Individual differences in syllogistic reasoning: Deduction rules or mental models?

Conducted 2 experiments to examine the correlates of reasoning ability on a syllogistic reasoning task in Ss who lacked formal background in logic, focusing on the extent to which reasoning proficiency arises from the consideration of multiple possible set relations (mental models) as opposed to explicit or implicit reliance on deduction rules. Exp I investigated whether differences between good and poor reasoners occurred early or late in the process of reasoning. 24 undergraduates, designated as good or poor readers, were presented with 16 syllogisms to solve. In Exp II, 16 good and 15 poor undergraduate reasoners and 7 graduate students who had studied logic were asked to state their initial impression of the correct conclusion to a syllogism. Overall findings reveal evidence for the use of both models and rules. Although good and poor reasoners differed even when time constraints were imposed, consistent with the supposition of a better set of rules among good reasoners, good reasoners showed more improvement and chose to take longer amounts of time when time constraints were removed, suggesting that they considered more alternatives than did the poor reasoners. A comparison between these 2 groups and Ss with experience in logic revealed striking differences in both accuracy and speed. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task construction and persistence as means for self-assessment of abilities.

In Exp I, 80 18–22 yr old Israelis performed 2 tasks and received feedback designed to manipulate independently the uncertainty regarding their standing on 2 abilities. Ss were then allowed to construct new tasks by determining the number of items from these ability domains. As predicted, the number of items chosen from each ability domain was directly related to Ss' uncertainty in that ability, so that the self-constructed tasks were predominantly composed of problems assessing the ability of which Ss were least certain. In Exp II, 80 17–28 yr olds worked as much as they wished on a task varying in diagnostic value and received either success or failure trial-by-trial feedback. It was expected that persistence would decrease with task diagnosticity. Results support this prediction and demonstrate that Ss were equally persistent when succeeding and failing. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impulsivity and perception: Individual differences in the processing of the local and global dimensions of stimuli.

In Exp I, 48 undergraduates differing in impulsivity (as measured by a self-report inventory) performed 2 versions of filtering, interference, and invariant control tasks. In one version, Ss sorted according to the value of the local dimension; in the other, the global dimension was the relevant one. In addition, Ss performed a task in which the 2 dimensions were perfectly correlated. Results show that Ss sorted more quickly when the global dimension was relevant than when the local dimension was relevant. In Exp II, 43 of the Ss from Exp I were used to determine whether failure to find a relationship between impulsivity and filtering performance was due to correlations of local and global dimensions; results were negative. In Exp III, the same 43 Ss used in Exp II were used to test the information-integration hypothesis. Results support the hypothesis—high impulsives were more impaired than other Ss when the task required that they integrate information from the global dimension with information from the local dimension. Findings can be explained in terms of individual differences in the value placed on speed, relative to accuracy, in information processing. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing of information in iconic memory: Differences between nonretarded and retarded subjects.

Compared iconic memory processes of 17 undergraduates and 18 retarded Ss (primarily aged 18–28 yrs; IQ 56–77) in 4 experiments. In Exp I, a partial report paradigm was used in which 6 retarded and 6 undergraduate Ss were presented 6 pictures under 4 intervals (0–500 msec). In Exp II, using 5 Ss in each group the same procedure as in Exp I was used but letters as well as pictures were included. Results show that although overall performance for retarded Ss was poor, they did better with letters than with pictures—a reverse of the finding with undergraduate Ss. In Exp III, 2 retarded Ss were given extended practice and incentive to perform well. Asymptote was reached in 10 days but never equaled performance of unpracticed undergraduates. In Exp IV, using 5 Ss in each group, information load was varied from 1 to 4 items, and a masking stimulus was used to interrupt processing following 6 intervals that lasted up to 250 msec. Results show that (1) there are quantitative differences between intelligence groups in iconic capacity; (2) retarded Ss process information more slowly, a difference that increases with increasing information load; and (3) there are substantive structural differences in iconic memory of retarded and nonretarded Ss. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectations for success on effort-determined tasks as a function of incentive and performance feedback.

Conducted 2 experiments to investigate an attributional analysis of the consequences of perceiving one's effort as stable, as opposed to unstable, on future performance expectancies. In Exp I, 32 male undergraduates were told that performance on the experimental tasks was purely effort determined; they expected a monetary incentive for good performance on half the tasks and received preprogrammed feedback that their performance was either variable or consistent. In Exp II, both 45 male and 51 female Ss believed the tasks were either effort or ability determined and received variable or consistent feedback; incentive was operationalized as the level of task interestingness. As predicted, Ss who believed performance was effort determined and received variable feedback had higher expectations for performance on a later task when its incentive value was high than when it was low. Ss receiving consistent feedback did not differ in their expectations, regardless of the incentive value of the task. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Referencing and bias in social interaction.

Examined the consequences of schematic referencing for social behavior. In Exp I, 23 female and 21 male undergraduates worked in pairs on a word association task. In the self-referencing condition, Ss were told that their partner would judge their personality; in the other-referencing condition, Ss were asked to judge their partner's personality. Results show biased recall of Ss' own behavior over another person's behavior in a dyadic interaction. Exp II employed an alternative, more realistic manipulation of self-referencing using situational cues. 16 pairs of undergraduate Ss performed the same word association task either in front of judges or by themselves. The biased recall effect was replicated. Moreover, corresponding biases in Ss' attributions about the quality of their performance were found. Results confirm that self-referencing cues can cause the sort of egocentric reactions that have been observed in previous studies in which members of an interaction remember more of their own contributions and attribute more responsibility for joint tasks to themselves. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of task and input factors on hemispheric involvement in face processing.

Two experiments with 17 undergraduate students examined the respective role of the cerebral hemispheres in face perception and the nature of their contribution depending on task demands and on the spatial-frequency composition of the stimuli. 16 faces of members of the Ss' department were presented as stimuli, with men, women, and professors, and nonprofessors, being equally represented. In Exp I, high-resolution black-and-white photographs of faces were used in 3 reaction-time (RT) tasks: verbal identification, manual membership categorization, and manual male/female categorization, in a within-S design. Identification and membership categorization were significantly better performed in right-visual-field presentations, whereas the male/female categorization yielded a nonsignificant left-visual-field superiority. In Exp II, 2 versions of the same faces were used: digitized low-pass (0–2 cycles/degree of visual angle) and digitized broad-pass (0–32 cycle/degree) faces. Broad–pass faces produced the same laterality pattern as in Exp I, while low-pass faces were better processed in left-visual-field presentations for all 3 tasks. Results suggest that the 2 hemispheres play a role in face perception and that their contribution may vary as a function of the task demands and of spatial-frequency components of the incoming information. (54 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of the effects of morphine and immobilization stress on discrimination performance of rats.

Compared the effects of morphine and immobilization stress (IMS) on performance of 24 male Sprague-Dawley rats in discrete-trial, 2-choice discrimination tasks. In Exps I and II, 2 shocks of different intensities were discriminative stimuli (DSs) for choices in a T-maze. In Exps III and IV, responses were right and left leverpresses in an operant chamber, where correct responses were signaled by either shocks of different intensities (shock discrimination task) or by the position of a brief light flash (light discrimination task). In Exp I, both 70-min IMS and 5 mg/kg morphine induced greater disruptions in trials in which the higher shock was the DS and there were no significant differences between treatments. However, in Exp II, only the effects of morphine were blocked by 10 mg/kg naltrexone. In Exp III, the effects of IMS and morphine were not selective with respect to shock level in the shock discrimination task, nor were they task (shock vs light) selective. The effect of morphine was significantly greater than the effect of IMS in both tasks. Exp IV indicated that effects induced by actual alterations in the intensities of the DS shocks did not mimic those induced by either morphine or IMS but that abrupt decreases in the duration of the DS lights induced effects similar to those of morphine. Results indicate that (a) different mechanisms mediate the effects of IMS and morphine and (b) many of their behavioral effects in shock discrimination tasks are due to dissociative processes rather than alterations in perceived shock intensity. (52 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Search and retrieval patterns for performance information: Effects on evaluations of multiple targets.

Examined search, organization, and use of performance information about multiple targets. In Exp I, 41 undergraduates searched among 64 performance vignettes, stored in a 4?×?4?×?4 (Target?×?Task?×?Occasion) computer array. The predominant search pattern involved examining a set of performances by one target before proceeding to another. Exp II tested whether various acquisition patterns affect organization and use of performance information. 125 Ss were shown 16 vignettes from Exp I, organized in target-by-target (target blocked), task-by-task (task blocked), or mixed sequences. Results indicate greater recall under blocked than under mixed conditions. Blocking also influenced organization in recall. Target blocking produced clustering by target; task blocking produced clustering by task; mixed presentation produced no discernible clustering. Accuracy of ratings for overall target performance was unaffected by blocking, but task blocking produced better differentiation among instances of good and poor performance exhibited by specific targets. (22 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Time urgency among coronary-prone individuals.

Investigated differences in impatience among Type A and B individuals. In Exp I, 22 undergraduate females were required to signal the passage of 1 min while engaged in a reading task. Results indicate that Type A Ss perceived time as passing significantly more quickly than Type B Ss. In Exp II, the relative work rates (completion of inventories) were assessed for 112 undergraduate Type A and B Ss. Type As worked significantly more quickly than Bs. Both experiments lend support to the hypothesis that Type As are more impatient or time urgent than are Type Bs. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sagacious judgment via word association.

Based on K. E. Scheibe's (1979) concepts of the mask and the prediction mode of sagacity, 4 experiments were conducted to test the hypothesis that awareness of subtle cues accounts for success on a judgment task that requires recognizing the implications of target persons' word associations. Preliminary studies with 7 undergraduates identified word associations but not facial expressions or reaction times as relevant to success on the task. Thus, it was hypothesized that successful judges would be more accurate than unsuccessful judges in assessing the diagnosticity of word association clues. 30 undergraduate social welfare majors participated in Exp I; Exp II was a replication of Exp I using 73 high school students. Both Exps I and II involved a video presentation. Exp III involved a pencil-and-paper version of the judgment task used in Exps I and II. Ss were 76 undergraduates. Exp IV tested the generalizability of the previous results across S groups. 12 American and 14 foreign-born undergraduates (e.g., Malaysian, Taiwanese, Colombian, and Nigerian) served as Ss. Overall findings show that the predicted relation emerged in all 4 studies, despite variations in the task and S groups (varying in age, nationality, and amount of psychology-related training). Results are generally consistent with expectations based on Scheibe's analysis of sagacity and provide a basis for research on the judgment task in terms of personality correlates of cue utilization, individual differences in depth of processing, and ability to draw pragmatic implications. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Immediate spatial order memory and item memory in sixth-grade children as a function of reader ability.

16 good and 16 poor 6th-grade readers served as Ss. Exp I tested immediate order memory for strings of 4 and 6 consonants that were either redundant (R) or nonredundant (NR) based on positional frequencies of letters in printed English. Both reader groups were better in retrieving order for R strings; poor readers were inferior to good readers on both R and NR 6-letter strings. Exp II tested for immediate order memory and immediate item memory for strings of 8 digits and strings of 8 consonants. Good readers were better than poor readers on all tasks. However, order memory appeared to be more strongly related to reading ability than was item memory. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in selective attention among prereaders: A key to mirror-image confusions.

Exp I investigated the position that mirror-image confusions reflect an inability to attend to low-salient cues. 84 3–5 yr olds were given 3 problems: mirror-image matching, shape-detail matching, and consistent left–right ordering on a picture-naming task. With nonlearners, performance was reassessed following explicit instructions. This rendered Ss divisible into levels: spontaneous, instructed learners, and nonlearners. As predicted, most 3-yr-olds fell into identical categories across all low-salient problems, either instructed learners or nonlearners. The 4–5 yr olds were spontaneous or instructed learners but did not exhibit concordance across all problems. It is suggested that for these Ss, level differences reflected differences between nonreaders already attending to reading cues and those not yet attending. Exp II, with the 4–5 yr olds from Exp I, identified the nonreaders, who were given a letter-series and letter-writing task. Significant-levels agreement occurred among the prereading tasks involving attention to individual shape details. The ordering problem showed level concordance only with tasks involving left–right scanning. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intermediate-size transposition and children's operational level.

Three experiments with a total of 170 children aged 4 yrs 8 mo–7 yrs 5 mo examined the relationship between intermediate-size transposition and operational level. In each experiment, concrete and preoperational Ss were identified by Piagetian tasks. In Exp I, half of the Ss received single-problem training and the other half multiple-problem training, followed by a far test of transposition. Exp II was similar to the multiple-training condition, but all Ss could verbalize and understand the concept "middle size." Exp III differed from Exp II in providing a test of near transposition after single-problem training. It was found that logical abilities as well as perceptual factors are involved in transposition performance. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unities in inductive reasoning.

Three experiments determined the sources of communalities in performance on 3 inductive reasoning tasks: analogies, series completions, and classifications. In Exp I, 30 undergraduates completed an untimed pencil-and-paper test in which they were asked to solve 90 induction items with names of mammals as content. Items were equally divided among the 3 kinds of induction tasks. Ss' task was to rank order 4 response options in terms of their goodness of fit as completions for each particular item. Data sets for the 3 tasks were highly intercorrelated, and a single exponential model of response choice provided a good fit to each data set. In Exp II, 36 Ss completed a timed test in which they were asked to solve 90 mammal-name induction items. Items were again equally divided among the 3 kinds of tasks. Ss' task was to choose the better of 2 response options as a completion for each particular item. Data sets for the tasks were again highly intercorrelated, and a single linear model of response times provided a good fit to each data set. In Exp III, 18 Ss were timed while solving 1,440 induction items with schematic picture, verbal, and geometric content. Items were approximately equally divided among the 3 kinds of tasks. Both analysis of stimulus and of S variance supported the notion of highly related performance algorithms on the 3 tasks. It is concluded that a common or highly similar model of response choice and of information processing can account for at least some of the previously observed relationships in performance across induction tasks. (59 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Required high effort increases subsequent persistence and reduces cheating.

Two experiments examined the effect of the degree of effort required in preliminary tasks on the persistence and cheating in subsequent tasks. Undergraduates (N?=?276) were administered mathematics problems and perceptual identifications requiring high effort for one group and low effort for another group. A control group received neither of these tasks. All Ss then received an anagram task in which success depended on persistence with no opportunity to cheat (Exp I) or success was improbable and depended on cheating (Exp II). In Exp I, increasing the degree of effort required in the preliminary tasks increased the number of anagrams subsequently solved and increased the duration spent on unsolved anagrams. In Exp II, requiring high effort in the preliminary tasks decreased how often Ss falsified their performances. Results suggest that honesty may be increased by generalized effects of rewarded high efforts. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Echoic memory processes in good and poor readers.

Conducted 4 experiments to determine whether echoic memory plays a role in differences between good and poor readers. In Exp I, with 9 poor (mean age 11.05 yrs) and 9 good (mean age 10.9 yrs) readers, and Exp II, with 12 poor (mean age 10.85 yrs) and 12 good (mean age 10.7 yrs) readers, a suffix procedure was used in which the S was read a list of digits with either a tone control or the word go appended to the list. For lists that exceeded the length of the Ss' memory span by 1 digit (i.e., that avoided ceiling effects), poor readers showed a larger decrement in the suffix condition than did good readers. In Exp III, with 14 poor (mean age 10.64 yrs) and 14 good (mean age 10.83 yrs) readers, Ss shadowed words presented to 1 ear at a rate determined to give 75–85% shadowing accuracy. The item presented to the nonattended ear were words and an occasional digit. At various intervals after the presentation of the digit, a light signaled that the S was to cease shadowing and attempt to recall any digit that had occurred in the nonattended ear recently. Whereas good and poor readers recalled the digit equally if tested immediately after presentation, poor readers showed a faster decline in recall of the digit as retention interval increased. In Exp IV, using Ss from Exp II, bursts of white noise were separated by 9–400 msec of silence, and the S was to say whether there were 1 or 2 sounds presented. There were no differences in detectability functions for good and poor readers. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual hemifield differences in the perception of letters and contour orientation.

In Exp. I, 10 students were required to recognize capital English letters presented 3– to the left or to the right of a fixation point. In Exp. II, 8 Ss were required to discriminate the orientation of a line presented in either the left or the right visual hemifield. In both experiments Ss displayed a significant right visual hemifield superiority, and a marked positive correlation was observed in the hemifield differences between the 2 recognition tasks. Results suggest that for certain classes of stimuli visual laterality differences may be subserved by a selective contour-tuning mechanism. (French summary) (15 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Olfactory discrimination in rats with anterior amygdala lesions.

In Exp I, 12 male rats with posterior lateral olfactory tract/anterior amygdala lesions or with control neocortical lesions were tested for retention of a preoperatively learned odor detection task and for learning on new odor discrimination problems. All Ss had perfect or near-perfect retention of the detection task, and there were no discernible differences between groups in learning on the new odor discrimination problems. In Exp II, an intensity-difference threshold for olfaction was determined in 4 male Long-Evans rats before and after similar lesions. There were no apparent differences between pre- and postoperative performances on this psychophysical test. Results indicate that lateral olfactory tract projections to the amygdala and posterior olfactory cortex are not essential for normal performance on simple olfactory discrimination tasks, although the more caudal projections of the olfactory bulb play an important role in the arousal and maintenance of certain species-typical behaviors. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)