Mental models in propositional reasoning and working memory's central executive

García-Madruga, Juan A.; Gutiérrez, Francisco; Carriedo, Núria; Luzón, José María; Vila, José Óscar

doi:10.1080/13546780701203813

Cited by 35 publications

(32 citation statements)

References 42 publications

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“…Therefore, finding a valid conclusion to complex problems requires that individuals build complete representations of premises and validate initial conclusions by searching for counterexamples that can make them false. From a mental model perspective, García-Madruga et al ( 2007 ) have highlighted the central executive processes as the crucial WM component in the explanation of propositional reasoning performance, as well as its relationship with the two systems of reasoning processes, System 1 and System 2. They found positive correlations between WM and reasoning responses that require high levels of mental word, and negative correlations between WM and reasoning responses that require low levels of mental work.…”

Section: Introductionmentioning

confidence: 99%

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

et al. 2018

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Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.

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Section: Introductionmentioning

confidence: 99%

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

et al. 2018

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“…Likewise, García-Madruga et al (García-Madruga, Gutiérrez, Carriedo, Luzón, & Vila, 2007) have shown the importance of working memory in 'unless' reasoning. These authors claim that applying this superficial matching strategy does not consume cognitive resources and will hence be mainly used by people with low working memory span.…”

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confidence: 99%

The Semantics of ‘unless’ Conditionals: Evidence from ‘unless’ and Disjunctive Inferences

2011

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We report the results of an experiment investigating conditional inferences from conditional assertions such as 'Juan won't go to León unless Nuria goes to Madrid' and 'Either Nuria goes to Madrid or Juan won't go to León'. This experiment addresses Dancygier's claims about the semantics of 'unless' by examining inferential endorsements of 'not-A unless B' and 'Either B or not-A' in the canonical order, presenting the categorical premise after the conditional assertions, and in the inverse order, presenting the categorical premise before the conditional assertions. The results of the experiment confirm that the representation of 'unless' includes two possibilities, although as Dancygier holds one of the possibilities may not be complete. The implications of the results are discussed in the context of the strategic nature of conditional reasoning and recent convergent theories of linguistic processing.Se presentan los resultados de un experimento en el que se investigaron las inferencias realizadas a partir de enunciados condicionales como 'Juan no irá a León a menos que Nuria vaya Madrid' y 'O Nuria va a Madrid o Juan no irá a León' . En este experimento se abordan las concepciones de Dancygier sobre la semántica de 'a menos que' mediante el estudio de las inferencias que se extraen de 'no-A a menos que B' y de 'o B o no-A' , en el orden canónico, al presentar la premisa categórica después de la afirmación condicional; y en el orden inverso, presentando la premisa categórica antes que la afirmación condicional. Los resultados confirman que la representación de 'a menos que' incluye dos posibilidades aunque, como Dancygier sostiene, una de las posibilidades puede no ser completa. Las implicaciones de los resultados se discuten en el contexto de la naturaleza estratégica del razonamiento condicional y de las teorías convergentes recientes sobre el procesamiento lingüístico.

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“…Complex propositions might, for example, invoke imagistic strategies such as the mental construction of Venn diagrams. It is also clear that spatial reasoning relies heavily on the central executive and that a limited capacity in the central executive can affect the ability to reason spatially and propositionally 16,17 . This is the basis for individual differences in spatial ability, but the implications for problem solving in the physical sciences will not be clear until the concept of field dependence-independence (FDI) has been described.…”

Section: Cognitive Psychology and Problem Solving In The Physical Scimentioning

confidence: 99%

“…Describing the role of working memory in the construction of mental models, García-Madruga states that one of the functions of the central executive is to discard irrelevant information 16 . Ordering information clearly places a high load on the working memory.…”

Section: Cognitive Psychology and Problem Solving In The Physical Scimentioning

confidence: 99%

Cognitive psychology and problem solving in the physical sciences

Sands

Overton

2016

NEW DIR TEACH PHYS SCI

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This paper provides and introduction to the literature on cognitive psychology and problem solving in physical sciences. We consider the working memory and its three different components, two of which hold and record information and are controlled by an executive that controls attention. Working memory alone cannot explain problem solving ability and we review the influence of schemata, the construction of mental models, visual reasoning and the cognitive style of field dependence.

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Mental models in propositional reasoning and working memory's central executive

Cited by 35 publications

References 42 publications

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

The Semantics of ‘unless’ Conditionals: Evidence from ‘unless’ and Disjunctive Inferences

Cognitive psychology and problem solving in the physical sciences

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