Abstract

The primary purpose of the present study was to investigate the joint effects of culture and attribution of outcome feedback on reasoning performance. This study attempted to address four major research questions: (a) Do Canadian and Chinese students have different cultural values and causal attribution patterns? (b) Do pre-experimental individual differences in causal attribution patterns lead to differences in Canadian and Chinese students' inductive reasoning performance? (c) Does attribution of outcome feedback affect Canadian and Chinese students' inductive reasoning performance? (d) ...

Note (first note only)

ME: Empirical Study; AE: Adulthood (18 yrs & older)

Abstract

(From the chapter) a different approach is adopted to account for item bias in a test by emphasizing the test design / in contrast to current bias detection techniques, which are post hoc procedures, the present approach is an a priori procedure to account for item bias two examples of structure tests will be presented / the study reported here is a cross-cultural investigation into inductive reasoning (PsycINFO Database Record (c) 2006 APA, all rights reserved) ...

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TA: Psychology: Professional & Research

Abstract

Examined structural, measurement unit, and full score equivalence of a measure of inductive reasoning in 3 cultures. 704 Zambian, 877 Turkish, and 632 Dutch pupils attending the 5th-8th grades completed inductive reasoning tasks measuring rule classification, rule generation, and rule testing. Three types of equivalence were examined: (1) structural equivalence, that is, did the instrument measure the same psychological concept in each country? (2) measurement unit equivalence, that is, did the scales have the same metric in each country? and (3) ...

Note (first note only)

ME: Empirical Study; AE: Childhood (birth-12 yrs); School Age (6-12 yrs); Adolescence (13-17 yrs); NR: 56 reference(s) present, 56 reference(s) displayed RX: 2 (on May 14, 2007)

Abstract

Discusses the trainability of schoolchildren in formal (inductive) reasoning, presenting a crosscultural comparison of the ability to learn this skill during a short training period by children totally unschooled in abstract thinking. Ss from a Western culture (Dutch), the former Dutch colony of Surinam, and Zambia were administered letter and figure tests involving the use of abstract reasoning. Ss had undergone a period of training and were matched against untrained control groups. Selected results show that Zambian Ss and controls had ...

Note (first note only)

ME: Empirical Study; AE: Childhood (birth-12 yrs); School Age (6-12 yrs) RX: 1 (on May 14, 2007)

Abstract

(From the book) [discusses] tests for cross-cultural use / the main issue is to ensure that the utility of the test scores is of relevance in a particular culture / presents an overview of cross-cultural research and the application of training designs in cross-cultural research, e.g., coaching and test-retest studies / the link between these studies and learning assessment is discussed / special attention is given to the use of computers in test administration some studies on the trainability of inductive ...

Note (first note only)

TA: Psychology: Professional & Research

Abstract

Comments on the article by Norenzayan, Smith, Jun Kim, and Nisbett (see record 2002-18942-004) which investigated cultural differences in the use of intuitive versus formal reasoning in 4 experiments. Our comment concerns the 4th experiment where Norenzayan et al reported that, although there were no cultural differences in accuracy on abstract logical arguments, Koreans made more errors than U.S. undergraduates in judging the logical validity of concrete arguments. Norenzayan et al. concluded that Koreans are less likely than European Americans to ...

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NR: 5 reference(s) present, 5 reference(s) displayed

Abstract

Using the same inductive reasoning (IR) training program, 2 experiments were conducted in a Dutch and in a German elementary school to determine whether or not training in IR would transfer both on intelligence tests measuring IR and on mathematics performance. Furthermore, the persistence of the training effects was explored. In Exp 1, with 34 Dutch 3rd graders, a rather short training period was effective with respect to the intelligence test performance but not with respect to math performance. In Exp ...

Note (first note only)

AE: Childhood (birth-12 yrs) RX: 1 (on May 14, 2007)

Note (first note only)

AE: Adulthood (18 yrs & older)

Abstract

The conditional intervention principle is a formal principle that relates patterns of interventions and outcomes to causal structure. It is a central assumption of experimental design and the causal Bayes net formalism. Two studies suggest that preschoolers can use the conditional intervention principle to distinguish causal chains, common cause and interactive causal structures even in the absence of differential spatiotemporal cues and specific mechanism knowledge. Children were also able to use knowledge of causal structure to predict the patterns of evidence ...

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ME: Empirical Study; Quantitative Study; AE: Childhood (birth-12 yrs); Preschool Age (2-5 yrs); GI: This research was supported by an American Association of University Women Dissertation Fellowship and a National Science Foundation Award (#99-136) to LS, a National Science Foundation grant (DLS0132487) to AG, and grant NN00014-03-1-0516 from the Office of Naval Research to IHMC to CG, and a James S. McDonnell Foundation Causal Learning Collaborative Initiative grant to all three authors.; NR: 36 reference(s) present, 36 reference(s) displayed; LR: 20070507

Abstract

Studied, from a cognitive psychological perspective and in the context of P. Johnson-Laird's theory of "mental models," children's development of deductive reasoning in terms of different variables, including the Ss' linguistic ability, working memory and ability to think of alternative examples. A sampling of 216 students (111 males, 105 females), aged 8-15 yrs and attending 3d, 6th and 10th grade, respectively, participated. In addition to age, another variable was the Ss' nationality (Portuguese and Hungarian). The only difference between Portuguese and ...

Note (first note only)

ME: Empirical Study; AE: Childhood (birth-12 yrs); School Age (6-12 yrs); Adolescence (13-17 yrs)

Abstract

Studied possible differential effects of language on reasoning, controlling for educational factors. 102 Chinese and South Indian university students were asked to solve 2-term deductions between quantified sentences in their 2nd language (English or Malay). No systematic differences were observed between Ss whose native languages were different or between Ss reasoning in different languages. Findings support the hypothesis that the interpretation of quantified sentences is based on universal grammatical and pragmatic factors. (PsycINFO Database Record (c) 2006 APA, all rights reserved) ...

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ME: Empirical Study; AE: Adulthood (18 yrs & older) RX: 2 (on May 14, 2007)

Abstract

Behavioral predictions about reasoning have usually contrasted two accounts, Mental Logic and Mental Models. Neuroimaging techniques have been providing new measures that transcend this debate. We tested a hypothesis from Goel and Dolan (2003) that predicts neural activity predominantly in a left parietal-frontal system when participants reason with arbitrary (non-meaningful) materials. In an event-related fMRI investigation, we employed prepositional syllogisms, the majority of which involved conditional reasoning. While investigating conditional reasoning generally, we ultimately focused on the neural activity linked to ...

Note (first note only)

ME: Empirical Study; Quantitative Study; AE: Adulthood (18 yrs & older); NR: 38 reference(s) present, 38 reference(s) displayed RX: 7 (on Apr 24, 2007)

Abstract

Examined cultural preferences for formal vs intuitive reasoning among 273 East Asian (Chinese and Korean), 187 Asian American, and 292 European American university students. The authors investigated categorization (Studies 1 and 2), conceptual structure (Study 3), and deductive reasoning (Studies 3 and 4). In each study a cognitive conflict was activated between formal and intuitive strategies of reasoning. European Americans, more than Chinese and Koreans, set aside intuition in favor of formal reasoning. Conversely, Chinese and Koreans relied on intuitive strategies ...

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ME: Empirical Study; AE: Adulthood (18 yrs & older); NR: 58 reference(s) present, 58 reference(s) displayed RX: 26 (on May 14, 2007)

Abstract

(Created by APA) This chapter reviewed studies on the relationship between two important human abilities: deductive reasoning and creativity. Our study, comparing Hong Kong Chinese and American students' reasoning and creativity, provided evidence questioning this strong cultural relevance view. To summarize, we found a cultural difference in measures of creativity but not in deductive reasoning. (PsycINFO Database Record (c) 2006 APA, all rights reserved) ...

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TA: Psychology: Professional & Research; ME: Empirical Study; Quantitative Study; AE: Adulthood (18 yrs & older); NR: 62 reference(s) present, 62 reference(s) displayed

Abstract

(From the chapter) this study attempted to establish whether there are differences in problem solving strategies between Australian and Japanese children in 1st, 5th and 7th grade when they try to solve inductive reasoning problems of classification, series, figure analogies, and matrices / the study consisted of three stages / the first two stages used a quasi-experimental design / as the first two stages indicated that there might be different directional preferences in solving the problems, the third stage analyzed the ...

Note (first note only)

TA: Psychology: Professional & Research; ME: Empirical Study; AE: Childhood (birth-12 yrs); School Age (6-12 yrs); Adolescence (13-17 yrs)

Abstract

Two parallel studies were performed with members of very different cultures--industrialized American and traditional Itzaj-Mayan--to investigate potential universal and cultural features of folkbiological (FB) taxonomies and inductions. Specifically, this paper examined how individuals organize natural categories into taxonomies, and whether they readily use these taxonomies to make inductions about those categories. The results of the 1st study indicate that there is a cultural consensus both among Americans and the Itzaj in their taxonomies of local mammal species, and that these taxonomies ...

Note (first note only)

ME: Empirical Study; Followup Study; AE: Adulthood (18 yrs & older) RX: 76 (on May 14, 2007)

Abstract

One of the hallmarks of inductive reasoning by adults is the diversity effect, namely that people draw stronger inferences from a diverse set of evidence than from a more homogenous set of evidence. However, past developmental work has not found consistent diversity effects with children age 9 and younger. The authors report robust sensitivity to diversity in children as young as 5, using everyday stimuli such as pictures of objects with people. Experiment 1 showed the basic diversity effect in 64 ...

Note (first note only)

ME: Empirical Study; AE: Childhood (birth-12 yrs); Preschool Age (2-5 yrs); School Age (6-12 yrs); NR: 40 reference(s) present, 40 reference(s) displayed RX: 20 (on May 14, 2007)

Abstract

Examined whether (1) video games (VGs) could function as a method of informal education for the inductive discovery processes and (2) discovery skills could transfer from an entertaining action VG to a scientific-technical representation. The scientific-technical representation was an animated computer simulation of the logic of computer circuitry. 200 university students from the US and Italy participated in the study. The study established that knowledge of a VG is acquired as a result of the inductive experience of playing the game. ...

Note (first note only)

ME: Empirical Study; AE: Adulthood (18 yrs & older) RX: 17 (on May 14, 2007)

Abstract

(From the chapter) [the] process of making observations, formulating hypotheses, and figuring out the rules of governing the behavior of a dynamic represenation [i.e., an interactive video game] through a trial-and-error process is basically the cognitive process of inductive discovery [the process behind scientific thinking] / [if video games could function to train this process they could] provide cognitive socialization for the much needed scientific work of contemporary society to test this idea, the process of inductive discovery in the course ...

Note (first note only)

SO: Greenfield, Patricia M. (Ed); Cocking, Rodney R. (Ed). (1996). Interacting with video. Advances in applied developmental psychology, Vol. 11. (pp. 141-167). Westport, CT, US: Ablex Publishing. xii, 218 pp.; Reprinted from "Journal of Applied Developmental Psychology," 15, 1994.; TA: Psychology: Professional & Research; ME: Empirical Study; AE: Adulthood (18 yrs & older)

Abstract

The categorization of inductive reasoning into largely automatic processes (heuristic reasoning) and controlled analytical processes (rule-based reasoning) put forward by dual-process approaches of judgment under uncertainty (e.g., K. E. Stanovich & R. F. West, 2000) has been primarily a matter of assumption with a scarcity of direct empirical findings supporting it. The present authors use the process dissociation procedure (L. L. Jacoby, 1991) to provide convergent evidence validating a dual-process perspective to judgment under uncertainty based on the independent contributions of ...

Note (first note only)

ME: Empirical Study; Quantitative Study; AE: Adulthood (18 yrs & older); SD: Appendixes [Appended]; NR: 86 reference(s) present, 86 reference(s) displayed

Abstract

(From the chapter) Although much research in ethnoscience has been devoted to describing and explaining the structure of folkbiological taxonomies, much less has examined how such categories are used in reasoning. This chapter focuses on two findings having to do with patterns of inductive inference, the process by which people generalize from a particular instance or category to another, often more inclusive one. First the authors describe their research on the relation between privileged levels in a conceptual hierarchy and inductive ...

Note (first note only)

TA: Psychology: Professional & Research

Abstract

Examined the relationship between privileged levels in folk biological taxonomy and inductive inference. Based on the work of E. Rosch et al (1976) and B. Berlin (1992), it was predicted that the same principles that lead to basic-level phenomenon (high within-category similarity relative to between-category similarity) would lead to inductive privilege. It was also predicted that apparent differences in the location of the privileged level across cultures would be reflected in differences in which level appeared privileged for induction. 15 Itzaj ...

Note (first note only)

ME: Empirical Study; AE: Adulthood (18 yrs & older); Young Adulthood (18-29 yrs); Thirties (30-39 yrs); Middle Age (40-64 yrs); Aged (65 yrs & older) RX: 25 (on May 14, 2007)

Abstract

Examined the similarity-coverage model for a wide range of categories and properties and tested the interaction between culture and category salience and category type. 53 undergraduates at a university in the US and 54 undergraduates at a university in Korea participated in the experiment. Ss were given a booklet containing a series of pairs of inductive arguments about either biological or behavioral properties of animal and social categories. After completing the inductive reasoning task, Ss were asked to judge the typicality ...

Note (first note only)

ME: Empirical Study; AE: Adulthood (18 yrs & older); Young Adulthood (18-29 yrs) RX: 10 (on May 14, 2007)

Abstract

Examined correlations between statistics anxiety (SA) and mathematics anxiety (MA), numerical ability, inductive reasoning ability (IRAB), achievement in math, and attitudes toward math, statistics, and computers. 151 undergraduate and graduate students (aged 19-58 yrs) completed a questionnaire that included measures of anxiety, attitudes, abilities, experience, and course grades related to statistics, math, and computers. SA, like MA, was negatively related to numerical ability and to high school math grade. SA and statistics grades were related to IRAB: The higher the Ss' ...

Note (first note only)

ME: Empirical Study; AE: Adulthood (18 yrs & older) RX: 7 (on May 14, 2007)

Abstract

Examined the solutions of 3-term syllogisms in the context of culture and IQ. 105 Sierra Leonean and 102 Canadian boys 9-11 yrs old were given the Raven Coloured Progressive Matrices test and divided into high (75th percentile or above) and low (25th or below) IQ groups. In each culture, those with higher scores were expected to do better on syllogistic reasoning than those with lower scores. Across cultures, no difference in performance was expected. In terms of the relation of syllogistic ...

Note (first note only)

AE: Childhood (birth-12 yrs); School Age (6-12 yrs) RX: 1 (on May 14, 2007)

Abstract

(From the introduction) [offers a perspective] of cultural variations in cognition / [focus] on concepts of biological kinds and how they figure in inductive reasoning; (From the chapter) [focus] on how people . . . formulate and reason from natural categories, such as folk species of animals and plants / there is a summary account of how samples from 2 different cultural groups--American college students and Itza Maya Indians of the Guatemalan rain forest--use these categories to expand knowledge in the ...

Note (first note only)

TA: Psychology: Professional & Research