations and postformal reasoning: A replication

Abstract: The relationship between formal operations and postformal reasoning was examined by using the Shayer (1978) chemicals problem to assess formal operations and the Commons, et al. (1982) four-story problem to measure postformal reasoning. The subjects were 35 undergraduate social science and humanities students. None of the subjects who were classified as concrete operational or transitional on the chemicals task showed postformal reasoning. The hypothesis that full format operations are a necessary condition of post-formal reasoning and the expectation that subjects showing full formal operations are more likely than others to exhibit postformal reasoning was not supported.

The Elements of Reasoning

Abstract: Preface 1Reasoning: Are You For It or Against It? The Powers of Reasoning Elemental Questions Pluto and Plato Fine Language and Geometry Ethos, Logos, and Pathos The End of Reasoning Internal and External Reasoning: An Example Rhetorical Inventions Beyond "For or Against" Reasoning Practice 2Invention: Places, Paths, and Structures of Reasoning An Introduction to the Specific Elements Places of Reasoning: Topoi Paths of Reasoning: The Stases Structures of Reasoning From Invention to Judgment Stases and Time Reasoning Practice 3Conjectures: Places to Begin The Primary Stasis A Trove of Conjectural Claims How to Spot a Conjectural Claim Three Types of Conjectural Claims Reasoning Practice 4Definitions: They Can Change Everything Rhetoric and Definitions Dictionary Definitions Neologisms Stipulative Definitions Specific Means of Defining Reasoning Practice 5Causes and Consequences: A Sense of How the World Works How Could This Happen? Reasoning from Effect to Cause Reasoning from Cause to Effect Antecedence-Subsequence Post-Hoc, Ergo Propter Hoc Chance as a Causal Factor Chance and Causality, Myth and Cosmology Some Guideline for Causal Reasoning Causality and the Ends of Reasoning Reasoning Practice 6Values: Judgments Grounded in Nature and Consequences Criteria Supporting Value Claims: Nature and Consequences One Example of Claims about Value: Music Another Example: Family Farms Weighting Criteria Guidelines for Reasoning about Values Reasoning Practice 7Procedures and Proposals: Actualizing the Potential for Change Ready? "Houston: We Have a Problem" A Modest Proposal Feasibility, Plausibility, Credibility Guidelines for Reasoning about Procedures and Proposals Reasoning Practice 8Becoming a Citizen Critic: Where Rhetoric Meets the Road Diversions of Reasoning Spectator Culture, Consumer Culture, Democratic Culture Reasoning to Invoke Citizen Critics What Is a Citizen? And a Citizen of What? The Enthymemes of This Book Reasoning Practice Index

A new cognitive battery for dementia: Relative severity of deficits in Alzheimer's disease

Abstract: Six newly constructed cognitive scales with strong reliability for both Alzheimer's disease (AD) patients and healthy older adults were used to examine the pattern of deficits in AD. The performance of 31 patients with mild to moderate probable AD was impaired on all scales (p < .0005) relative to that of 31 age‐ and education‐matched normal controls. In the AD patients, the scales revealed profound, equivalent deficits in secondary verbal and nonverbal memory. Nonmemory deficits were most severe on a measure of executive function (mazes), which was followed by verbal reasoning, visual‐spatial reasoning and vocabulary. From these results, we hypothesized that primary dysfunction of frontal association areas may exceed that of parietal areas in AD. The relationship of this hypothesis to findings from previous studies of neu‐ropathological changes, cerebral glucose metabolism, and cognitive deficits in AD is discussed.

Comparison of Deductive Abilities Across Language

Abstract: In order to study possible differential effects of language on reasoning and to control educational factors, bilingual subjects of two linguistic origins (Chinese and South Indian) studying in the same university were asked to solve two-term deductions between quantified sentences in their second language (English or Malay). No systematic differences were observed between subjects whose native languages were different nor between subjects reasoning in different languages. Thus no support was provided for Whorl's hypothesis. The opposing hypothesis, however, received support, that is, that the interpretation of quantified sentences is based on universal grammatical and pragmatic factors.

Students' deductive reasoning about state changes in a model biosystem

Abstract: Understanding biosystems requires a variety of qualitative and quantitative tools of thought if it is to be adequately exploited in biological education. This article reports on part of an exploratory study which attempted to look at some qualitative reasoning tools. The investigation looked at how students' understanding of qualitative changes in simple biosystem models made use of a variety of reasoning strategies and how this affected the kinds of inferences that were made. Three important tools of thought were identified concerned with how students made assumptions or used conjectures, dealt with variable interactions, and attributed holistic properties to the system. These findings suggest that students' use of qualitative reasoning tools is not dependent on logical thinking as different strategies can utilize different operational contexts (such as probabilistic inter-state relations).