Logical Reasoning Tests Research Articles

Game-based Assessment: The Development of Logical Reasoning Test

This study aims to test the validity of a game-based logical reasoning test tool called the Library Game. This tool consists of eight stimuli, each representing interrelated scenarios that follow a specific pattern to address problems. Data analysis results show that the eight stimuli in the Library Game are unidimensionally valid in measuring logical reasoning constructs (n=284, chi-square=30.742, df=21, p-value=0.078, RMSEA=0.040, CFI=0.996, TLI=0.995). Furthermore, the researchers calibrated the items using Item Response Theory (IRT) 1 PL (parameter logistic). The results show that all items fit the established model. The level of item difficulty ranges from easy to moderate (-0.962 to 0.122). Therefore, this test can provide optimal information when administered to a population with an average level of logical reasoning. In conclusion, instead of conventional methods (question-answer format), valid assessment tools can be developed through innovative games.

Selection of Norwegian police drone operators: an evaluation of selected cognitive tests from “The Vienna Test System”

ABSTRACT A nationwide sample of 129 police officers participated in a study aimed at validating and presenting practical implications of a selection procedure for applicants to an educational program for Norwegian police drone pilots. The subjects were part of a selection program for a training and qualification course for police drone pilots. The selection program consisted of tests of spatial orientation, logical reasoning, attentional selection, sustained attention, and visual short-term memory, in addition to a performance test in a drone flight simulator. The aim of the study was to evaluate the cognitive tests used in the selection program and their relation to performance during the simulated flight. The results from the untrained applicants revealed low-to-moderate intercorrelations of the cognitive tests. Only spatial orientation, logical reasoning, and attentional selection were correlated to the performance measures of skills and proficiency. Stepwise regression analysis showed that only spatial orientation and attentional selection had unique contributions in explaining the variance in both measures of performance. Implications are discussed on both practical and scientific levels. The positive implications of using untrained respondents, the use of proficiency measures in addition to skills, the building of a clearinghouse for drone selection data, and considering both the job-analyzes and the total test-performance when interpreting the applicant’s test-scores are discussed.

The Effects of Circadian Rhythm in Adolescents on Optimal Performance in Cognitive Tasks

Introduction: The circadian rhythm is a sleep-wake cycle determined by differences in serum melatonin and cortisol levels, and affects cognition and behaviour. Past research suggests that young adults tend to perform better on cognitive tasks during the afternoon and evening, which may be the optimal time of day in this population. This research protocol seeks to determine whether cognitive performance is affected at times assumed to be optimal for both populations (evening) compared with suboptimal times (morning). Methods: Individuals would be recruited and divided into two groups: adolescents 13–17 and younger adults aged ages 18–25, with all participants of the afternoon/evening chronotype. Saliva is collected directly preceding test-taking. Each group completes a standard computerized test of simple math, logical reasoning, and executive function at both their optimal time of day (TOD) (3:00 to 6:00 PM) and at their non-optimal time of day (8:00 to 11:00 AM). Neuroelectric activity is recorded using electroencephalography (EEG). Results: We hypothesize that adolescents and younger adults will be at their optimal performance level (measured by EEG and behavioural measures) between 3 to 6 P.M. rather than from 8 to 11 AM, due to their circadian rhythm. We expect TOD to influence reaction times and accuracy during task completion. A difference will be seen across many neural indices such as event-related potentials (ERPs) and alpha and theta power demonstrating optimal performance in the evening. Discussion: Higher cortisol levels and changes in amplitude and latency of P3, N2Pc, N450, and PD ERP indices and differences in alpha and theta frequencies may be associated with optimal cognitive performance. This is related to faster response time, focus, and overall higher accuracy. Based on the anticipated results, one could alter the timing of task completion to fit different age groups’ peak mental ability. Conclusion: Continuously working at non-optimal times could lead to chronic circadian rhythm disruption, which could result in the deterioration of physical and mental health. Aspects of everyday life, such as student test-taking times, can be improved to benefit both individuals and institutions by catering to an individual’s optimal TOD.

8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items

In the 21st century, the primary goals of education systems are to educate individuals who can understand, perceive and interpret electronic graphics and symbols on the screens and who have advanced logical reasoning skills. Turkish lessons and teachers play essential roles in the acquisition of visual and digital literacy skills, which have become widespread in modern educational approaches. This study aimed to explore 8th-grade students’ performances in visual reading and logical reasoning tests by particular variables such as the monthly number of books they read, the daily number of Turkish tests, social media use, Turkish lesson performances, and the socioeconomic status. This non-experimental quantitative study used a correlational design to determine the relationships between variables. The sample consisted of 200 8th grade students from three public secondary schools in Palandöken, Erzurum. The study data were analyzed using descriptive statistics, the Mann-Whitney U test, and Spearman Correlation Analysis. The findings indicated no significant difference between the students’ scores from the achievement test and the monthly number of books, and the family's socioeconomic status. However, there was a significant relationship between achievement test scores and Turkish lesson performance, the daily number of Turkish test items, and social media use.

ANALISIS MODEL PEMBELAJARAN BLENDED LEARNING TERHADAP PEMAHAMAN DAN PENALARAN LOGIS MAHASISWA

This study aims to determine whether the increase in students' understanding ability with the blended learning learning model is better than the understanding ability of students whose learning uses conventional learning models in terms of every aspect of understanding ability and whether the increase in students' logical reasoning with the blended learning learning model is better than students' logical reasoning. with conventional learning models. This study uses a quantitative research approach with experimental methods in the form of quasi-experiments. The population in this study were students of the Christian religious education study program, FKIP University HKBP Nommensen. The population was taken randomly (Cluster Random Sampling). The instrument used consisted of a test of understanding and logical reasoning in the form of a description. The instrument was declared to have met the requirements of content validity and reliability coefficient. Based on the results of the analysis, the research results obtained that the increase in students' understanding abilities with the blended learning learning model is better than the understanding abilities of students whose learning uses conventional learning models, and the increase in students' logical reasoning with the blended learning learning model is better than the logical reasoning of students with conventional learning models

Decision-making, cognitive functions, impulsivity, and media multitasking expectancies in high versus low media multitaskers

In several studies, individuals who reported to frequently multitask with different media displayed reduced cognitive performance, for example in fluid intelligence and executive functioning. These cognitive functions are relevant for making advantageous decisions under both objective risk (requiring reflection and strategical planning) and ambiguous risk (requiring learning from feedback). Thus, compared to low media multitaskers (LMMs), high media multitaskers (HMMs) may perform worse in both types of decision situations. The current study investigated HMMs and LMMs in a laboratory setting with the Game of Dice Task (GDT; objective risk), the Iowa Gambling Task (IGT; ambiguous risk), various tests quantifying cognitive functions (logical reasoning, working memory, information processing, general executive functions), and self-report measures of impulsivity, media multitasking expectancies, and problematic Internet use. From 182 participants, 25 HMMs and 19 LMMs were identified using the Media Multitasking Index. Results show that HMMs compared to LMMs performed weaker on the IGT but not on the GDT. Furthermore, HMMs had slightly decreased performance in tests of logical reasoning and working memory capacity. HMMs tended to increased information processing speed but this difference was not significant. Furthermore, HMMs have more positive expectancies regarding media multitasking and reported higher tendencies toward problematic Internet use. HMMs and LMMs did not differ significantly with respect to impulsivity and executive functions. The results give a first hint that HMMs may have difficulties in decision-making under ambiguous but not under objective risk. HMMs may be more prone to errors in tasks that require feedback processing. However, HMMs appear not to be impaired in aspects of long-term strategic decision-making.

Towards the Development of Computational Thinking and Mathematical Logic through Scratch

Currently the need to provide quality education to future generations has led to the development of new teaching methodologies, within this fact the tools provided by information technologies have been positioned as the future of learning, in this sense, the learning to program is no longer considered a selective skill in the field of computing, being today a necessity for any student who wants to be competent in this globalized and dynamic world. Within this context, the present research aims to analyze to what extent the use of the Scratch programming language allows the development of computational thinking skills and mathematical logic. The methodology consisted of the application of programming fundamentals through Scratch 3.0 to an experimental group composed of 25 students who were randomly selected from a population of 100 students, the data collection was carried out through a test of logical reasoning standardized by Acevedo and Oliva and a test of levels of computational thinking standardized by González. According to the results, a significant difference is postulated in the performance of the students in both tests, having a more considerable improvement in the criteria: Loops, Control of Variables (CV), Probability (PB) and Combinatorial Operations (CB). Therefore, it is concluded by highlighting the importance of teaching basic concepts of Computer Science such as computational thinking and mathematical logic, since it contributes to the internalization of concepts when developing algorithms in problem-solving.

The Mediator Effect of Reading Comprehension in the Relationship between Logical Reasoning and Word Problem Solving

Reading comprehension skill is seen as a predictor of word problem-solving performance, and the close relationship between reading comprehension and mathematical skills is accentuated. On the other hand, more research is needed as to determine how logical thinking and word problem solving are related to each other and to analyze the role of reading comprehension in this relationship. The aim of the study is to examine the role of reading comprehension in the relation between logical reasoning and word problem-solving in 158 fourth grade primary school students. The data were collected through the administration of logical reasoning, syllogistic reasoning, and reading comprehension tests, and word problems. In this research, which makes use of a predictive correlational research model, the regression analysis was used to test the direct and indirect relationships between word problem solving, logical reasoning, inference making, and reading comprehension skills. As a result of the research, the relationships between the variables were found to be positively significant. Besides, reading comprehension seems to play a partial mediating role in the relationship between logical reasoning and word problem-solving. The positive correlation between word problem solving and logical reasoning skills suggests that activities to improve word problem-solving performance should be supported by logical reasoning- and inference making-related activities. The fact that reading comprehension skills play a mediating role between these two performances reveals the importance of linguistic skills such as reading comprehension in the development of logical and mathematical thinking.

Influences of Dual-Task Training on Walking and Cognitive Performance of People With Relapsing Remitting Multiple Sclerosis: Randomized Controlled Trial

ObjectiveWe sought to investigate whether there is any additional effect of coupled cognitive and physical rehabilitation compared to exercise training alone on walking and cognitive performance in individuals with relapsing remitting multiple sclerosis (RRMS). MethodsA randomized controlled trial was conducted from March to November 2015 with 30 individuals with RRMS (aged 20 to 50 years; 21 women, 9 men), who underwent detailed medical and neurologic examination. They were randomly allocated using sealed envelopes to either the study group, who received physical and cognitive rehabilitation (dual-task training), or the control group, who received physical rehabilitation alone. Participants (in both groups) were assessed twice (8 weeks apart), before and after rehabilitation. Assessment tools were the Mini-Mental State Examination (MMSE), the Expanded Disability Status Scale (EDSS), neuropsychological evaluation (using RehaCom), and walking tests. ResultsAfter training, the control group significantly improved regarding MMSE, attention/concentration test, and 10-meter walking test, whereas the scores of the study group significantly improved in all studied parameters (Expanded Disability Status Scale, MMSE, logical reasoning, and attention/concentration and walking tests). The differential (delta) scores from before to after rehabilitation were significantly higher in the study group for logical reasoning, attention/concentration, and 2-minute walking distance scores. ConclusionsCoupled physical and cognitive (dual-task) training showed concurrent improvement in cognitive and walking abilities in individuals with RRMS which exceeded that achieved by physical training alone.

SENIOR HIGH SCHOOL ACADEMIC PROGRESSION IN MATHEMATICS

One of the strategies in accelerating the country’s human capital development is to achieve quality accessible, relevant, and liberating basic education for all. This can be done through various programs in the department which develop and improve and continue curricular reforms. Hence, developing an intervention suited to 21st century learners’ needs specifically for the new basic education curriculum can be challenge. The study describes the trends of Senior High School Academic Progression in Mathematics of a school district in a Province of the Philippines through quantitative analysis that tracks students’ performance in Grade 9, Grade 10 and Grade 11 mathematics using National Career Assessment Examination (NCAE) Mathematical Ability results, National Achievement Test (NAT) Mathematics results, General Mathematics and Statistics and Probability ratings. Logical Reasoning Test (LRT) results was used as an additional explanatory variable for a Grade 11 Mathematics performance regression equation. Research results revealed that there are pairwise significant relationships between Grade 11 General Mathematics and Statistics and Probability academic performance with a) NCAE Mathematical Ability, b) NAT Grade 10 Mathematics and c) Logical Reasoning. Recommended interventions, for improving Senior and Junior High Mathematics suited to learner’s needs were designed.

Neuropsychological Assessment of First‐Year Architecture Students’ Visuospatial Abilities: Overview

AbstractFirst‐year architecture students are expected to utilise visuospatial abilities to generate/construct, retain, rotate and manipulate space mentally and physically through physical and digital representations. This study of 57 female and 23 male participants was conducted to investigate first‐year architecture students’ visuospatial abilities by means of the Beck Depression Inventory, Logical Reasoning Test and Judgment of Line Orientation (JLO) test. Participants’ sexes, cognitive development level, depression scale scores, university entrance exam results, vision disorders, physical competences, art training prior to university and error types were the study’s main parameters. The results showed that academic scores of the participants both to enrol in the program and complete the first‐year studio did not correlate with their JLO scores. Nondepressed participants performed better in JLO. Error analyses demonstrated that there is a concentration on certain items according to the test stimulus line positions, especially in females. Those who reported limited physical and visual competency made more mistakes in the same items. The study concludes that sex, depression, and individual differences in physical and visual competency, and art training, are significant variables for visuospatial performance. Judging visuospatial parameters through spatial design exercises is different from having proper methods and instruments to assess the achievements of the students regarding those abilities in architectural design education. It is important to map students’ visuospatial abilities individually from a developmental perspective. There is a strong need to develop 4D psychometric instrument to assess visuospatial abilities.

Comprehension of social-legal exchanges in adults with and without traumatic brain injury.

To characterize comprehension of conditional social-legal rules and broader social reasoning in adults with and without traumatic brain injury (TBI). Participants were 20 adults with moderate-to-severe TBI (11 women) and 21 adults without TBI (13 women), ages 24 to 64 years. Participants completed the Wason task, a test of logical reasoning of conditional rules comprising precautionary rules, social-exchange rules, and legal social-exchange rules. Dependent variables were response accuracy and response time. Across rule categories, TBI group participants were significantly less accurate, F(1, 39) = 9.03, p < .01, semipartial R2 = 0.18, and slower, F(1, 39) = 7.32, p < .01, semipartial R2 = 0.16, than comparison peers. Rule category had no effect on accuracy, but for both groups legal social-exchange rules were associated with longer response times, F(1, 78) = 9.82, p < .01, semipartial R2 = 0.11. Processing speed test scores correlated with accuracy, F(1, 37) = 4.62, p < .05, semipartial R2 = 0.11, and response times, F(1, 78) = 4.45, p < .05, semipartial R2 = 0.14, in both groups. Adults with TBI underperformed their uninjured peers in both accuracy and speed of comprehending on precautionary rules, social-exchange rules, and legal social-exchange rules. These differences were attributable in part to differences in processing speed both within and between groups. Results highlight the potential costs of TBI-related cognitive problems in social-legal contexts, suggest the need to better accommodate individuals with TBI who are already involved in legal systems, and identify cognitive mechanisms for future study of social-legal rule comprehension in TBI and other populations with cognitive impairments. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Improving analytical reasoning and argument understanding: a quasi-experimental field study of argument visualization

The ability to analyze arguments is critical for higher-level reasoning, yet previous research suggests that standard university education provides only modest improvements in students’ analytical-reasoning abilities. What pedagogical approaches are most effective for cultivating these skills? We investigated the effectiveness of a 12-week undergraduate seminar in which students practiced a software-based technique for visualizing the logical structures implicit in argumentative texts. Seminar students met weekly to analyze excerpts from contemporary analytic philosophy papers, completed argument visualization problem sets, and received individualized feedback on a weekly basis. We found that seminar students improved substantially more on LSAT Logical Reasoning test forms than did control students (d = 0.71, 95% CI: [0.37, 1.04], p < 0.001), suggesting that learning how to visualize arguments in the seminar led to large generalized improvements in students’ analytical-reasoning skills. Moreover, blind scoring of final essays from seminar students and control students, drawn from a parallel lecture course, revealed large differences in favor of seminar students (d = 0.87, 95% CI: [0.26, 1.48], p = 0.005). Seminar students understood the arguments better, and their essays were more accurate and effectively structured. Taken together, these findings deepen our understanding of how visualizations support logical reasoning and provide a model for improving analytical-reasoning pedagogy.

Smartphones in Order to Measure the Correlation between Speed of Reading and Logical Reasoning of Future Preschool Teachers

Teacher training is an important key of education, although some authors consider the training is not helpful in order to improve learning science of the future teachers. Understanding scientific and mathematics concepts is necessary to develop the logical or abstract reasoning. Most commonly used, the PISA test is a basis in the scientific and mathematics education. In this research, it measures the logical reasoning with the test of logical reasoning and the reading speed and comprehension have been measured by a science PISA test. The students are 109 years old studying to be kindergarten teachers. They use Socrative and their smartphones in order to answer the questions. The results show that the logical reasoning is in the lowest level, the concrete level. The older students have better results than the younger students and there is a correlation between the reading speed and logical reasoning.

Psychomotor and cognitive effects of 15-minute inhalation of methoxyflurane in healthy volunteers: implication for post-colonoscopy care.

Background and study aims: Colonoscopy with portal inhaled methoxyflurane (Penthrox) is highly feasible with low sedation risk and allows earlier discharge. It is unclear if subjects can return to highly skilled psychomotor skill task shortly after Penthrox assisted colonoscopy. We evaluated the psychomotor and cognitive effects of 15-minute inhalation of Penthrox in adults. Patients and methods: Sixty healthy volunteers (18 to 80 years) were studied on 2 occasions with either Penthrox or placebo in a randomized, double-blind fashion. On each occasion, the subject’s psychomotor function was examined before, immediately, 30, 60, 120, 180 and 240 min after a 15-minute inhalation of studied drug, using validated psychomotor tests (Digit Symbol Substitution Test (DSST), auditory reaction time (ART), eye-hand coordination (EHC) test, trail making test (TMT) and logical reasoning test (LRT). Results: Compared to placebo, a 15-minute Penthrox inhalation led to an immediate but small impairment of DSST (P < 0.001), ART (P < 0.001), EHC (P < 0.01), TMT (P = 0.02) and LRT (P = 0.04). In all subjects, the performance of all 5 tests normalized by 30 minutes after inhalation, and was comparable to that with placebo. Although increasing age was associated with a small deterioration in psychomotor testing performance, the magnitude of Penthrox effects remained comparable among all age groups. Conclusions: In all age groups, a 15-minute Penthrox inhalation induces acute but short-lasting impairment of psychomotor and cognitive performance, which returns to normal within 30 minutes , indicating that subjects who have colonoscopy with Penthrox can return to highly skilled psychomotor skills tasks such as driving and daily work the same day.

Caffeine improves reaction time, vigilance and logical reasoning during extended periods with restricted opportunities for sleep.

RationaleVarious occupational groups are required to maintain optimal physical and cognitive function during overnight periods of wakefulness, often with less than optimal sleep. Strategies are required to help mitigate the impairments in cognitive function to help sustain workplace safety and productivity.ObjectivesTo test the effectiveness of repeated 200 mg doses of caffeine on cognitive function and live-fire marksmanship with soldiers during three successive nights of sustained wakefulness followed by 4-h afternoon sleep periods.MethodsTwenty Special Forces personnel (28.6 ± 4.7 years, 177.6 ± 7.5 cm and 81.2 ± 8.0 kg) were randomly assigned to receive four 200-mg doses of caffeine (n = 10) or placebo (n = 10) during the late evening and early morning hours during three successive days. An afternoon 4-h sleep period followed. The psychomotor (PVT) and field (FVT) vigilance, logical reasoning (LRT) tests and a vigilance monitor assessed cognitive function throughout the study. Live-fire marksmanship requiring friend–foe discrimination was assessed.ResultsCaffeine maintained speed on the PVT (p < 0.02), improved detection of events during FVT (p < 0.001), increased number of correct responses to stimuli as assessed by the vigilance monitor (p < 0.001) and increased response speed during the LRT (p < 0.001) throughout the three overnight testing periods. Live-fire marksmanship was not altered by caffeine.ConclusionsA total daily dose of 800 mg caffeine during successive overnight periods of wakefulness is an effective strategy to maintain cognitive function when optimal sleep periods during the day are not available.

School Tracking and Development of Cognitive Skills

We evaluate the effects of the school system on mathematical, verbal, and logical reasoning skills using data from the Finnish comprehensive school reform that abolished the two-track school system. We use a difference-in-differences approach that exploits the gradual implementation across the country. Cognitive skills are measured using test scores from the Finnish Army Basic Skills Test. The reform had small positive effects on verbal test scores but no effect on the mean performance in the arithmetic or logical reasoning tests. However, the reform significantly improved the scores of the students whose parents had less than a high school education.

Comment dépasser le constat d’un niveau de performance à un test de raisonnement ? Exemple d’une épreuve

To answer one of the criticisms most often formulated about the logical reasoning tests, i.e. characterizing the persons only on their global score, we have created a test aiming to take into account two other types of individual differences: the success profile and the errors. From the use of such a test on 562 persons, the results analysis confirm that our test allows both to collect information and to calculate specific indicators on these two aspects of the performance. The discussion topic turns on the advantage of such approaches.

Conditioned effects of caffeine on performance in humans

There is limited evidence for the conditioning of stimulant-like drug effects to previously-neutral stimuli in humans. Two studies tested whether the facilitatory effects of caffeine on cognitive performance can be conditioned to the context of drug administration. In Experiment 1, sixteen participants were divided equally into two groups: one group (the “paired” group) received 250 mg caffeine in a novel beverage prior to completing two computerized performance tests; the other group (the “unpaired” group) received the same beverage without caffeine (i.e. placebo) before testing. After the performance tests, the unpaired group received the caffeinated drink, and the paired group received placebo in a different context from that in which testing had taken place. The performance tests comprised a test of simple reaction time to a visual stimulus and a test of logical reasoning (the semantic verification task). The procedure was repeated over four separate conditioning trials. On a subsequent fifth session, the test for a conditioned response, all participants received placebo before test. Simple reaction time was significantly reduced by caffeine over the four conditioning trials, and on the test for conditioned responding the paired group performed significantly faster than the unpaired group, indicating the development of a conditioned response. In Experiment 2, twelve participants attended four conditioning trials in which either 250 mg of caffeine (two sessions) or placebo (two sessions) were paired with two visually distinct environments. After completing the conditioning sessions, tests for conditional responding were conducted by administering placebo in both contexts. During the conditioning phase, caffeine significantly improved reaction time performance relative to placebo, and this advantage was maintained at test in the CS+ context when placebo was administered in both contexts. Therefore the facilitatory effects of caffeine on performance can be elicited, in the absence of drug, by previously-neutral contextual stimuli that have been paired with drug administration.

School Tracking and Development of Cognitive Skills

The Finnish comprehensive school reform replaced the old two-track school system with a uniform nine-year comprehensive school and significantly reduced the degree of heterogeneity in the Finnish primary and secondary education. We estimate the effect of this reform on the test scores in the Finnish Army Basic Skills test. The identification strategy relies on a differences-in-differences strategy and exploits the fact that the reform was implemented gradually across the country during a six-year period between 1972 and 1977. We find that the reform had a small positive effect on the verbal test scores but no effect on the mean performance in the arithmetic or logical reasoning tests. Still in all tests the reform improved the scores of students from families where parents had only basic education.