General Reasoning Ability Research Articles

Learning how to think like a linguist: Linguistic reasoning as a focal point in L1 grammar education

AbstractIn recent years, the gap between academic linguistics and language education has become increasingly apparent, hindering the effective transmission of linguistic knowledge to students. This paper presents an overview of recent empirical research (mostly originating in the Netherlands) that seeks to bridge this gap by teaching students how to think like linguists within the context of L1 grammar education. The paper takes Dielemans' and Coppen's pedagogical framework for linguistic reasoning as its starting point, relates this framework to comparable initiatives and shows how recent studies have empirically examined different aspects of linguistic reasoning, including general linguistic reasoning ability, the role of linguistic metaconcepts and developing an appropriate epistemic attitude. The paper concludes with some desiderata for future research into this emerging research field.

SH2B1 Tunes Hippocampal ERK Signaling to Influence Fluid Intelligence in Humans and Mice.

Fluid intelligence is a cognitive domain that encompasses general reasoning, pattern recognition, and problem-solving abilities independent of task-specific experience. Understanding its genetic and neural underpinnings is critical yet challenging for predicting human development, lifelong health, and well-being. One approach to address this challenge is to map the network of correlations between intelligence and other constructs. In the current study, we performed a genome-wide association study using fluid intelligence quotient scores from the UK Biobank to explore the genetic architecture of the associations between obesity risk and fluid intelligence. Our results revealed novel common genetic loci (SH2B1, TUFM, ATP2A1, and FOXO3) underlying the association between fluid intelligence and body metabolism. Surprisingly, we demonstrated that SH2B1 variation influenced fluid intelligence independently of its effects on metabolism but partially mediated its association with bilateral hippocampal volume. Consistently, selective genetic ablation of Sh2b1 in the mouse hippocampus, particularly in inhibitory neurons, but not in excitatory neurons, significantly impaired working memory, short-term novel object recognition memory, and behavioral flexibility, but not spatial learning and memory, mirroring the human intellectual performance. Single-cell genetic profiling of Sh2B1-regulated molecular pathways revealed that Sh2b1 deletion resulted in aberrantly enhanced extracellular signal-regulated kinase (ERK) signaling, whereas pharmacological inhibition of ERK signaling reversed the associated behavioral impairment. Our cross-species study thus provides unprecedented insight into the role of SH2B1 in fluid intelligence and has implications for understanding the genetic and neural underpinnings of lifelong mental health and well-being.

Various sources of distraction during analogical reasoning

Reasoning by analogy requires mapping relational correspondence between two situations to transfer information from the more familiar (source) to the less familiar situation (target). However, the presence of distractors may lead to invalid conclusions based on semantic or perceptual similarities instead of on relational correspondence. To understand the role of distraction in analogy making, we examined semantically rich four-term analogies (A:B::C:?) and scene analogies, as well as semantically lean geometric analogies and the matrix task tapping general reasoning. We examined (a) what types of lures were most distracting, (b) how the two semantically rich analogy tasks were related, and (c) how much variance in the scores could be attributed to general reasoning ability. We observed that (a) in four-term analogies the distractors semantically related to C impacted performance most strongly, as compared to the perceptual, categorical, and relational distractors, but the two latter distractor types also mattered; (b) distraction sources in four-term and scene analogies were virtually unrelated; and (c) general reasoning explained the largest part of variance in resistance to distraction. The results suggest that various sources of distraction operate at different stages of analogical reasoning and differently affect specific analogy paradigms.

The measuring instrument of primitive physics problem for junior high school students: Compilation and Research

Problem representation in specific domains has raised great attention in the past years. In mainland China, research of the primitive physics problem teaching has been booming in the physics education domain recently. This study proposes six representations in the process of solving problems for middle school students, including abstraction representation, assignment representation, image representation, physics representation, methodology representation and mathematics representation. The measuring instrument of primitive physics problem for junior high school students was developed according to previous research and the principle of “Objectively Evaluating Subjective Questions”. The participants were 113 grade nine students in mainland China. The results of confirmatory factor analysis confirm the effectiveness of the measuring instrument. A weak correlation between the measuring instrument of primitive physics problems and Lawson Classroom Test of Scientific Reasoning (LCTSR) was found. Therefore, we believe that the primitive physics problem solving ability is a unique ability which is different from the general reasoning ability. This study demonstrates that using the measuring instrument of primitive physics problem to measure junior high school students’ ability of problem solving is promising.

Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests.

This study examined individual differences in spatial abilities of architecture students. Students at different educational levels were assessed on spatial ability tests that varied in their domain-specificity to architecture, with the hypothesis that larger differences between beginner and advanced students will emerge on more domain-specific tests. We also investigated gender differences in test performance and controlled for general reasoning ability across analyses. In a cross sectional study, master students (N = 91) outperformed beginners (N = 502) on two novel tests involving perspective taking and object composition, as well as on a standardized visualization of cross-sections test, but not on a standardized mental rotations test. Longitudinally (N = 117), spatial performance improved after the first bachelor year on visualization of cross-sections, object composition and mental rotation. Although both genders showed higher spatial test performance with increased experience, male students outperformed females across tests and levels of education. The results overall confirmed improvements in spatial performance during architecture studies, with partial support for the domain-specificity hypothesis. A gender gap among advanced students calls for further examining architecture-specific spatial thinking.

The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults

This study analyzed the relative importance of different cognitive abilities for solving complex mathematical word problems (CWPs)—a demanding task of high relevance for diverse fields and contexts. We investigated the effects of spatial, verbal, numerical, and general reasoning abilities as well as gender on CWP performance among N = 1282 first-year university engineering students. Generalized linear mixed models unveiled significant unique effects of spatial ability, β = 0.284, verbal ability, β = 0.342, numerical ability, β = 0.164, general reasoning, β = 0.248, and an overall gender effect in favor of male students, β = 0.285. Analyses revealed negligible to small gender effects in verbal and general reasoning ability. Despite a gender effect in spatial ability, d = 0.48, and numerical ability, d = 0.30—both in favor of male students—further analyses showed that effects of all measured cognitive abilities on CWP solving were comparable for both women and men. Our results underpin that CWP solving requires a broad facet of cognitive abilities besides mere mathematical competencies. Since gender differences in CWP solving were not fully explained by differences in the four measured cognitive abilities, gender-specific attitudes, beliefs, and emotions could be considered possible affective moderators of CWP performance.

Learning Mathematics Problem Solving through Test Practice: a Randomized Field Experiment on a Global Scale

We measure the effect of a single test practice on 15-year-old students’ ability to solve mathematics problems using large, representative samples of the schooled population in 32 countries. We exploit three unique features of the 2012 administration of the Programme for International Student Assessment (PISA), a large-scale, low-stakes international assessment. During the 2012 PISA administration, participating students were asked to sit two separate tests consisting of problem-solving tasks. Both tests included questions that covered the same internationally recognized and validated framework for mathematics assessment. Students were randomly assigned in the first, 2-h-long test to one of three test versions containing varying amounts of mathematics, reading, and science problems. We found that the amount of mathematics problems in the first test had a small positive effect on mean mathematics performance on the second test, but no effect on general reasoning and problem-solving ability. Subject-specific effects of test practice on subsequent test performance were found over both short lags (same day) and medium lags (1–7 days). The learning gains ascribed to mathematics problem-solving practice were larger for boys than for girls.

Improvement of Spatial and Non-verbal General Reasoning Abilities in Female Veterinary Medical Students Over the First 64 Weeks of an Integrated Curriculum.

Spatial visualization ability is defined as the ability to mentally rotate two- and three-dimensional figures. Visual reasoning is the ability to manipulate mental images of an object to reach a certain conclusion and has been linked to spatial ability. There is currently limited information about how entry-level spatial and visual reasoning abilities may be enhanced with progression through the rigorous veterinary medical curriculum. The present study made use of two tests that measure spatial ability and one test that measures non-verbal general reasoning ability in female veterinary students: Guay's Visualization of Views Test, Adapted Version (VVT), Mental Rotations Test (MRT), and Raven's Advanced Progressive Matrices Test, short form (APMT). Tests were given immediately before commencing the integrated veterinary medical curriculum (T0), at week 32 (T1), and at week 64 (T2) into the program. Results showed improved spatial visualization ability as measured by VVT and MRT and improved non-verbal general reasoning ability as measured by APMT at both 32 and 64 weeks. The spatial ability scores measured by VVT and MRT showed a positive correlation with non-verbal general reasoning ability scores (APMT), supporting the idea that these abilities are linked.

Improvement of spatial and non‐verbal general reasoning abilities in female veterinary medical students

Spatial visualization ability refers to the human cognitive ability to form, retrieve and manipulate mental models of spatial nature. Visual reasoning ability has been linked to spatial ability. There is currently limited information about how entry‐level spatial and visual reasoning abilities may predict veterinary anatomy performance or may be enhanced with progression through the veterinary anatomy content in an integrated curriculum. The present study made use of two tests that measure spatial ability, and one test that measures non‐verbal general reasoning ability in female veterinary students: Guay's visualization of views test, adapted version (VVT), mental rotations test (MRT), and Raven's advanced progressive matrices test, short form (APMT). Tests were given to female veterinary medical students immediately before commencing the integrated veterinary medical curriculum (T0), at week 32 (T1) and, at week 64 (T2) into the program.Results showed that first‐year female veterinary medical students exposed to an integrated curriculum for 64 weeks improved their spatial visualization ability as measured by VVT and MRT. A long‐term improvement of their non‐verbal general reasoning ability as measured by APMT was also observed. Spatial ability scores measured by VVT and MRT showed a long‐term positive correlation with non‐verbal general reasoning ability scores (APMT) establishing that these abilities are linked.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

A Comprehensive Examination of Narcissists’ Self-Perceived and Actual Socioemotional Cognition Ability

Narcissists are assumed to lack the motivation and ability to share and understand the mental states of others. Prior empirical research, however, has yielded inconclusive findings and has differed with respect to the specific aspects of narcissism and socioemotional cognition that have been examined. Here, we propose a differentiated facet approach that can be applied across research traditions and that distinguishes between facets of narcissism (agentic vs. antagonistic) on the one hand, and facets of socioemotional cognition ability (SECA; self-perceived vs. actual) on the other. Using five nonclinical samples in two studies (total N = 602), we investigated the effect of facets of grandiose narcissism on aspects of socioemotional cognition across measures of affective and cognitive empathy, Theory of Mind, and emotional intelligence, while also controlling for general reasoning ability. Across both studies, agentic facets of narcissism were found to be positively related to perceived SECA, whereas antagonistic facets of narcissism were found to be negatively related to perceived SECA. However, both narcissism facets were negatively related to actual SECA. Exploratory condition-based regression analyses further showed that agentic narcissists had a higher directed discrepancy between perceived and actual SECA: They self-enhanced their socio-emotional capacities. Implications of these results for the multifaceted theoretical understanding of the narcissism-SECA link are discussed.

Theory of Mind Development in School-Aged Left-Behind Children in Rural China.

The current study aimed to investigate differences in theory of mind between left-behind children and non-left-behind children in rural China and to examine the potential protective role of general reasoning ability in left-behind children’s theory of mind. Participants included 213 children aged 7.10–13.67 years (111 boys and 102 girls, M = 10.51 years, SD = 1.33), 101 of whom were left behind in rural areas by one or both migrating parents for at least 6 months. The Strange Stories task, a second-order false belief task, and a faux pas task were used to measure children’s theory of mind, and Sessions B and C in Raven’s Standard Progressive Matrices were used to test children’s general reasoning ability. The results showed that left-behind children scored lower on both the faux pas task and Strange Stories task. Additionally, on second-order false belief understanding, left-behind boys performed worse than non-left-behind boys, while left-behind girls scored higher than non-left behind girls. Moreover, children’s general reasoning ability moderated the relationship between parental migrant status and children’s faux pas understanding: For children with high levels of general reasoning ability, left-behind children performed similarly to non-left-behind children, while for children with low levels of general reasoning ability, left-behind children scored lower than non-left-behind children, indicating that general reasoning ability buffered the negative effect of being left behind on children’s theory of mind development. The implications of these findings for training directed at left-behind children are discussed.

Personality and Intelligence Interact in the Prediction of Academic Achievement.

Personality predicts academic achievement above and beyond intelligence. However, studies investigating the possible interaction effects between personality and intelligence when predicting academic achievement are scarce, as is the separate investigation of broad personality factors versus narrow personality facets in this context. Two studies with 11th grade students (Study 1: N = 421; Study 2: N = 243) were conducted to close this research gap. The students completed the Intelligence-Structure-Test 2000 R measuring general reasoning ability, and a well-established personality inventory based on the Five Factor Model. Academic achievement was operationalized via Grade Point Average. Using hierarchical regression and moderation analyses, Study 1 revealed that Conscientiousness interacted with intelligence when predicting academic achievement: there was a stronger association between intelligence and academic achievement when students scored higher on the Conscientiousness scale. Study 2 confirmed the findings from Study 1 and also found a moderation effect of Neuroticism (stronger association between intelligence and academic achievement with lower values on the Neuroticism scale). Analyses at the facet level revealed much more differentiated results than did analyses at the domain level, suggesting that investigating personality facets should be preferred over investigating personality domains when predicting academic achievement.

Illness script development in pre-clinical education through case-based clinical reasoning training.

ObjectivesTo assess illness script richness and maturity in preclinical students after they attended a specifically structured instructional format, i.e., a case based clinical reasoning (CBCR) course. MethodsIn a within-subject experimental design, medical students who had finished the CBCR course participated in an illness script experiment. In the first session, richness and maturity of students’ illness scripts for diseases discussed during the CBCR course were compared to illness script richness and maturity for similar diseases not included in the course. In the second session, diagnostic performance was tested, to test for differences between CBCR cases and non-CBCR cases. Scores on the CBCR course exam were related to both experimental outcomes. ResultsThirty-two medical students participated. Illness script richness for CBCR diseases was almost 20% higher than for non-CBCR diseases, on average 14.47 (SD=3.25) versus 12.14 (SD=2.80), respectively (p<0.001). In addition, students provided more information on Enabling Conditions and less on Fault-related aspects of the disease. Diagnostic performance was better for the diseases discussed in the CBCR course, mean score 1.63 (SD=0.32) versus 1.15 (SD=0.29) for non-CBCR diseases (p<0.001). A significant correlation of exam results with recognition of CBCR cases was found (r=0.571, p<0.001), but not with illness script richness (r=–0.006, p=NS). ConclusionsThe CBCR-course fosters early development of clinical reasoning skills by increasing the illness script richness and diagnostic performance of pre-clinical students. However, these results are disease-specific and therefore we cannot conclude that students develop a more general clinical reasoning ability.

Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

Attention is at the core of cognition (Posner & Petersen, 1990; Petersen & Posner, 2012) and fluid intelligence is the most fundamental cognitive ability (Gottfredson, 1997; Jensen, 1998). Therefore, it is tempting to check whether both attention and intelligence can be improved through planned interventions. Being its cognitive substrate, some aspects of attention are believed to underlie general mental ability (Schweizer, Moosbrugger, & Goldhammer, 2005; Stankov, 1988). If so, the effects of attention training should generalize to fluid intelligence. Here we attempt to verify this hypothesis with the participation of young schoolchildren.Fluid intelligence is understood to involve general reasoning ability, problem solving skills, and abstract thinking in novel situations (Cattell, 1971). The distinction between fluid and crystallized intelligence has been proposed by Raymond Cattell (1957, 1971) and later developed by John Horn (1968). According to Cattell, fluid intelligence (Gf) is a biologically determined pure ability to reason in the inductive or deductive way, whereas crystallized intelligence (Gc) is a culturally determined ability to acquire and use knowledge. John Horn (1968; Horn & Stankov, 1982) developed the Cattell's distinction, adding several lower-level such as visual processing (Gv), short-term memory skills (Gsm), long-term memory skills (Glr), or speed of processing (Gs). As we can see, all acronyms contain the letter G, meaning that these abilities are relatively general in nature, that is, they manifest themselves in numerous and diverse tasks and situations rather than in some specific settings. John Carroll (1993, 1997) developed the Cattell-Horn theory into the form of a three-stratum theory of intelligence. According to his approach, human abilities are organized in three strata, depending on the number and variety of tasks and situations in which they can be observed. The most general ability is Spearman's (1927) general factor g, representing the highest stratum III. The second level (stratum II) includes so-called abilities, whose number was originally eight but today it ranges from eight to sixteen, depending on the version of the model. The most important broad abilities are Gf and Gc, already proposed by Cattell and Horn. Other II stratum abilities are, for instance, processing speed or retrieval ability. The lowest level (stratum I) includes abilities that manifest themselves in very specific, narrowly defined tasks. They may also depend on specific cognitive abilities adopted by a person. Carroll's conceptualization of Cattell and Horn's ideas is now recognized as the CHC (Cattell-Horn-Carroll) theory of intelligence. It is regarded to be the most comprehensive model of the structure of human supported by confirmatory factor-analytical studies (e.g., Flanagan & Dixon, 2014; Gustaffson & Undheim, 1996).Ideally, it would be suitable to investigate training effects in reference to all the abilities described by the CHC theory but such an agenda is hard to implement in a single study. Besides, we do not have appropriate, theorybased tools for the measurement of potential training effects. For these reasons, we decided to focus on an ability that is general enough and predicts significant life achievements, namely, the general fluid intelligence (Gf). It has been demonstrated that Gf is an important predictor of academic achievement (Deary, Strand, Smith, & Fernandes, 2007), career outcomes and professional achievement (Ree & Earles, 1992), as well as health and mortality (Deary, 2008; Gottfredson, 1997, 2004). Not surprisingly, many planned interventions that include cognitive training have sought to improve it. However, it is not clear whether fluid intelligence is susceptible to such interventions. Many studies have found that intelligence training yields only limited effects (Barnett & Ceci, 2002). According to Sternberg (2008), the training tasks used in many studies that claim to improve fluid intelligence were very similar to the final tests that measured training effects (e. …

The role of PS ability and RC skill in predicting growth trajectories of mathematics achievement

There are relatively few studies in Australia and South-East Asian region that combine investigating models of math growth trajectories with predictors such as reasoning ability and reading comprehension skills. Math achievement is one of the major components of overall academic achievement and it is important to determine what factors (especially domain-general factors) predict levels of achievement over time. This study presents large-scale data (N = 5,886) from Australia to examine the trajectories of growth in math achievement and how problem solving (PS) ability and reading comprehension (RC) skills predict this growth among government school students (grades 3–8) in Victoria. Latent growth modelling showed that PS ability predicts growth in math achievement and this relationship is partially mediated by RC skill. Both PS ability and RC skill predict initial status in math achievement, but only PS ability predicts growth. The data also fit a model in which an improvement in general reasoning ability of students allows those with lower initial levels in math achievement to catch up. This can be interpreted as evidence that improving growth rates in PS ability may lift growth rates in math achievement.

Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Tremendous variation in elementary school children’s mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children’s relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts.

Utility of the General Ability Index (GAI) and Cognitive Proficiency Index (CPI) with survivors of pediatric brain tumors: Comparison to Full Scale IQ and premorbid IQ estimates

ABSTRACTIntroduction. Pediatric brain tumor survivors are at risk for working memory and processing speed impairment. The General Ability Index (GAI) provides an estimate of intellectual functioning that is less influenced by working memory and processing speed than a Full Scale IQ (FSIQ). The Cognitive Proficiency Index (CPI) provides a measure of efficient information processing derived from working memory and processing speed tasks. We examined the utility of the GAI and CPI to quantify neurocognitive outcomes in a sample of pediatric brain tumor survivors. Method. GAI, CPI, and FSIQ scores from the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV) were examined for 57 pediatric brain tumor survivors (ages 6–16 years) treated with cranial radiation therapy (RT). Results. GAI scores were higher than FSIQ and CPI scores, both p < .001. Lower CPI scores were associated with history of craniospinal irradiation and time since RT. Lower FSIQ and GAI scores were associated with higher RT dose and time since RT. The rate of clinically significant GAI–FSIQ discrepancies in our sample was greater than that observed in the WISC–IV standardization sample, p < .001. Estimated premorbid IQ scores were higher than GAI, p < .01, and FSIQ scores, p < .001. Conclusions. Pediatric brain tumor survivors exhibit weaker cognitive proficiency than that expected for age, while general reasoning ability remains relatively spared. The GAI may be useful to quantify the intellectual potential of a survivor when appropriate accommodations are in place for relative cognitive proficiency weaknesses. The CPI may be a particularly sensitive outcome measure of treatment-related cognitive change in this population.

Student characteristics and mathematics achievement in Timss

In the present study, the relationship between student characteristics and mathematics performance was evaluated using a structural equation modeling approach. Italian students participated at Timss 2011 field test (N = 1264; 52% female, mean age: 13 years and 10 months ± 6 months) completed a questionnaire including measures of socio-economic and cultural background, general reasoning ability and self-concept in mathematics and the Timss mathematics achievement test. A mediation structural equation model assessed the direct and indirect effects of the general reasoning ability test and socio-economic and cultural background through the mediation of selfconcept in mathematics. The results showed that all measures were significantly associated with mathematics achievement test, furthermore selfconcept partially mediated the effects of socio-economic status and general reasoning ability.

Reasoning Ability and Ideology

Although much is known about the motivational underpinnings of authoritarian ideologies, less is known about the underlying mental abilities. In the present study, the relations between right-wing authoritarianism (RWA), social dominance orientation (SDO), and reasoning abilities were investigated. Participants (n = 198) completed measures of reasoning ability (Necessary Arithmetic Operations task, Diagramming Relationships task), RWA, and SDO. Greater RWA was only associated with lower ability to recognize hierarchical relationships; neither RWA nor SDO were associated with general arithmetic reasoning ability. Implications for understanding ideology are discussed.

An Exploratory Study on the Junior Brixton Spatial Rule Attainment Test in 6- to 8-Year-Olds

This study explored the Junior Brixton Test (JBT), an executive function (EF) measure for children, in comparison to the Wisconsin Card Sorting Test (WCST) in a sample of 6- to 8-year-olds, all attending the first 2 years of elementary school. Factor analyses indicated two main domains in both measures, namely concept formation and cognitive flexibility. However, within the cognitive flexibility domain of the JBT, perseveration scores reflected qualitatively different perseverative errors. More specifically, perseveration of previous rule and same stimulus scores loaded on the same subcomponent, whereas perseveration of same response loaded on another. The latter score was also negatively correlated both with a measure of general reasoning ability and a memory span task. The authors argue that the JBT is a promising tool to explore individual variations behind seemingly one type of executive function error, namely perseveration.