Working memory and strategies in syllogistic-reasoning tasks

Abstract

It has often been asserted that working-memory limitations are a major factor contributing to problem difficulty; for example, Johnson-Laird's (1983) mental-models theory appeals to workingmemory limitations to explain the difficulty of syllogistic reasoning. However, few studies have directly explored working memory in problem solving in general or syllogistic reasoning in particular. This paper reports two studies. In the first, working-memory load was varied by presenting syllogistic tasks either verbally or visually (so that the premises were continuously available for inspection). A significant effect of memory load was obtained. In the second study, premises were presented visually for a subject-determined time. Dual-task methods were used to assess the role of working-memory components, as identified in Baddeley's (1986) model. Syllogistic performance was disrupted by concurrent random-number generation but not by concurrent articulatory suppression or by concurrent tapping in a preset pattern. Furthermore, the concurrent syllogism task interfered with random generation and to a lesser extent with articulatory suppression, but not with tapping. We conclude that while the central-executive component of working memory played a major role in the syllogistic-task performance reported here, the articulatory loop had a lesser role, and the visuospatial scratch pad was not involved.

Effects of VDT and paper presentation on consumption and production of information: Psychological and physiological factors

“…The latter results are in line with previous research showing that neither brief interruptions (Glanzer, Dorfman, & Kaplan, 1981) nor a three-digit working memory load (Baddeley & Hitch, 1974), while reading, has any significant effect on comprehending the material. The result of Study III, Experiment 1, however, appears to contradict a previous finding (Gilhooly et al, 1993) which asserted that the phonological loop only played a minor role in syllogistic reasoning. On closer inspection of the methodology and model used by Gilhooly et al (1993), the findings do not seem so disparate, but rather warrant a reinterpretation of the their interpretations.…”

“…The result of Study III, Experiment 1, however, appears to contradict a previous finding (Gilhooly et al, 1993) which asserted that the phonological loop only played a minor role in syllogistic reasoning. On closer inspection of the methodology and model used by Gilhooly et al (1993), the findings do not seem so disparate, but rather warrant a reinterpretation of the their interpretations.…”

“…Solving syllogistic tasks hardly leads to any long term memories of the statements or deductions. The key role of working memory in the solution of syllogisms has been demonstrated, by for instance, Gilhooly, Logie, Wetherick, & Wynn (1993) who concluded that there is a slight involvement of the phonological loop and a major involvement of the central executive.…”

Attention and intelligence: The validity of the Star Counting Test.

“…Recent experimental (Carpenter et al, 1990;Gilhooly et al, 1993) and correlational (Kyllonen & Christal, 1990) research provides some direct evidence for a link between working memory capacity and Gf. Carpenter et al (1990) showed that an important determinant of performance on the Raven Advanced Progressive Matrices Test (Raven, 1965), a common marker for Gf, is the ability to simultaneously generate, evaluate and maintain goals in working memory.…”

“…The SCT was designed to measure the regulation of processes in working memory. Working memory is a system for the temporary storage and processing of information and is used in a broad range of everyday cognitive tasks (e.g., Baddeley, 1986;Gilhooly, Logie, Wetherick, & Wynn, 1993;Hitch, 1978).…”