Conditional reasoning by mental models: chronometric and developmental evidence

Barrouillet, Pierre; Grosset, Nelly; Lecas, Jean-François

doi:10.1016/s0010-0277(00)00066-4

Cited by 126 publications

(106 citation statements)

References 17 publications

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“…3) that with increasing developmental level of inductive and deductive reasoning, reaction times to speed and control of processing tasks decreased and working memory capacity increased. In line with these findings, Barouillet and colleagues (Barrouillet et al 2000(Barrouillet et al , 2008Markovits and Barrouillet 2002) showed that the development of deductive reasoning is a process of constructing mental models for real problems based on the content and knowledge available. The complexity of the models depends on working memory because more capacity allows for more models and more pointers from them to information in long-term memory.…”

Section: Dynamic Developmental Relationsmentioning

confidence: 80%

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Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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Section: Dynamic Developmental Relationsmentioning

confidence: 80%

“…Fallacies place high demands on the system. Many alternatives must be retrieved from memory and processed (Barrouillet et al 2000). Moreover, the very nature of the outcome of processing is peculiar because the conclusion is that no conclusion can be reached.…”

Section: From Probabilistic To Deductive Reasoningmentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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“…The increase in "true" responses for not p not q cases with explicit negations could result from biconditional interpretations. It has indeed been demonstrated that explicit rather than implicit negations induce a biconditional pattern of inference production (Barrouillet & Lecas, 1998 Barrouillet, Grosset, and Lecas (2000) Inference Minor premise Conclusion Levels of interpretation and models constructed…”

Section: Mental Models and Truth Valuesmentioning

confidence: 96%

Mental models and the suppositional account of conditionals.

Barrouillet

Gauffroy

Lecas

2008

Psychological Review

Self Cite

122

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The mental model theory of conditional reasoning presented by P. N. Johnson-Laird and R. M. J. Byrne (2002) has recently been the subject of criticisms (e.g., J. St. B. T. Evans, D. E. Over, & S. J. Handley, 2005). The authors argue that the theoretical conflict can be resolved by differentiating 2 kinds of reasoning, reasoning about possibilities given the truth of assertions and reasoning about the truth of assertions given possibilities. The standard mental model theory accounts for the former kind of reasoning but does not adequately account for the latter, contrary to the suppositional approach favored by J. St. B. T. Evans et al. (2005). The authors thus propose a modified mental model theory of conditionals that reconciles the 2 theoretical approaches. It is demonstrated that this theory is able to explain the key findings that have been opposed to the standard theory by J. St. B. T. Evans et al. and makes new predictions that are empirically verified.

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“…Second, we used our intuitions to select conditionals that should yield different predicted interpretations, but we carried out Experiment 1 in order to determine the actual interpretations of these conditionals: The participants had to construct the different possibilities, consistent and inconsistent with the conditionals. No direct path exists to the interpretations of assertions, but this task is simple, reveals a key aspect of interpretations, and yields a clear consensus (Barrouillet et al, 2000). The experiment was accordingly designed to determine operationally the main interpretations of a set of conditionals.…”

Section: Modulation Of Conditionalsmentioning

confidence: 99%

The modulation of conditional assertions and its effects on reasoning

Quelhas

Johnson‐Laird

Juhos

2010

Quarterly Journal of Experimental Psychology

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The theory of mental models postulates that conditionals of the sort, if A then C, have a “core” meaning referring to three possibilities: A and C, not-A and C, and not-A and not-C. The meaning of a conditional's clauses and general knowledge can modulate this meaning, blocking certain possibilities or adding relations between the clauses. Four experiments investigated such interpretations in factual and deontic domains. In Experiment 1, the participants constructed instances of what was possible and what was impossible according to various conditionals. The results corroborated the general predictions of the model theory and also the occurrence of modulation. The resulting interpretations governed the conclusions that participants accepted in Experiment 2, which also yielded the predicted effects of a time limit on responding. In Experiment 3, the participants drew the predicted conclusions for themselves. In Experiment 4, modulation led to predicted temporal relations between A and C. We relate these results to current theories of conditionals.

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Conditional reasoning by mental models: chronometric and developmental evidence

Cited by 126 publications

References 17 publications

Educating the Developing Mind: Towards an Overarching Paradigm

Educating the Developing Mind: Towards an Overarching Paradigm

Mental models and the suppositional account of conditionals.

The modulation of conditional assertions and its effects on reasoning

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