Showing papers on "Verbal reasoning published in 2011"

Short-Term Music Training Enhances Verbal Intelligence and Executive Function

Abstract: Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children in the music group exhibited enhanced performance on a measure of verbal intelligence, with 90% of the sample showing this improvement. These improvements in verbal intelligence were positively correlated with changes in functional brain plasticity during an executive-function task. Our findings demonstrate that transfer of a high-level cognitive skill is possible in early childhood.

An analysis of clinical reasoning through a recent and comprehensive approach: the dual-process theory

Abstract: Context: Clinical reasoning plays a major role in the ability of doctors to make diagnoses and decisions. It is considered as the physician’s most critical competence, and has been widely studied by physicians, educationalists, psychologists and sociologists. Since the 1970s, many theories about clinical reasoning in medicine have been put forward. Purpose: This paper aims at exploring a comprehensive approach: the ‘‘dual-process theory’’, a model developed by cognitive psychologists over the last few years. Discussion: After 40 years of sometimes contradictory studies on clinical reasoning, the dual-process theory gives us many answers on how doctors think while making diagnoses and decisions. It highlights the importance of physicians’ intuition and the high level of interaction between analytical and non-analytical processes. However, it has not received much attention in the medical education literature. The implications of dual-process models of reasoning in terms of medical education will be discussed. Keywords: Dual process; analytical reasoning; expertise; professional intuition; hypothetico-deduction; pattern recognition; diagnostic errors (Published: 14 March 2011) Citation: Medical Education Online 2011, 16 : 5890 - DOI: 10.3402/meo.v16i0.5890

Language and verbal reasoning skills in adolescents with 10 or more years of cochlear implant experience.

Abstract: Objectives:The purpose of this study is to identify factors predictive of successful English language outcomes in adolescents who received a cochlear implant (CI) between 2 and 5 yrs of age.Design:All 112 participants had been part of a previous study examining English language outcomes at the age o

Adolescent Substance Abuse: The Effects of Alcohol and Marijuana on Neuropsychological Performance

Abstract: Background: Adolescence is a period in which cognition and brain undergo dramatic parallel development. Whereas chronic use of alcohol and marijuana is known to cause cognitive impairments in adults, far less is known about the effect of these substances of abuse on adolescent cognition, including possible interactions with developmental processes. Methods: Neuropsychological performance, alcohol use, and marijuana use were assessed in 48 adolescents (ages 12 to 18), recruited in 3 groups: a healthy control group (HC, n = 15), a group diagnosed with substance abuse or dependence (SUD, n = 19), and a group with a family history positive for alcohol use disorder (AUD) but no personal substance use disorder (FHP, n = 14). Age, drinks per drinking day (DPDD), percentage days drinking, and percentage days using marijuana were considered as covariates in a MANCOVA in which 6 neuropsychological composites (Verbal Reasoning, Visuospatial Ability, Executive Function, Memory, Attention, and Processing Speed) served as dependent variables. Results: More DPDD predicted poorer performance on Attention and Executive Function composites, and more frequent use of marijuana was associated with poorer Memory performance. In separate analyses, adolescents in the SUD group had lower scores on Attention, Memory, and Processing Speed composites, and FHP adolescents had poorer Visuospatial Ability. Conclusions: In combination, these analyses suggest that heavy alcohol use in adolescence leads to reduction in attention and executive functioning and that marijuana use exerts an independent deleterious effect on memory. At the same time, premorbid deficits associated with family history of AUD appeared to be specific to visuospatial ability. Language: en

Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills

Abstract: According to multicomponent models (Oakhill & Cain, 2007a), text comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text or from previous knowledge), and involves various components. This study investigated (a) preschoolers' understanding of explicit and implicit information in oral texts and (b) the role of verbal and inferential skills in the processing of explicit and implicit information. Two hundred twenty-one 4- to 6-year-olds were evaluated as to their listening text comprehension and the following components: receptive vocabulary, verbal intelligence, and inferential skills. Working memory was a control variable. Results showed that (a) explicit information was easier to process than implicit information; and (b) all the components considered, except receptive vocabulary, accounted for comprehension of both types of information, and their role was stable in the age rang...

Developmental Continuity in Theory of Mind: Speed and Accuracy of Belief–Desire Reasoning in Children and Adults

Abstract: On belief–desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief–desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief–desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief–desire reasoning.

When is a molecule three dimensional? A task-specific role for imagistic reasoning in advanced chemistry

Abstract: Imagistic reasoning appears to be a critical strategy for learning and problem solving in the sciences, particularly chemistry; however, little is known about how students use imagistic reasoning on genuine assessment tasks in chemistry. The present study employed a think-aloud protocol to explore when and how students use imagistic reasoning for problem solving in organic chemistry. The analysis suggests that students employ imagistic reasoning preferentially for translating between various molecular representations. On more complex tasks typical of classroom assessments, the students' problem solving appears mostly dependent on the accuracy of self-generated inscriptions rather than the use of imagistic reasoning. The results indicate a variable interplay between imagistic reasoning and diagrammatic reasoning that suggests several pedagogical implications for teaching college chemistry. © 2010 Wiley Periodicals, Inc. Sci Ed95:310–336, 2011

To Reason or Not to Reason: Is Autobiographical Reasoning Always Beneficial?.

Abstract: Autobiographical reasoning has been found to be a critical process in identity development; however, the authors suggest that existing research shows that such reasoning may not always be critical to another important outcome: well-being. The authors describe characteristics of people such as personality and age, contexts such as conversations, and experiences such as transgressions, which may hinder adaptive reasoning. They also propose alternatives to autobiographical reasoning for managing challenging events and constructing the life story, which include different kinds of meaning-making than those primarily focused on in the current literature. © Wiley Periodicals, Inc.

A neural-symbolic cognitive agent for online learning and reasoning

Abstract: In real-world applications, the effective integration of learning and reasoning in a cognitive agent model is a difficult task. However, such integration may lead to a better understanding, use and construction of more realistic models. Unfortunately, existing models are either oversimplified or require much processing time, which is unsuitable for online learning and reasoning. Currently, controlled environments like training simulators do not effectively integrate learning and reasoning. In particular, higher-order concepts and cognitive abilities have many unknown temporal relations with the data, making it impossible to represent such relationships by hand. We introduce a novel cognitive agent model and architecture for online learning and reasoning that seeks to effectively represent, learn and reason in complex training environments. The agent architecture of the model combines neural learning with symbolic knowledge representation. It is capable of learning new hypotheses from observed data, and infer new beliefs based on these hypotheses. Furthermore, it deals with uncertainty and errors in the data using a Bayesian inference model. The validation of the model on real-time simulations and the results presented here indicate the promise of the approach when performing online learning and reasoning in real-world scenarios, with possible applications in a range of areas.

Visual Thinking: Art Students Have an Advantage in Geometric Reasoning

Abstract: We investigated whether individuals with training in the visual arts show superior performance on geometric reasoning tasks, given that both art and geometry entail visualization and mental manipulation of images. Two groups of undergraduates, one majoring in studio art, the other majoring in psychology, were given a set of geometric reasoning items designed to assess the ability to mentally manipulate geometric shapes in two- and three-dimensional space. Participants were also given a verbal intelligence test. Both training in the arts and verbal intelligence were strong predictors of geometric reasoning, but training in the arts was a significant predictor even when the effects of verbal intelligence were removed. These correlational findings lend support to the hypothesis that training in the visual arts may improve geometric reasoning via the learned cognitive skill of visualization.

Expert reasoning in psychotherapy case formulation

Abstract: Therapist reasoning in case formulation construction was investigated. Sixty-five psychodynamic or cognitive-behavioral therapists classified as experts, experienced, or novices generated "think aloud" formulations based on six standardized vignettes. Formulations were reliably transcribed, segmented into idea units, and content coded. ANOVA and sequential analysis compared formulation content and reasoning processes. Expert formulations contained more descriptive, diagnostic, inferential, and treatment planning information. They focused more on given and inferred symptoms, on adult relationship history, on inferred psychological mechanisms, on the need for further evaluation, and on plans to focus on treatment expectations and symptoms. They exhibited more forward (inferential) than backward (deductive) reasoning and, compared with non-experts, they exhibited more forward and backward reasoning. Results are discussed in terms of cognitive science models for expert problem solving and on implications for psychotherapy training, practice, and research.

The Predictive Accuracy of Verbal, Quantitative, and Nonverbal Reasoning Tests: Consequences for Talent Identification and Program Diversity

Abstract: Effective talent-identification procedures minimize the proportion of students whose subsequent performance indicates that they were mistakenly included in or excluded from the program. Classification errors occur when students who were predicted to excel subsequently do not excel or when students who were not predicted to excel do. Using a longitudinal sample, we assessed the accuracy of measures of verbal reasoning, quantitative reasoning, nonverbal reasoning, and current achievement for predicting later achievement. We found that seemingly small differences in predictive validity substantially changed the number of students erroneously included or excluded from the program. Surprisingly, nonverbal tests not only led to more classification errors but also failed to identify more English language learners and minority students. To increase equity and maintain fairness, practitioners should carefully evaluate claims that scores from alternative assessments are as valid as scores from conventional ability ...

Verbal and Spatial Analogical Reasoning in Deaf and Hearing Children: The Role of Grammar and Vocabulary.

Abstract: The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed.

Specificity of meta-emotion effects on moral decision-making.

Abstract: A recently proposed dual process theory of moral decision-making posits that utilitarian reasoning (approving of harmful actions that maximize good consequences) is the result of cognitive control of emotion. This suggests that deficits in emotional awareness will contribute to increased utilitarianism. The present study explored the relative contributions of the different facets of alexithymia and the closely related constructs of emotional intelligence and mood awareness to utilitarian decision making. Participants (N = 86) completed the Toronto Alexithymia Scale, Trait Meta Mood Scale, the Mood Awareness Scale, and a series of high-conflict, personal moral dilemmas validated by Greene et al. (2008). A brief neuropsychological battery was also administered to assess the possible confounds of verbal reasoning and abstract thinking ability. Principal components analysis revealed two latent factors-clarity of emotion and attention to emotion-which cut across all three meta-emotion instruments. Of these, low clarity of emotion-reflecting difficulty in reasoning thoughtfully about one's emotions-predicted utilitarian outcomes and provided unique variance beyond that of verbal and abstract reasoning abilities. Results are discussed in the context of individual differences in emotion regulation.

Predicting reasoning from memory.

Abstract: In an effort to assess the relations between reasoning and memory, in 8 experiments, the authors examined how well responses on an inductive reasoning task are predicted from responses on a recognition memory task for the same picture stimuli. Across several experimental manipulations, such as varying study time, presentation frequency, and the presence of stimuli from other categories, there was a high correlation between reasoning and memory responses (average r = .87), and these manipulations showed similar effects on the 2 tasks. The results point to common mechanisms underlying inductive reasoning and recognition memory abilities. A mathematical model, GEN-EX (generalization from examples), derived from exemplar models of categorization, is presented, which predicts both reasoning and memory responses from pairwise similarities among the stimuli, allowing for additional influences of subtyping and deterministic responding.

Conditional reasoning with false premises facilitates the transition between familiar and abstract reasoning.

Abstract: reasoning is critical for science and mathematics, but is very difficult. In 3 studies, the hypothesis that alternatives generation required for conditional reasoning with false premises facilitates abstract reasoning is examined. Study 1 (n = 372) found that reasoning with false premises improved abstract reasoning in 12- to 15-year-olds. Study 2 (n = 366) found a positive effect of simply generating alternatives, but only in 19-year-olds. Study 3 (n = 92) found that 9- to 11-year-olds were able to respond logically with false premises, whereas no such ability was observed in 6- to 7-year-olds. Reasoning with false premises was found to improve reasoning with semiabstract premises in the older children. These results support the idea that alternatives generation with false premises facilitates abstract reasoning.

The primacy of thinking about possibilities in the development of reasoning.

Abstract: One of the main tenets of the mental model theory is that when individuals reason, they think about possibilities. According to this theory, reasoning on what is possible from the truth of a sentence would be psychologically basic, whereas reasoning the other way round, on the truth or falsity of a sentence from a given state of affairs, would require some meta-ability. The present study tested the developmental corollary of this theory, which is that reasoning about possibilities should develop first, whereas the development of reasoning about truth-value should be delayed. For this purpose, 3rd, 6th, and 9th graders as well as adults were presented with tasks requiring them to evaluate either the possibilities compatible with conditional sentences or the truth-value of these sentences from these same possibilities. The results revealed 2 phenomena. First, the same developmental trend was observed in both tasks with 3 successive interpretational levels: conjunctive, biconditional, and then conditional. Second, there was a developmental lag between the 2 forms of reasoning—with developmental transitions from one level to the next occurring about 3 years later when reasoning about truth-value. The implications of these results for theories of cognitive development and of reasoning are discussed.

A role for the right prefrontal and bilateral parietal cortex in four-term transitive reasoning: an fMRI study with abstract linear syllogism tasks.

Abstract: Previous imaging studies have identified many brain regions activated during reasoning, but there are differences among the findings concerning specific regions engaged in reasoning and the contribution of language areas. Also, little is known about the relation between task complexity and neural activation during reasoning. The present fMRI study investigated brain activity during complex four-term transitive reasoning with abstract material (determinate or partially indeterminate) and compared the resulting images to those obtained during a memorization task. The memory condition required subjects to memorize unrelated elements whereas the reasoning conditions required them to integrate information from premises and to infer relations between elements. After contrasting the two kinds of reasoning conditions with the memory condition we found that right prefrontal and bilateral parietal regions are specifically activated during reasoning. We also demonstrated that different reasoning requirements – the possibility of constructing one (determined reasoning) versus several (undetermined reasoning) models of a situation during task solving – lead to different patterns of brain activity, with higher prefrontal (PFC) activity accompanying undetermined reasoning. We interpret the PFC activity as a reflection of simultaneous maintenance and manipulation of information in reasoning. These findings provide new evidence that specific forms of reasoning (abstract and undetermined) demand recruitment of right PFC and hemispheric coordination and lend new support to the mental model theory of relational reasoning.

Teachers’ Understanding of Variation

Abstract: The aim of this chapter is to summarise the major studies related to teachers’ understanding of variability in both data analysis and chance contexts. Since there is a relation between this research and previous studies dealing with students, some results on students’ reasoning on variation are also described. At the end some recommendations for teaching and research are presented.

Enhancing Students' Inferential Reasoning: From Hands-On To "Movies"

Abstract: Computer simulations and animations for developing statistical concepts are often not understood by beginners. Hands-on physical simulations that morph into computer simulations are teaching approaches that can build students’ concepts. In this paper we review the literature on visual and verbal cognitive processing and on the efficacy of animations in promoting learning. We describe an instructional sequence, from hands-on to animations, developed for 14 year-old students. The instruction focused on developing students’ understanding of sampling variability and using samples to make inferences about populations. The learning trajectory from hands-on to animations is analyzed from the perspective of multimedia learning theories while the learning outcomes of about 100 students are explored, including images and reasoning processes used when comparing two box plots. The findings suggest that carefully designed learning trajectories can stimulate students to gain access to inferential concepts and reasoning processes. The role of verbal, visual, and sensory cues in developing students' reasoning is discussed and important questions for further research on these elements are identified.

An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores.

Abstract: This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities contributed to higher standardized verbal IQ scores. Mean cognitive skill scores varied as a function of age and Tohono O'odham language knowledge. Children who understood and/or spoke Tohono O'odham started out with lower average scores than did children with no language knowledge, but mean scores generally increased in the older age groups such that they were equal to or higher than those of nonspeakers by age 9. Children with higher fluid cognitive skill scores had higher standardized verbal IQ scores than did children with lower scores.

An Abductive Model for Human Reasoning

Abstract: In this paper we contribute to bridging the gap between human reasoning as studied in Cognitive Science and commonsense reasoning based on formal logics and formal theories. In particular, the suppression task studied in Cognitive Science provides an interesting challenge problem for human reasoning based on logic. The work presented in the paper is founded on the recent approach by Stenning and van Lambalgen to model human reasoning by means of logic programs with a specific three-valued completion semantics and a semantic fixpoint operator that yields a least model, as well as abduction. Their approach has been subsequently made more precise and technically accurate by switching to three-valued Łukasiewicz logic. In this paper, we extend this refined approach by abduction. We show that the inclusion of abduction permits to adequately model additional empiric results reported from Cognitive Science. For the arising abductive reasoning tasks we give complexity results. Finally, we outline several open research issues that emerge from the application of logic to model human reasoning.

Auto-eficácia, raciocínio verbal e desempenho escolar em estudantes

Abstract: This study examines the relationship between self-efficacy, verbal reasoning and school performance. 57 primary school pupils (34 boys and 23 girls), with ages varying from 10 to 14 years, from private schools in Rio de Janeiro participated in the study. The following instruments were used: a test evaluating self-efficacy, a subtest of verbal reasoning from the BPR-5 test, and two Portuguese language grades obtained by school evaluations. Results show that both self-efficacy and verbal reasoning predict the school performance of the pupils. Feeling confident and able to face assessments seem to be as essential and important in attaining good school achievements as being intelligent and able to reason about the proposed problems.