A Neurocomputational Model of Analogical Reasoning and its Breakdown in Frontotemporal Lobar Degeneration

Morrison, Robert; Krawczyk, Daniél C.; Holyoak, Keith J.; Hummel, John E.; Chow, Tiffany W.; Miller, Bruce L.; Knowlton, Barbara J.

doi:10.1162/089892904322984553

Cited by 150 publications

(161 citation statements)

References 43 publications

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“…The second hypothesis of the study suggested that adolescents with conduct disorder compared with normal peers, showed significant deficit in fluid reasoning and it was in accordance with the findings of Morrison et al and Cho et al (22,23).…”

Section: Discussionsupporting

confidence: 87%

Comparing Executive Function Between Adolescents With Conduct Disorder and the Normal Ones in Iranian Population

Moghadam

Bakhshipour

Jamalpour

et al. 2016

Iran J Psychiatry Behav Sci

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Background: Although conduct disorder during the past few decades experienced a rapid extension, few researches are done on the role of executive function in this disorder. The current study aimed to investigate the role of executive functions in task disorder. Materials and Methods: It was a causal-comparative study. The study sample consisted of adolescents with conduct disorder kept in a juvenile institution in Isfahan, Iran, in 2013. The sample of 60 patients included 30 adolescents with conduct disorder and 30 normal ones. The accessible sampling method was used and continuous performance tests and the Wechsler subscale of similarities and numerical memory were performed on them.Results: There was a significant difference in the executive functions of working memory and fluid reasoning, between normal adolescents and the ones with conduct disorder. The mean of fluid reasoning (P > 0.001) and working memory (P > 0.001) in normal adolescents was significantly greater than that of the ones with conduct disorder. But there was no difference between the two groups in sustained attention. The performance of the conduct disorder group in functions of working memory and fluid reasoning (P > 0.001) was lower than the normal group. Conclusions: According to the study findings, compared to the normal group, the conduct disorder group had a lower performance in executive functions. Therefore, to provide therapeutic interventions for conduct disorder, more attention should be paid to the role of deficits in executive functions.

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Section: Discussionsupporting

confidence: 87%

Comparing Executive Function Between Adolescents With Conduct Disorder and the Normal Ones in Iranian Population

Moghadam

Bakhshipour

Jamalpour

et al. 2016

Iran J Psychiatry Behav Sci

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“…This same region has been implicated in working memory (for a review, see Fletcher & Henson, 2001), relational reasoning (Robin & Holyoak, 1995;Morrison et al, 2004;Waltz et al, 1999), and inhibitory control (Morrison et al, 2004;Shimamura, 2000). Accordingly, it is plausible that changes in the prefrontal cortex are responsible for the reasoning deficits observed in older people.…”

Section: Discussionmentioning

confidence: 96%

Relational Integration, Inhibition, and Analogical Reasoning in Older Adults.

Viskontas¹,

Morrison²,

Holyoak³

et al. 2004

Psychology and Aging

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The difficulty of reasoning tasks depends on their relational complexity, which increases with the number of relations that must be considered simultaneously to make an inference, and on the number of irrelevant items that must be inhibited. The authors examined the ability of younger and older adults to integrate multiple relations and inhibit irrelevant stimuli. Young adults performed well at all but the highest level of relational complexity, whereas older adults performed poorly even at a medium level of relational complexity, especially when irrelevant information was presented. Simulations based on a neurocomputational model of analogical reasoning, Learning and Inference with Schemas and Analogies (LISA), suggest that the observed decline in reasoning performance may be explained by a decline in attention and inhibitory functions in older adults.Human reasoning depends in part on the ability to integrate multiple relations and inhibit irrelevant information. For example, if Bill is taller than Carl and Abe is taller than Bill, one must integrate the two "taller than" relations to make the inference that Abe is taller than Carl. A relational analysis of reasoning provides a framework that makes it possible to define levels of complexity for particular reasoning tasks. According to Halford (1998;Halford & Wilson, 1980;Halford, Wilson, & Phillips, 1998), the processing load for any step in a task is determined by the number of dimensions, or relations, that must be processed simultaneously to make the decisions required for that step. Dimensions are viewed as analogous to degrees of freedom, or the number of independent sources of variation. At the first level of complexity (Level 1), the reasoner needs to consider only one relation to solve the task correctly.1 At Level 2, the reasoner must integrate two relations, and so on. For example, it is necessary to integrate two relations to correctly solve the transitive inference problem described previously.More generally, we define relational complexity as the number of relations that a reasoner must simultaneously "hold in mind" to generate the solution. This framework makes it possible to study the processing demands of complex reasoning and to better characterize changes in reasoning ability that occur during normal aging. Although it is known that reasoning ability declines with age (for reviews, see Salthouse, 1992aSalthouse, , 2005, the underlying mechanisms of this decline are not well established. In the current study, we investigate the effects of age on the ability to solve a complex analogical reasoning problem and consider possible algorithmic reasons for the observed decline with age.The ability to hold in mind multiple relations relies on working memory capacity. (See Morrison, 2005, for a review of the role of working memory in reasoning.) Miller (1956) originally postulated that the processing capacity of what is now called working memory is seven plus or minus two "chunks," which are independent units of information. This estimate has since bee...

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“…Klauer (1992Klauer ( , 2014 stated that all inductive tasks can be solved by means of systematic comparison processes, which involve finding similarities and/or differences between task attributes and/or relations among attributes. Inductive reasoning undoubtedly plays an important role in (classroom) learning processes as well as in transfer, as these often also require the ability to detect regularities in seemingly non-ordered material and rules for task solving (e.g., Csapó, 1997;Csapó, Molnár, & Nagy, 2014;Goswami, 1992;Klauer & Phye, 2008;Morrison et al, 2004;Perret, 2015;Vosniadou, 1989). Close inspection of children's inductive reasoning abilities, including the influence of training on the use of more advanced solving strategies (e.g., Higgins, 2015), is complex as a consequence of the variability in performance over time, as sketched above.…”

mentioning

confidence: 99%

Dynamic testing and transfer: An examination of children's problem-solving strategies

Resing

Bakker

Pronk

et al. 2016

Learning and Individual Differences

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract (150 words max)This study examined the problem-solving behaviour of 104 children (aged 7-8 years) when tackling construction-analogy tasks. Children were allocated to one of two conditions: either a form of unguided practice alone or this in combination with training based on graduated prompt techniques.Children's ability to solve figural open-ended analogy-problems was investigated as well as their ability to construct new analogy problems themselves. We examined children's progression in solving analogy problems and the variability in their strategy-use. Results showed that the group that received training made greater progress in solving analogy problems than children who only received unguided practice opportunities. However, the training appeared to give no additional improvement in performance on the transfer task over that of repeated unguided practice alone. Findings from this study demonstrate that an open construction task can provide additional information about children's cognitive learning potential.

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A Neurocomputational Model of Analogical Reasoning and its Breakdown in Frontotemporal Lobar Degeneration

Abstract: Abstract& Analogy is important for learning and discovery and is considered a core component of intelligence. We present a computational account of analogical reasoning that is compat-

Cited by 150 publications

References 43 publications

Comparing Executive Function Between Adolescents With Conduct Disorder and the Normal Ones in Iranian Population

Comparing Executive Function Between Adolescents With Conduct Disorder and the Normal Ones in Iranian Population

Relational Integration, Inhibition, and Analogical Reasoning in Older Adults.

Dynamic testing and transfer: An examination of children's problem-solving strategies

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