Reasoning and food and contamination.

Examines strategies that are used to reason about food and contamination. In Exp 1, Ss refrained from choosing a substance that had been given a "poison" label when the intent of the labeler was ambiguous or malicious but preferred this substance when a rationale was provided that dispelled the implication that there once might have been contaminants present. Exp 2 was designed to compare the effects of safety on conditional reasoning in food and food-irrelevant contexts. When the safety issue was relevant to food in the form of contamination, Ss were most likely to use formal logic in reasoning. A similar pattern of responses was found in Exp 3 on tasks for which Ss' ratings of their experience of contexts were matched for plausibility, experience, and danger. Results are discussed in terms of an adaptive constraint that facilitates rationality in reasoning within the food domain (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reasoning about certainty and uncertainty in concrete, causal, and propositional contexts.

Examined children's comprehension of certainty and uncertainty within the context of concrete and propositional reasoning tasks. 69 1st, 3rd, and 5th graders were given G. Pieraut-LeBonniec's (1980) box task and a multisufficient causality task to assess reasoning about certainty and uncertainty in concrete contexts. Ss were also given conditional syllogisms to assess this ability in a propositional context. Half of the Ss at each grade were given contramanded syllogism task statements intended to block erroneous conversational inferences made about these conditional statements. Results indicate that there were no developmental differences in reasoning about concrete certainty, but significant improvement occurred with age in reasoning about concrete uncertainty. On syllogisms, only the 5th graders benefited from contramanding and thus demonstrated an understanding of propositional uncertainty. Correlational and error analyses showed that the discrimination between certainty and uncertainty was mastered in concrete contexts prior to the time when this discrimination occurred in propositional contexts. It is concluded that reasoning about concrete certainty and uncertainty requires a different competence than that required for reasoning about propositional certainty and uncertainty. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When do American children and adults reason in social conventional terms?

This study examined the impact of social utility and of setting on social conventional reasoning. Subjects were 20 American adults and 20 American children at the ages of 7 and 11 years. We assessed subjects' appraisals and rule categorizations of rules having high social utility, such as order maintenance, as well as of rules having low social utility, such as etiquette. For half of the subjects, the rules were set in public contexts and for the rest, in private contexts. It was found that subjects categorized rules perceived as having high social utility in social conventional terms in both public and private contexts. In contrast, subjects categorized rules perceived as having low social utility in social conventional terms in private contexts and in personal terms in public contexts. Results implied that social conventional reasoning represents a less generalized rule orientation than is frequently assumed and that American children and adults emphasize personal considerations in reasoning about many everyday customs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Informal Reasoning: Theory and Method.

Presents an overview of this special issue and provides some implications for theory and conclusions. The great majority of the everyday reasoning, including that of expert groups engaged in their professions, is informal. By contrast, most of the studies of human inference reported by psychologists in the literature are of formal reasoning. This discrepancy provides considerable cause for concern and not only because cognitive psychology should have some practical application. Excessive focus on formal reasoning tasks has also, in our view, inhibited the development of good theories of human reasoning. What Is Informal Reasoning, and Why Do We Need to Study It? Psychological studies of formal reasoning have fallen largely into two domains: deductive reasoning and statistical inference. These two endeavours have much in common and some researchers work in both areas. In both cases, participants are presented with what problem-solving researchers call well-defined problems. A well-defined problem can be solved by use of the information provided and no other; in fact, the correct solution to these problems often requires the reasoner to use only the information provided in the premises, and to avoid adding background information and knowledge to the problem domain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory constraints on linear reasoning with spatial and temporal contents

The present article reports two experiments testing the use of working memory components during reasoning with temporal and spatial relations in four-term series problems. In the first experiment four groups of subjects performed reasoning tasks with temporal and with spatial contents either without (control) or with a secondary task (articulatory suppression, visuo-spatial suppression or central executive suppression). The second experiment tested the secondary task effects in a within-subjects design either on problems with a spatial content or on problems with a temporal content, and within each content domain either under conditions of self-paced or of fixed presentation of the premises. Both experiments found effects of all three secondary tasks on reasoning accuracy. This supports the hypothesis that the subjects construct spatial representations of the premise information with the support of visuo-spatial resources of working memory. The second experiment also showed that during premise intake, only visuo-spatial and central executive secondary tasks had an effect. The implications of the data for the working memory requirements of reasoning and for theories of linear reasoning are discussed.     

True or false: Do 5-year-olds understand belief?

In 3 studies (N = 188) we tested the hypothesis that children use a perceptual access approach to reason about mental states before they understand beliefs. The perceptual access hypothesis predicts a U-shaped developmental pattern of performance in true belief tasks, in which 3-year-olds who reason about reality should succeed, 4- to 5-year-olds who use perceptual access reasoning should fail, and older children who use belief reasoning should succeed. The results of Study 1 revealed the predicted pattern in 2 different true belief tasks. The results of Study 2 disconfirmed several alternate explanations based on possible pragmatic and inhibitory demands of the true belief tasks. In Study 3, we compared 2 methods of classifying individuals according to which 1 of the 3 reasoning strategies (reality reasoning, perceptual access reasoning, belief reasoning) they used. The 2 methods gave converging results. Both methods indicated that the majority of children used the same approach across tasks and that it was not until after 6 years of age that most children reasoned about beliefs. We conclude that because most prior studies have failed to detect young children's use of perceptual access reasoning, they have overestimated their understanding of false beliefs. We outline several theoretical implications that follow from the perceptual access hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generic resources, reconstructive processing, and children's mental arithmetic.

We report two experiments concerned with a reconstructive processing model of reasoning/remembering dependencies in cognitive development. According to this model, such dependencies occur because problem-solving tasks often permit children to answer short-term memory probes by activating the same information-processing operations that they use to solve problems, not because reasoning and remembering compete for the same supply of scarce resources. This claim was examined in the context of mental artithmetic problems that were accompanied by memory probes for problem-relevant information. The data were generally consistent with the view that preschoolers and elementary schoolers can respond to memory probes by applying arithmetical processing to running gist from recently solved problems. The findings are discussed with reference to two competing interpretations of the development of working memory, fuzzy-trace theory and the generic-resources hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commands, competence, and cari?o: Maternal socialization practices in Mexican American families.

Early research on the socialization of Latino children has posited that mothers exercise authoritarian practices, compared with lateral reasoning (authoritative) strategies emphasized by Anglo mothers. This work aimed to categorize fixed types of parenting practices tied to the mother's personality rather than to culturally bounded contexts; it often ignored the emotional warmth or harshness present in compliance attempts and relied on interview questions rather than naturalistic observation. We built from ecocultural theory to observe daily home activities in which Mexican American mothers attempted to correct their young child's behavior or encourage completion of a task (compliance attempt). We observed 24 first- or second-generation mothers and their 4-year-old children and analyzed the activity contexts and multiple forms of 1,477 compliance attempts. Mothers typically led with direct verbal commands in their attempt to achieve compliance. Many blended commands with other compliance strategies, rather than repeating simple behaviors. Drawing on Crockenberg and Litman's (1990) differentiation of variable compliance strategies, we find that most mothers relied on low power-assertive methods, including verbal commands, rather than inductive strategies that involved reasoning. Few compliance episodes prompted high power-assertive or harsh strategies. The degree of reliance on verbal commands and the complexity of mothers' repertoires appear to be related to their education and acculturation levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The policy implications of using hospital and physician volumes as "indicators" of quality of care in a changing health care environment

There is growing interest in the quality of health care and in using quality measures to direct patients to hospitals and providers offering high quality, low cost health care. The dilemma is that, while there is an increasing need for quality indicators as a result of a changing health care environment, this changing environment has important implications for the use of some of these measures. Since the 1970s, a growing body of research in the U.S. has addressed the empirical relationship between the number of patients with a specific diagnosis of surgical procedure and their outcomes after treatment in a particular hospital or by a particular physician ("volume-outcome" studies). In this paper, we examine the policy implications of using hospital and physician volume information as an "indicator" of quality in a rapidly changing health care environment with new players and new incentives. We begin by describing the evolution of the use of volumes within both regulatory and market-oriented contexts in the U.S. We then discuss policy considerations and cautions in using volumes, along with suggestions for future research. Our purpose is to point out potential problems and clarify confusions about the use of volumes, so that policymakers and practitioners can be sensitive to the potential minefields they are traversing.     

Family-based treatment for adolescent problem behaviors: Overview of contemporary developments and introduction to the special section.

The contemporary adolescent treatment field encompasses a remarkable diversity of ideas, treatment contexts, practice models, and treatment providers. Recently, there have been significant changes in how we conceptualize adolescent problems, the knowledge bases we draw on to craft such understanding, the interventions we use to treat adolescent dysfunction, the contexts in which they are treated, the amount and quality of research on adolescent problems generally, and interventions for adolescent problems in particular. The specialty is more complex and varied than ever before with subspecialties addressing scientific, clinical, public health, and social policy concerns. This work is pursued in a wide variety of research and clinical contexts supported by a diverse group of federal, state, and local agencies and by private foundations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associations of types of lens opacities between and within eyes of individuals: an application of second-order generalized estimating equations. The Framingham Eye Studies Group

The lens opacity characteristics of individuals constitute multivariate data. Our goal was to estimate the associations between the three main types of age-related lens opacities (nuclear, cortical, posterior subcapsular) both between and within eyes of individuals using cross-sectional data from the Framingham (Massachusetts) Eye Studies. We describe use of a recently proposed extension of the generalized estimating equations approach to marginal logistic models (GEE2), and we demonstrate that a variety of research problems can be investigated with this methodology. For example, in our data, there were strong associations of the same opacity types between the two eyes of individuals and weak associations between different types of opacities. We also note that estimation of such associations may be limited in other epidemiologic settings.     

Case-Based Reasoning Approach in Bid Decision Making

Since contractors' bidding behaviors are affected by numerous factors related both to the specific features of the project and dynamically changed situations, bidding decision problems are highly unstructured. No clear rules can be found in delivering a bidding decision. In this problem domain, decisions are commonly made based upon intuition and past experience. Case-based reasoning (CBR) is a subbranch of artificial intelligence. It solves new problems by matching against similar problems that have been encountered and resolved in the past. It is a useful tool in dealing with complex and unstructured problems, which are difficult if not impossible to be theoretically modeled. This paper presents a case-based reasoning bidding system that helps contractors with the dynamic information varying with the specific features of the job and the new situation. In this system, bid cases are represented by sets of attributes derived from a preliminary survey of several experienced bidders, focusing, respectively, on two reasoning subgoals: (1) Risk; and (2) competition. Through the system, similar cases can be retrieved to assess the possible level of competition and risk margin. A hypothetical example is explained and evaluated to demonstrate the feasibility of the method. The effectiveness of this system is tested by a Monte Carlo simulation in comparison to the conventional statistical method.     

Theory and Data Interactions of the Scientific Mind: Evidence From the Molecular and the Cognitive Laboratory.

A number of researchers and scholars have stressed the importance of disconfirmation in the quest for the development of scientific knowledge (e.g., Popper, 1959). Paradoxically, studies examining human reasoning in the laboratory have typically found that people display a confirmation bias in that they are more likely to seek out and attend to data consistent rather than data inconsistent with their initial theory (Wason, 1968). We examine the strategies that scientists and students use to evaluate data that are either consistent or inconsistent with their expectations. First, we present findings from scientists reasoning "live" in their laboratory meetings. We show that scientists often show an initial reluctance to consider inconsistent data as "real." However, this initial reluctance is often overcome with repeated observations of the inconsistent data such that they modify their theories to account for the new data. We further examine these issues in a controlled scientific causal thinking simulation specifically developed to examine the reasoning strategies we observed in the natural scientific environment. Like the scientists, we found that participants in our simulation initially displayed a propensity to discount data inconsistent with a theory provided. However, with... (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stereotype formation: Biased by association.

We propose that biases in attitude and stereotype formation might arise as a result of learned differences in the extent to which social groups have previously been predictive of behavioral or physical properties. Experiments 1 and 2 demonstrate that differences in the experienced predictiveness of groups with respect to evaluatively neutral information influence the extent to which participants later form attitudes and stereotypes about those groups. In contrast, Experiment 3 shows no influence of predictiveness when using a procedure designed to emphasize the use of higher level reasoning processes, a finding consistent with the idea that the root of the predictiveness bias is not in reasoning. Experiments 4 and 5 demonstrate that the predictiveness bias in formation of group beliefs does not depend on participants making global evaluations of groups. These results are discussed in relation to the associative mechanisms proposed by Mackintosh (1975) to explain similar phenomena in animal conditioning and associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Collective induction without cooperation? Learning and knowledge transfer in cooperative groups and competitive auctions.

There is strong evidence that groups perform better than individuals do on intellective tasks with demonstrably correct solutions. Typically, these studies assume that group members share common goals. The authors extend this line of research by replacing standard face-to-face group interactions with competitive auctions, allowing for conflicting individual incentives. In a series of studies involving the well-known Wason selection task, they demonstrate that competitive auctions induce learning effects equally impressive as those of standard group interactions, and they uncover specific and general knowledge transfers from these institutions to new reasoning problems. The authors identify payoff feedback and information pooling as the driving factors underlying these findings, and they explain these factors within the theoretical framework of collective induction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conversational conventions, order of information acquisition, and the effect of base rates and individuating information on social judgments.

Numerous studies have shown that people underuse base-rate information in making social judgments and rely instead almost exclusively on individuating information. Seven studies reported here demonstrate that this occurred partly because most past studies gave Ss base-rate information before giving them individuating information. A recency effect in the use of base-rate and individuating information is demonstrated using a set of reasoning problems of varying character. The recency effect is shown to be the result of Ss' inferences (based on conversational conventions) that the experimenter believes that Ss should rely most on the piece of information presented last. Additional evidence discredits the hypothesis that the recency effect is due to heightened availability of more recently acquired information in memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The consolidation/transition model in moral reasoning development.

The consolidation/transition model conceptualizes development as entailing a cyclical pattern of alternating consolidation and transition phases and posits that stage advance is predicted by a specific distribution of reasoning across stages indicative of disequilibrium (more reasoning above than below the mode, with a high degree of mixture). The validity of this model was examined in the context of moral reasoning development with the use of standard statistical techniques as well as Bayesian techniques that can better account for classification error. In this longitudinal study, 64 children and adolescents participated in 5 annual administrations of the Moral Judgment Interview. The distribution of their reasoning across stages was used to predict subsequent development. The results support the hypotheses regarding cyclical patterns of change and predictors of stage transition and demonstrate the utility of Bayesian techniques for evaluating developmental change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sinonasal anatomy

Nonfluent, Broca-type dysphasics are characterized by impaired syntactic processing. However, grammaticality judgements and certain on-line tasks have shown some preservation of this processing in such subjects. We report an experiment with nonfluent dysphasics in which they read aloud th-initial nonwords (e.g., thuz) in sentential contexts that predicted a function word or a content word. This paradigm was first used by Campbell and Besner (1981) to demonstrate syntactic effects on pronunciation: normal subjects pronounce word-initial th- as voiced in function word contexts and unvoiced in content word contexts, reflecting a regularity in the English lexicon. Poorer performance by the dysphasic subjects on this task is the default prediction of most "syntactic" accounts of agrammatism, including an account based on the impairment of functional projections, which we discuss. We replicate Campbell and Besner's effect in our normal control group and in the dysphasic group, with no significant difference between the two groups. We conclude that syntactic influences on pronunciation may be unimpaired in nonfluent dysphasia, and that the task used resembles the class of online tasks, in its capacity to elicit unimpaired processing. We argue that this result is compatible with the account of agrammatism discussed if the latter is grounded in a distributed, constraint-based processing device allowing graceful degradation of functioning.     

Proportional reasoning in young children: The parts and the whole of it.

Evidence concerning intuitive foundations for fraction learning was obtained in a study of early developments in proportional reasoning. Children aged 5 to 7 years (kindergarten to 2nd grade) were given problems constructed so as to differentiate between reasoning based on the relations of a part to the whole versus reasoning based on relations between one part and another. The participants were able to use part-whole relations to compare proportions by 7 years of age. In addition, a developmental shift toward increasing reliance on part-whole reasoning was observed in children's responses to conflict problems that pitted part-whole and part-part matches against each other. (PsycINFO Database Record (c) 2010 APA, all rights reserved)