Logical, analogical, and psychological reasoning in autism: A test of the Cosmides theory

1996 ◽  
Vol 8 (1) ◽  
pp. 235-245 ◽  
Author(s):  
Fiona J. Scott ◽  
Simon Baron-Cohen
Keyword(s):  
Theory Of Mind ◽  
Social Intelligence ◽  
Analogical Reasoning ◽  
Children With Autism ◽  
Regulatory Process ◽  
Social Reasoning ◽  
Relational Reasoning ◽  
Reasoning Ability ◽  
Control Groups ◽  
Psychological Reasoning

AbstractAn important regulatory process in the development of behavior is cognition. However, cognition as a blanket term is far too broad to be useful. Rather, specific types of cognition need to be examined separately. One proposal is that one type of human reasoning evolved in a social context, to solve social problems. Here, we report two experiments that use autism to test a prediction from that theory: that social intelligence should be independent of nonsocial intelligence. Autism was chosen because deficits in social reasoning (“theory of mind”) are well known. The question we tested was whether their theory of mind deficit was dissociable from abstract and relational reasoning ability. In particular, we expected that the abnormalities in the behavioral development of children with autism would be regulated by abnormalities in theory of mind reasoning rather than other forms of reasoning. Children with autism and matched controls were given tests of abstracting reasoning, which did not involve mental state understanding. Results showed that children with autism performed comparably to the control groups, both on a test of transitive inferential reasoning and on a test of analogical reasoning. These results lend support to the specificity of the theory of mind hypothesis for autism and to Cosmides' theory of the evolution of social intelligence. They also show that cognition as a regulatory process in development needs to be examined in highly specific ways.

Analogical reasoning in schizophrenic delusions

2004 ◽  
Vol 19 (6) ◽  
pp. 344-348 ◽  
Author(s):  
Jane Simpson ◽  
D. John Done
Keyword(s):  
Analogical Reasoning ◽  
Reasoning Ability ◽  
Control Groups ◽  
Reasoning Task ◽  
Reasoning Abilities ◽  
Initial Stage ◽  
Schizophrenic Group ◽  
Key Variables ◽  
Reasoning Tasks ◽  
Cognitive Problems

AbstractPurposeReasoning ability has often been argued to be impaired in people with schizophrenic delusions, although evidence for this is far from convincing. This experiment examined the analogical reasoning abilities of several groups of patients, including non-deluded and deluded schizophrenics, to test the hypothesis that performance by the deluded schizophrenic group would be impaired.Subjects/materialsEleven deluded schizophrenics, 10 depressed subjects, seven non-deluded schizophrenics and 16 matched non-psychiatric controls, who were matched on a number of key variables, were asked to solve an analogical reasoning task.ResultsPerformance by the deluded schizophrenic group was certainly impaired when compared with the depressed and non-psychiatric control groups though less convincingly so when compared with the non-deluded schizophrenic group. The impairment shown by the deluded schizophrenic group seemed to occur at the initial stage of the reasoning task.DiscussionThe particular type of impairment shown by the deluded subjects was assessed in relation to other cognitive problems already researched and the implications of these problems on reasoning tasks and theories of delusions was discussed.

Theory of mind abilities of children with schizophrenia, children with autism, and normally developing children

2000 ◽  
Vol 42 (2) ◽  
pp. 145-155 ◽  
Author(s):  
Tammy Pilowsky ◽  
Nurit Yirmiya ◽  
Shoshana Arbelle ◽  
Tamar Mozes
Keyword(s):  
Theory Of Mind ◽  
Children With Autism

Factorial validity of the Theory of Mind Inventory‐2 in children with autism spectrum disorder

2021 ◽  
Author(s):  
Shih‐Chieh Lee ◽  
Ching‐Hong Tsai ◽  
Yu‐Ching Lin ◽  
Hsing‐Jung Li ◽  
Dai‐Rong Jiang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Factorial Validity

Transdisciplinary Team Research to Develop Theory of Mind in Human-AI Teams Panelists

2021 ◽  
Vol 65 (1) ◽  
pp. 1605-1609
Author(s):  
Stephen M. Fiore ◽  
Bethany Bracken ◽  
Mustafa Demir ◽  
Jared Freeman ◽  
Michael Lewis
Keyword(s):  
Theory Of Mind ◽  
Research And Development ◽  
Social Intelligence ◽  
Research Approach ◽  
Team Research ◽  
Develop Theory

This panel will provide a transdisciplinary perspective on developing artificial social intelligence for teams. A panel with representatives from the cognitive, computational, and neural sciences will discuss theoretical, methodological, and technological insights derived from their respective disciplines. These perspectives will be integrated via a set of questions meant to guide synthesis across disciplines in support of a transdisciplinary team research approach. Through discussion across the panel and audience, our goal is to contribute to research and development in the area of Human-AI-Robot Teaming effectiveness.

What can we learn from the absence of evidence?

1998 ◽  
Vol 21 (1) ◽  
pp. 133-134 ◽  
Author(s):  
Thomas R. Zentall
Keyword(s):  
Theory Of Mind ◽  
Nonhuman Primates ◽  
Reasoning Ability ◽  
Self Recognition ◽  
Absence Of Evidence

Heyes discounts findings of imitation and self recognition in nonhuman primates based on flimsy speculation and then indicates that even positive findings would not provide evidence of theory of mind. Her proposed experiment is unlikely to work, however, because, even if the animals have a theory of mind, a number of assumptions, not directly related to theory of mind, must be made about their reasoning ability.

scholarly journals Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children

2019 ◽  
Author(s):  
Priya B. Kalra ◽  
Edward M. Hubbard ◽  
Percival G Matthews
Keyword(s):  
Second Graders ◽  
Fifth Grade ◽  
Second Grade ◽  
Relational Reasoning ◽  
Reasoning Ability ◽  
Verbal Iq ◽  
Relational Structures ◽  
Fifth Grade Students ◽  
Magnitude Processing ◽  
General Test

Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational reasoning ability is important for reasoning about fractions by examining the relation between scores on a domain-general test of relational reasoning (TORR Jr.) and a test of fraction knowledge consisting of various types of fraction problems in 201 second grade and 150 fifth grade students. We found that relational reasoning was a significant predictor of fractions knowledge, even when controlling for non-verbal IQ and fractions magnitude processing for both grades. The effects of relational reasoning also remained significant when controlling for overall math knowledge and skill for second graders, but was attenuated for fifth graders. These findings suggest that this important subdomain of mathematical cognition is integrally tied to relational reasoning and opens the possibility that instruction targeting relational reasoning may prove to be a viable avenue for improving children’s fractions skills.

scholarly journals The Interaction Between Caudate Nucleus and Regions Within the Theory of Mind Network as a Neural Basis for Social Intelligence

2021 ◽  
Vol 15 ◽  
Author(s):  
Mikhail Votinov ◽  
Artem Myznikov ◽  
Maya Zheltyakova ◽  
Ruslan Masharipov ◽  
Alexander Korotkov ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
Caudate Nucleus ◽  
Cognitive Processes ◽  
Social Intelligence ◽  
Functional Integration ◽  
Mental States ◽  
Neural Basis ◽  
Caudate Nuclei ◽  
Structural Peculiarity ◽  
The Right

The organization of socio-cognitive processes is a multifaceted problem for which many sophisticated concepts have been proposed. One of these concepts is social intelligence (SI), i.e., the set of abilities that allow successful interaction with other people. The theory of mind (ToM) human brain network is a good candidate for the neural substrate underlying SI since it is involved in inferring the mental states of others and ourselves and predicting or explaining others’ actions. However, the relationship of ToM to SI remains poorly explored. Our recent research revealed an association between the gray matter volume of the caudate nucleus and the degree of SI as measured by the Guilford-Sullivan test. It led us to question whether this structural peculiarity is reflected in changes to the integration of the caudate with other areas of the brain associated with socio-cognitive processes, including the ToM system. We conducted seed-based functional connectivity (FC) analysis of resting-state fMRI data for 42 subjects with the caudate as a region of interest. We found that the scores of the Guilford-Sullivan test were positively correlated with the FC between seeds in the right caudate head and two clusters located within the right superior temporal gyrus and bilateral precuneus. Both regions are known to be nodes of the ToM network. Thus, the current study demonstrates that the SI level is associated with the degree of functional integration between the ToM network and the caudate nuclei.

scholarly journals PROFIL ANALOGICAL REASONING SISWA SMA

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Riyadhotus Sholihah
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Qualitative Study ◽  
Analogical Reasoning ◽  
Reasoning Ability ◽  
Research Subjects ◽  
Learning Methods ◽  
Reasoning Abilities ◽  
Two Sides ◽  
Analogous Reasoning

<p>Analogical reasoning is the ability to solve problems by finding similarities between two objects, namely source and target objects. The purpose of this study was to determine the analogical reasoning profile of students at SMA N 16 Semarang. This study is included in a qualitative study with data collection techniques used in surveys by working on analogical reasoning problems. The research subjects were 100 students of class X. The results found in this study were the category of analogical reasoning ability of students of SMA N 16 Semarang low with a frequency of 74 and a percentage of 73.6%. The low ability of analogical reasoning students is influenced by the lack of learning methods that encourage students in problem-solving using analogies, besides analogies have two sides if understood will facilitate students' understanding of concepts, but if it cannot be understood misconceptions occur so teachers rarely use analogous reasoning in explaining material abstract. Therefore it is necessary to have an understanding and experience of the teacher to build this ability by using learning methods that support analogical reasoning abilities.</p>

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