A simple syllogism-solving test: Empirical findings and implications for g research

Shikishima, Chizuru; Yamagata, Shinji; Hiraishi, Kai; Sugimoto, Yutaro; Murayama, Kou; Ando, Jun

doi:10.1016/j.intell.2011.01.002

Cited by 16 publications

(8 citation statements)

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“…Following Monti and Osherson, one could, however, argue, that the ability to solve syllogisms is a form of nonverbal intelligence. As a case in point, Shikishima, et al ( 2011 ) suggested a strong association between syllogistic reasoning ability and general intelligence (g). We controlled for this by taking a nonverbal measure of intelligence (nonverbal reasoning) as covariate in our design.…”

Section: Discussionmentioning

confidence: 99%

How logical reasoning mediates the relation between lexical quality and reading comprehension

Segers

2016

Read Writ

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The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.

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Section: Discussionmentioning

confidence: 99%

How logical reasoning mediates the relation between lexical quality and reading comprehension

Segers

2016

Read Writ

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“…Furthermore genetic and environmental influences were consistent across the three separate performance classes, yielding a significant genetic correlation and a high degree of heritability for the latent 'g' construct. In a subsequent study (Shikishima et al 2011), syllogistic reasoning ability was observed to have similar characteristics as other indicators of intelligence, exhibiting a similar developmental trajectory, as well as exhibiting the usual relationship with socio-economic status. Furthermore, syllogistic reasoning was genetically correlated with aspects of scholastic achievement.…”

Section: Background Datamentioning

confidence: 72%

Reasoning deficits among illicit drug users are associated with aspects of cannabis use

et al. 2014

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“…First, we tested whether WMC would directly predict L1 syllogistic inferencing ability (e.g., Bara et al, 1995;Oakhill & Garnham, 1993), L2 linguistic knowledge (e.g., Williams, 2012), and L2 listening comprehension (e.g., Kormos & Sáfár, 2008) because solving cognitive and linguistic problems, including syllogistic, linguistic, and listening comprehension problems, generally requires working memory resources to process and store the given input (Linck et al, 2014). In addition, WMC tends to start developing earlier than syllogistic inferencing ability and L2 processing, such that WMC increases from 4 to 14-15 years (Gathercole et al, 2004), while syllogistic inferencing ability tends to start developing during around adolescence (Shikishima et al, 2011) and there is no specific starting point for developing L2 processing. Thus, it would be appropriate to assume predictive paths from WMC to syllogistic inferencing ability and L2 processing, although we do not exclude the potential of bidirectional influences.…”

Section: Discussionmentioning

confidence: 99%

Roles of working memory, syllogistic inferencing ability, and linguistic knowledge on second language listening comprehension for passages of different lengths

2022

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This study investigated the effects of working memory capacity (WMC), first language (L1) syllogistic inferencing ability, and second-language (L2) linguistic knowledge on L2 listening comprehension for passages of different lengths. Participants were 193 Korean ninth-grade learners of English. A path analysis was used to examine multivariate relationships among variables. Findings indicated that L2 linguistic knowledge was pivotal in explaining L2 listening comprehension for passages of different lengths. Findings also indicated that over and above L2 linguistic knowledge, greater WMC facilitated comprehending longer L2 listening passages, while better L1 syllogistic inferencing ability facilitated comprehending shorter L2 listening passages. WMC may help form more information-dense representations of longer passages, while L1 syllogistic inferencing ability may help build integrated propositional representations of shorter passages. In addition, greater WMC had indirect impacts on L2 listening comprehension through L1 syllogistic inferencing ability and L2 linguistic knowledge, which suggests that WMC may lead to better L2 listening comprehension when learners have greater L2 knowledge or better L1 syllogistic inferencing ability. Overall, first, this study suggests a pivotal role for L2 linguistic knowledge in L2 listening comprehension and, second, roles for WMC and L1 syllogistic inferencing, which function differently depending on passage length.

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A simple syllogism-solving test: Empirical findings and implications for g research

Cited by 16 publications

References 25 publications

How logical reasoning mediates the relation between lexical quality and reading comprehension

How logical reasoning mediates the relation between lexical quality and reading comprehension

Reasoning deficits among illicit drug users are associated with aspects of cannabis use

Roles of working memory, syllogistic inferencing ability, and linguistic knowledge on second language listening comprehension for passages of different lengths

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