Counterintuitive Concepts Research Articles

Experimental encircling of an exceptional point in a two degrees of freedom system: overview and application to noise control

When a resonator is added to an acoustic cavity or a vibrating structure, a new resonance frequency, or pole, is created in the system. When dissipation is present, this may breakdown when some parameters are finely tuned. This phenomenon, typical of non-Hermitian dynamics is called an exceptional point in the parametric space where two (or more) eigenvalues, as well as their associated eigenvectors, coalesce. In the recent years, EPs have gained interest in physics because of the counter-intuitive concepts associated with them. In the fields of acoustics and vibration, understanding EP may lead to a better comprehension of modal energy exchanges and decay. This work aims at exploring the key concepts related to EPs by revisiting the well-known coupled pendulums problem in the presence of damping. First, the free response of the experimental system is investigated after tuning it on an EP. Then an encircling is performed by varying the parameters through time. Our experimental results illustrate in a pedagogical manner nearly-optimal dissipation, energy exchange and chirality effects which have been recently evidenced in physics.

Gaming for the Education of Biology in High Schools

Game-based learning refers to an educational approach where games (digital or analogue) are used in order to engage students in interactive and immersive experiences designed to teach specific concepts, skills or subjects. Gamification refers to the application of game design elements, such as point systems, rewards, narratives, and competition, to non-game contexts. Game elements, mechanics and structures, when incorporated into the learning process, can enhance student understanding and increase engagement, motivation and retention of educational content. Teaching Biology can present challenges mainly due to the complexity of the subject matter, the different scales of biological organisation, and because it often includes challenging and counterintuitive concepts that may contradict students’ preconceived notions. Integrating gaming into the high school Biology curriculum not only tackles the challenges of teaching complex concepts but can also promote student engagement. Customising gaming experiences to Biology intricacies enhances critical thinking and creates a dynamic learning environment tailored to the demands of high school biological education. This entry explores the integration of gaming and gamification in high school Biology education to overcome challenges in sustaining student interest. Additionally, the article highlights the diverse applications of games in education, showcasing their versatility in enriching the educational process. Future research should evaluate specific games, explore design principles, and consider challenges associated with implementation. In conclusion, using games in Biology education promises to enhance engagement, promote active learning, and deepen understanding, contributing to narrowing the gap in biological literacy.

An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory

The aim of the study was to explore children’s learning of natural science, and the authors chose a literature review as the means to achieve this aim. As the research into children’s emerging science is fragmented into many different theoretical perspectives and many kinds of studies are included, research results deriving from the field can be difficult to summarize. To resolve this issue, Vosniadou’s framework theory was used as the tool for data analysis. Results show emergence as a dynamic interaction between intuitive and counter-intuitive concepts leading to synthetic and scientific models in combination with developing epistemological and ontological skills. The accumulation of synthetic concepts seems to be the most common result of early formal educational input. Both intuitive and synthetic models are predecessors for scientific concepts and models, and these models as such are very important for emerging science. The conclusions suggest that diverse science experiences should bring about more synthetic models. This subsequently creates a wider basis for further development. Another important factor of emergence is the development of children’s epistemic skills and ontological shifts. Research results suggest that it is important for teachers to support children’s epistemic and ontological skills. Enhancing children’s understanding about causality and ontology is an important step towards developing formal concepts of science.

How Do Executive Functions Influence Children’s Reasoning About Counterintuitive Concepts in Mathematics and Science?

Many scientific and mathematical concepts are counterintuitive because they conflict with misleading perceptual cues or incorrect naive theories that we build from our everyday experiences of the world. Executive functions (EFs) influence mathematics and science achievement, and inhibitory control (IC), in particular, might facilitate counterintuitive reasoning. Stop & Think (S&T) is a computerised learning activity that trains IC skills. It has been found effective in improving primary children’s mathematics and science academic performance in a large scale RCT trial (Palak et al., 2019; Wilkinson et al., Journal of Cognitive Enhancement, 4, 296–314, 2020). The current study aimed to investigate the role of EFs and the moderating effects of S&T training on counterintuitive mathematics and science reasoning. A sample of 372 children in school Years 3 (7- to 8-year-olds) and 5 (9- to 10-year-olds) were allocated to S&T, active control or teaching as usual conditions, and completed tasks assessing verbal and visuospatial working memory (WM), IC, IQ, and counterintuitive reasoning, before and after training. Cross-sectional associations between counterintuitive reasoning and EF were found in Year 5 children, with evidence of a specific role of verbal WM. The intervention benefited counterintuitive reasoning in Year 3 children only and EF measures were not found to predict which children would most benefit from the intervention. Combined with previous research, these results suggest that individual differences in EF play a lesser role in counterintuitive reasoning in younger children, while older children show a greater association between EFs and counterintuitive reasoning and are able to apply the strategies developed during the S&T training to mathematics and science subjects. This work contributes to understanding why specifically the S&T intervention is effective. This work was preregistered with the ISRCTN registry (TRN: 54726482) on 10/10/2017.

Is book reading always best? Children learn and transfer complex scientific explanations from books or animations

BackgroundStorybooks are an effective tool for teaching complex scientific mechanisms to young children when presented in child-friendly, joint-attentional contexts like read-aloud sessions. However, static storybooks are limited in their ability to convey change across time and, relative to animated storybooks, are harder to disseminate to a wide audience. This study examined second graders’ abilities to learn the deeply counterintuitive concepts of adaptation and speciation from multi-day interventions centered around two storybooks about natural selection that were either read-aloud (static) or watched on a screen (animated). The storybook sequence was progressive and first explained—in counter-essentialist and non-teleological terms—how the relative distribution of a terrestrial mammal’s trait changed over time due to behavioral shifts in their primary food resource (adaptation, book 1). It then explained how–after a sub-population of this species became geographically isolated–they evolved into an entirely different aquatic species over many generations via selection on multiple foraging-relevant traits (speciation, book 2). The animated and static versions of the storybooks used the same text and illustrations, but while the animations lacked joint-attentional context, they more dynamically depicted successive reproductive generations. Storybook and animation presentations were interspersed with five parallel talk-aloud assessment interviews over three days.ResultsFindings revealed substantial learning from the read-aloud static storybook sequence. They also revealed substantial learning from the animation condition with patterns suggesting that the dynamic representations of change over time particularly scaffolded acquisition of the deeply counterintuitive idea that a species can evolve into an entirely different category of species by natural selection.ConclusionsThe results provide much-needed optimism in a context of increasing demands for scalable solutions to promote effective learning: animated storybooks are just as good (and may even be better) than static storybooks.

Is the Universe Infinite? Characterising a Hierarchy of Reasoning in Student Conceptions of Cosmology Concepts Using Open-Ended Surveys

Cosmology presents students with ideas that stimulate their curiosity and brings together various concepts from STEM that call on a variety of reasoning types across multiple representational modes, involving subtleties of spacetime relations, a variety of models and evidence requiring multiple lines of high precision observations. This study investigated high school students’ levels and types of reasoning that frame their conceptions in different cosmology topics. An open-ended knowledge survey, the Cosmology Knowledge Survey (CosmoKS), was developed and implemented online to 286 high school students (aged 16–18 years) from Australia and Sweden. A modified version of the Structure of the Observed Learning Outcome (SOLO) taxonomy with four levels (pre-structural, uni-structural, multi-structural and relational) was used as a guide to analyse students’ open-ended and structured responses. This provided insights into the level and complexity of reasoning underpinning a variety of conceptions across the four dimensions of cosmology education: size and scale, spacetime location, composition of the universe and evolution of the universe. The study identified underlying patterns in student reasoning and conceptions in cosmology, summarised as (i) navigating spatial and temporal relations, (ii) counterintuitive concepts and (iii) language and everyday experience, especially intuition. The analysis led to the characterisation of a hierarchy of reasoning that helps identify sources of alternative conceptions and provided the basis for the development of a concept inventory and progression with broad implications.

The development of cognitive reflection

AbstractWhat do cows drink? The correct answer is water, but many are tempted to say milk. The disposition to override an intuitive response (milk) with a more analytic response (water) is known as cognitive reflection. Tests of cognitive reflection predict a wide range of skills and abilities in adults. In this article, we discuss the construction of a developmental version of the cognitive reflection test and explore how it predicts rational thinking and normative thinking dispositions in elementary school‐aged children, independent of age, executive function, and cultural context. We also explore how the test predicts children's mastery of counterintuitive concepts in science and mathematics. Findings suggest that cognitive reflection may be a prerequisite for developing, and improving, analytic thought, thus highlighting the value of studying cognitive reflection from a developmental perspective.

Mechanistic Li-Ion Battery Modeling, What's Next?

While relatively young, the mechanistic modeling approach has proven extremely versatile and effective for Lithium-ion battery diagnosis and prognosis and it has gained tremendous traction in the past decade. The approach is relying on digital twins built from different matchings of the individual voltage response of each electrode. The digital twins enable quantification of the degradation modes and open the gate for material-based diagnosis and prognosis without the need for complex models. From previous work in our laboratory, the method allowed to conceptually explain counter intuitive concepts such as hidden degradation mechanisms, overdischarge induced capacity, and the sudden apparition of knees.This presentation will reflect on a decade worth of discussion and validation of several of the key concepts of digital twins for advanced diagnosis and prognosis since the seminal publications in the early 2010s. It will also introduce the next chapter with several new directions to enhance its application to more complex case figures. In the past decade since proposing our version of the framework, it was used to diagnose the degradation of several hundred cells of multiple chemistries and blends. It made possible to explain and predict the apparition of knees with the concept of hidden mechanisms and to emulate the impact of kinetics. The approach also proved useful to investigate overdischarge, overcharge, and to generate big-data with millions of synthetic voltage curves enabling the development of advanced diagnosis and prognosis tools. Looking forward, the approach can still be improved and some new directions will be detailed here with proof-of-concept simulations. This includes the simulation of blended and inhomogeneous electrodes that are destined to play a big role for the diagnosis and prognosis of next generation cells. Moreover, calculations could be done outside of constant current which could allow a much wider field implementation of better diagnosis and prognosis tools for deployed systems.

Affect as Anaesthetic: how emotional contexts modulate the processing of counterintuitive concepts

ABSTRACT In popular narratives, minimally counterintuitive concepts (MCIs), which violate one category of our real-world knowledge (e.g. talking trees), are frequently embedded in emotional contexts. To assess the impact of emotion on MCI processing, we presented micro-narratives with negative or neutral contents before target sentences. We compared electrophysiological correlates of semantic processing elicited by MCIs, common semantic expectancy violations, and intuitive concepts, presented as critical within-sentence words and as images after the sentences. Results show that emotional contexts play a critical role for MCI processing. N400 effects in neural responses to MCIs that we observed after neutral contexts were not found after negative contexts, suggesting that the synergy between emotional context and MCI saliency enhances the processing of narratives at the cost of critical semantic processing. This finding is relevant for neurocognitive models of language comprehension in high-level contexts, for our understanding of the attraction of counterintuitive concepts and rhetorical strategies.

Neural and Cognitive Underpinnings of Counterintuitive Science and Math Reasoning in Adolescence.

Reasoning about counterintuitive concepts in science and math is thought to require suppressing naive theories, prior knowledge, or misleading perceptual cues through inhibitory control. Neuroimaging research has shown recruitment of pFC regions during counterintuitive reasoning, which has been interpreted as evidence of inhibitory control processes. However, the results are inconsistent across studies and have not been directly compared with behavior or brain activity during inhibitory control tasks. In this fMRI study, 34 adolescents (aged 11-15 years) answered science and math problems and completed response inhibition tasks (simple and complex go/no-go) and an interference control task (numerical Stroop). Increased BOLD signal was observed in parietal (Brodmann's area 40) and prefrontal (Brodmann's area 8, 45/47) cortex regions in counterintuitive problems compared with control problems, where no counterintuitive reasoning was required, and in two parietal clusters when comparing correct counterintuitive reasoning to giving the incorrect intuitive response. There was partial overlap between increases in BOLD signal in the complex response inhibition and interference control tasks and the science and math contrasts. However, multivariate analyses suggested overlapping neural substrates in the parietal cortex only, in regions typically associated with working memory and visuospatial attentional demands rather than specific to inhibitory control. These results highlight the importance of using localizer tasks and a range of analytic approach to investigate to what extent common neural networks underlie performance of different cognitive tasks and suggests visuospatial attentional skills may support counterintuitive reasoning in science and math.

First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis

The purpose of this study is to increase the understanding about undergraduate life science students’ conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students’ success in academic, verbal problem-solving tasks. This study contributes to investigating students’ understanding, utilizing a modern network analysis method in exploring first-year university life science students’ written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students’ verbal outputs. The results showed that the richness of concept networks and students’ use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed.

She told me about a singing cactus: Counterintuitive concepts are more accurately attributed to their speakers than ordinary concepts.

Communication is central to human life, yet it leaves humans vulnerable to misinformation and manipulation. Humans have therefore evolved a suite of psychological mechanisms for the evaluation of speakers and their messages. Here, we test a key hypothesized function of these "epistemic vigilance" mechanisms: the selective remembering of links between speakers and messages that are inconsistent with preexisting beliefs. Across four experiments, participants (N = 707) read stories associated with different contexts, with each story containing concepts that violate core knowledge intuitions ("counterintuitive concepts") and ordinary concepts. Experiment 1 revealed that after a brief distractor (2 min) participants more accurately attributed counterintuitive concepts to their speakers than ordinary concepts. Experiments 2a and 2b replicated this finding and found that this attribution accuracy advantage also extended to counterintuitive versus ordinary concepts associated with other contextual details-places and dates. Experiment 3 then tested whether this attribution accuracy advantage was more stable over time for speakers than for places. After a short distractor (20 min), there was a counterintuitive versus ordinary concept attribution accuracy advantage for both speakers and places. However, when participants were tested again after a long delay (48 hr), this attribution accuracy advantage more than doubled for speakers but disappeared entirely for places. We discuss the implications of these findings to the set of psychological mechanisms theorized to monitor and evaluate communication to guard our database of beliefs about the world. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Understanding the Role of Context on Memory for Maximally Counterintuitive Concepts

The current study examined how contextual information, defined as information represented at the level of the situation model, influenced memory for minimally and maximally counterintuitive stories. The first two experiments investigated whether the presence of explicit instructions to make sense of “strange information” in the stories influenced memory for maximally counterintuitive stories. Although no such effect was observed, post hoc analyses indicated that maximally counterintuitive stories that support a global inference that integrates the counterintuitive ideas are better recalled compared to stories that do not support such an inference. A third experiment was conducted to directly test the “global-inference” hypothesis. The results from the three experiments highlight the significant role of inferential processing in the integration of counterintuitive ideas, especially for maximally counterintuitive studies.

Supplemental Material for She Told Me About a Singing Cactus: Counterintuitive Concepts Are More Accurately Attributed to Their Speakers Than Ordinary Concepts

Supplemental Material for She Told Me About a Singing Cactus: Counterintuitive Concepts Are More Accurately Attributed to Their Speakers Than Ordinary Concepts

The Fitness Relevance of Counterintuitive Agents

Abstract Cognitive scientists have attributed the ubiquity of religious narratives partly to the favored recall of minimally counterintuitive (MCI) concepts within those narratives. Yet, this memory bias is inconsistent, sometimes absent, and without a functional rationale. Here, we asked if MCI concepts are more fitness relevant than intuitive concepts, and if fitness relevance can explain the existence and variability of the observed memory bias. In three studies, participants rated the potential threat and potential opportunity (i.e., fitness relevance) afforded by agents with abilities that violated folk psychology, physics, or biology (i.e., MCI abilities). As in previous work, agents with MCI abilities were recalled better than those with intuitive abilities. Additionally, agents with MCI abilities were perceived as greater threats, and as providing greater opportunities, than agents with intuitive abilities, but this perceived fitness relevance only mediated the memory bias when MCI abilities were used to accomplish disproportionally consequential outcomes. Minimally counterintuitive abilities that violated folk psychology were rated more intuitive and more of an opportunity than violations of folk physics or biology, while folk physics violations were recalled best. Explanations for these effects and their relevance to the cognitive science of religion are discussed.

The Memorability of Supernatural Concepts: Effects of Minimal Counterintuitiveness, Moral Valence, and Existential Anxiety on Recall

ABSTRACT Within the cognitive science of religion, some scholars hypothesize (1) that minimally counterintuitive (MCI) concepts enjoy a transmission advantage over both intuitive and highly counterintuitive concepts, (2) that religions concern counterintuitive agents, objects, or events, and (3) that the transmission advantage of MCI concepts makes them more likely to be found in the world’s religions than other kinds of concepts. We hypothesized that the memorability of many MCI supernatural concepts was due in large part to other characteristics they possess, such as their frequent and salient association with moral concerns and the alleviation of existential anxieties, and that without such characteristics they would fail to be memorable. We report the results of three experiments designed to test the relative contributions of minimal counterintuitiveness, moral valence, and existential anxiety to the memorability of supernatural ideas. We observed no main effects for minimal counterintuitiveness but did observe main effects for both moral valence and existential anxiety. We also found that these effects did not seem to stem from the greater visualizability of morally valenced concepts or concepts that concerned existential anxieties. These findings challenge important claims made by leading researchers regarding MCI concepts within the cognitive science of religion.

Domain-Specific Inhibitory Control Training to Improve Children\u2019s Learning of Counterintuitive Concepts in Mathematics and Science

Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp2 = .067) and STP (p < .01, ηp2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.

Melting Lizards and Solid Gold Stop Signs: Preferential Recall of Both Counterintuitive and Bizarre Concepts

AbstractResearch has shown that minimally counterintuitive concepts (MCI) are more memorable than concepts that are simply bizarre. However, this disparity may exist only in studies using cross-cultural samples. To test the impact of bizarreness on culturally homogeneous populations, we read a fictional narrative to 33 college-age students at a Midwestern university. This narrative featured 18 sets of target items – six which were intuitive, six which were counterintuitive, and six which were bizarre. After hearing the story, experimenters administered a written recall task. As hypothesized, students did not differ in their recall of counterintuitive or bizarre target items. Therefore, we propose a minimally distinctive model of memorability, encompassing both counterintuitiveness and bizarreness. This model may help us better understand the memorability of expectation violations, especially those within religious stories.

The Magic of Mechanism: Explanation-Based Instruction on Counterintuitive Concepts in Early Childhood

Common-sense intuitions can be useful guides in everyday life and problem solving. However, they can also impede formal science learning and provide the basis for robust scientific misconceptions. Addressing such misconceptions has generally been viewed as the province of secondary schooling. However, in this article, I argue that for a set of foundational but highly counterintuitive ideas (e.g., evolution by natural selection), coherent causal-explanatory instruction—instruction that emphasizes the multifaceted mechanisms underpinning natural phenomena—should be initiated much sooner, in early elementary school. This proposal is motivated by various findings from research in the cognitive, developmental, and learning sciences. For example, it has been shown that explanatory biases that render students susceptible to intuitively based scientific misconceptions emerge early in development. Furthermore, findings also reveal that once developed, such misconceptions are not revised and replaced by subsequently learned scientific theories but competitively coexist alongside them. Taken together, this research, along with studies revealing the viability of early coherent explanation-based instruction on counterintuitive theories, have significant implications for the timing, structure, and scope of early science education.

Inhibitory control and counterintuitive science and maths reasoning in adolescence.

Existing concepts can be a major barrier to learning new counterintuitive concepts that contradict pre-existing experience-based beliefs or misleading perceptual cues. When reasoning about counterintuitive concepts, inhibitory control is thought to enable the suppression of incorrect concepts. This study investigated the association between inhibitory control and counterintuitive science and maths reasoning in adolescents (N = 90, 11–15 years). Both response and semantic inhibition were associated with counterintuitive science and maths reasoning, when controlling for age, general cognitive ability, and performance in control science and maths trials. Better response inhibition was associated with longer reaction times in counterintuitive trials, while better semantic inhibition was associated with higher accuracy in counterintuitive trials. This novel finding suggests that different aspects of inhibitory control may offer unique contributions to counterintuitive reasoning during adolescence and provides further support for the hypothesis that inhibitory control plays a role in science and maths reasoning.