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Henry Markovits; Valerie A. Thompson – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Mental model (Johnson-Laird, 2001) and probabilistic theories (Oaksford & Chater, 2009) claim to provide distinct explanations of human reasoning. However, the dual strategy model of reasoning suggests that this distinction corresponds to different reasoning strategies, termed "counterexample" and "statistical,"…
Descriptors: Abstract Reasoning, Thinking Skills, Learning Strategies, Logical Thinking
Hayes, Brett K.; Stephens, Rachel G.; Lee, Michael D.; Dunn, John C.; Kaluve, Anagha; Choi-Christou, Jasmine; Cruz, Nicole – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Much recent research and theorizing in the field of reasoning has been concerned with intuitive sensitivity to logical validity, such as the logic-brightness effect, in which logically valid arguments are judged to have a "brighter" typeface than invalid arguments. We propose and test a novel signal competition account of this…
Descriptors: Abstract Reasoning, Logical Thinking, Intuition, Comprehension
Meyer-Grant, Constantin G.; Cruz, Nicole; Singmann, Henrik; Winiger, Samuel; Goswami, Spriha; Hayes, Brett K.; Klauer, Karl Christoph – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
An ongoing debate in the literature on human reasoning concerns whether or not the logical status (valid vs. invalid) of an argument can be intuitively detected. The finding that conclusions of logically valid inferences are liked more compared to conclusions of logically invalid ones--called the logic-liking effect--is one of the most prominent…
Descriptors: Logical Thinking, Abstract Reasoning, Intuition, Inferences
Hayes, Brett K.; Wei, Peggy; Dunn, John C.; Stephens, Rachel G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Four experiments examined the claims that people can intuitively assess the logical validity of arguments, and that qualitatively different reasoning processes drive intuitive and explicit validity assessments. In each study participants evaluated arguments varying in validity and believability using either deductive criteria (logic task) or via…
Descriptors: Logical Thinking, Persuasive Discourse, Validity, Intuition
Hinterecker, Thomas; Knauff, Markus; Johnson-Laird, P. N. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Individuals draw conclusions about possibilities from assertions that make no explicit reference to them. The model theory postulates that assertions such as disjunctions refer to possibilities. Hence, a disjunction of the sort, "A or B or both," where "A" and "B" are sensible clauses, yields mental models of an…
Descriptors: Logical Thinking, Abstract Reasoning, Inferences, Probability
Stephens, Rachel G.; Dunn, John C.; Hayes, Brett K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
When asked to determine whether a syllogistic argument is deductively valid, people are influenced by their prior beliefs about the believability of the conclusion. Recently, two competing explanations for this belief bias effect have been proposed, each based on signal detection theory (SDT). Under a response bias explanation, people set more…
Descriptors: Beliefs, Bias, Logical Thinking, Persuasive Discourse
Spalding, Thomas L.; Gagné, Christina L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Recent research shows that the judged likelihood of properties of modified nouns ("baby ducks have webbed feet") is reduced relative to judgments for unmodified nouns ("ducks have webbed feet"). This modification effect has been taken as evidence both for and against the idea that combined concepts automatically inherit…
Descriptors: Attribution Theory, Nouns, Inferences, Stereotypes
Elqayam, Shira; Thompson, Valerie A.; Wilkinson, Meredith R.; Evans, Jonathan St. B. T.; Over, David E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Humans have a unique ability to generate novel norms. Faced with the knowledge that there are hungry children in Somalia, we easily and naturally infer that we ought to donate to famine relief charities. Although a contentious and lively issue in metaethics, such inference from "is" to "ought" has not been systematically…
Descriptors: Inferences, Abstract Reasoning, Logical Thinking, Experiments
Newman, Eryn J.; Garry, Maryanne; Unkelbach, Christian; Bernstein, Daniel M.; Lindsay, D. Stephen; Nash, Robert A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
When people rapidly judge the truth of claims presented with or without related but nonprobative photos, the photos tend to inflate the subjective truth of those claims--a "truthiness" effect (Newman et al., 2012). For example, people more often judged the claim "Macadamia nuts are in the same evolutionary family as peaches" to…
Descriptors: Value Judgment, Accuracy, Cognitive Processes, Photography
Stanton, Roger D.; Nosofsky, Robert M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Researchers have proposed that an explicit reasoning system is responsible for learning rule-based category structures and that a separate implicit, procedural-learning system is responsible for learning information-integration category structures. As evidence for this multiple-system hypothesis, researchers report a dissociation based on…
Descriptors: Classification, Psychological Studies, Learning Strategies, Cognitive Processes
Vlach, Haley A.; Ankowski, Amber A.; Sandhofer, Catherine M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Several bodies of research have found different results with regard to presentation timing, categorization, and generalization. Both presenting instances at the "same time" (simultaneous) and presenting instances "apart in time" (spacing) have been shown to facilitate generalization. In this study, we resolved these results by examining…
Descriptors: Nouns, Generalization, Experiments, Experimental Psychology
Rein, Jonathan R.; Markman, Arthur B. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
Research has shown that people's ability to transfer abstract relational knowledge across situations can be heavily influenced by the concrete objects that fill relational roles. This article provides evidence that the concreteness of the relations themselves also affects performance. In 3 experiments, participants viewed simple relational…
Descriptors: Evidence, Interpersonal Communication, Experimental Psychology, Abstract Reasoning
Trempe, Maxime; Sabourin, Maxime; Proteau, Luc – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Consolidation is a time-dependent process that is responsible for the storage of information in long-term memory. As such, it plays a crucial role in motor learning. Prior research suggests that some consolidation processes are triggered only when the learner experiences some success during practice. In the present study, we tested whether…
Descriptors: Feedback (Response), Curriculum Design, Intervals, Long Term Memory
Landy, David; Goldstone, Robert L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
In 4 experiments, the authors explored the role of visual layout in rule-based syntactic judgments. Participants judged the validity of a set of algebraic equations that tested their ability to apply the order of operations. In each experiment, a nonmathematical grouping pressure was manipulated to support or interfere with the mathematical…
Descriptors: Visual Perception, Algebra, Abstract Reasoning, Problem Based Learning

Schwanenflugel, Paula J.; Shoben, Edward J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1983
Three experiments tested contrasting predictions of a dual-representation theory and a context availability model of concreteness effects in verbal processing. Without context, reading times/lexical decision times for abstract sentences/words were longer than for concrete sentences/words. Rated context availability was a good predictor of reaction…
Descriptors: Abstract Reasoning, Context Clues, Higher Education, Models
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