On the Mental Representation of Conditional Sentences

1996 ◽  
Vol 49 (4) ◽  
pp. 1086-1114 ◽  
Author(s):  
Jonathan St. B. T. Evans ◽  
Charles E. Ellis ◽  
Stephen E. Newstead

Four experiments are reported which attempt to externalize subjects’ mental representation of conditional sentences, using novel research methods. In Experiment 1, subjects were shown arrays of coloured shapes and asked to rate the degree to which they appeared to be true of conditional statements such as “If the figure is green then it is a triangle”. The arrays contained different distributions of the four logically possible cases in which the antecedent or consequent is true or false: TT, TF, FT, and FF. For example, a blue triangle would be FT for the conditional quoted above. In Experiments 2 to 4, subjects were able to construct their own arrays to make conditionals either true or false with any distribution of the four cases they wished to choose. The presence and absence of negative components was varied, as was the form of the conditional, being either “if then” as above or “only if”: “The figure is green only if it is a triangle”. The first finding was that subjects represent conditionals in fuzzy way: conditionals that include some counter-example TF cases (Experiment 1) may be rated as true, and such cases are often included when subjects construct an array to make the rule true (Experiments 2 to 4). Other findings included a strong tendency to include psychologically irrelevant FT and FF cases in constructed arrays, presumably to show that conditional statements only apply some of the time. A tendency to construct cases in line with the “matching bias” reported on analogous tasks in the literature was found, but only in Experiment 4, where the number of symbols available to construct each case was controlled. The findings are discussed in relation to the major contemporary theories of conditional reasoning based upon inference rules and mental models, neither of which can account for all the results.

Author(s):  
Mike Oaksford ◽  
Nick Chater

There are deep intuitions that the meaning of conditional statements relate to probabilistic law-like dependencies. In this chapter it is argued that these intuitions can be captured by representing conditionals in causal Bayes nets (CBNs) and that this conjecture is theoretically productive. This proposal is borne out in a variety of results. First, causal considerations can provide a unified account of abstract and causal conditional reasoning. Second, a recent model (Fernbach & Erb, 2013) can be extended to the explicit causal conditional reasoning paradigm (Byrne, 1989), making some novel predictions on the way. Third, when embedded in the broader cognitive system involved in reasoning, causal model theory can provide a novel explanation for apparent violations of the Markov condition in causal conditional reasoning (Ali et al, 2011). Alternative explanations are also considered (see, Rehder, 2014a) with respect to this evidence. While further work is required, the chapter concludes that the conjecture that conditional reasoning is underpinned by representations and processes similar to CBNs is indeed a productive line of research.


2020 ◽  
Author(s):  
Sangeet Khemlani ◽  
Paul Bello ◽  
Gordon Briggs ◽  
Hillary Harner ◽  
Christina Wasylyshyn

When the absence of an event causes some outcome, it is an instance of omissive causation. For instance, not eating lunch may cause you to be hungry. Recent psychological proposals concur that the mind represents causal relations, including omissive causal relations, through mental simulation, but they disagree on the form of that simulation. One theory states that people represent omissive causes as force vectors; another states that omissions are representations of contrasting counterfactual simulations; a third argues that people think about omissions by representing sets of iconic possibilities – mental models – in a piecemeal fashion. In this paper, we tease apart the empirical predictions of the three theories and describe experiments that run counter to two of them. Experiments 1 and 2 show that reasoners can infer temporal relations from omissive causes – a pattern that contravenes the force theory. Experiment 3 asked participants to list the possibilities consistent with an omissive cause – it found that they tended to list particular privileged possibilities first, most often, and faster than alternative possibilities. The pattern is consistent with the model theory, but inconsistent with the contrast hypothesis. We marshal the evidence and explain why it helps to solve a long-standing debate about how the mind represents omissions.


2021 ◽  
Vol 03 (05) ◽  
pp. 166-180
Author(s):  
Asma Salim Mohammed AL-HASHMI

The study aimed to measure researchers' attitudes in the humanities, educational and psychological sciences in the Sultanate of Oman and the degree of their knowledge and use of the qualitative research methodology. The application of a survey scale (the questionnaire) to answer the study's questions was designed by the researcher and judged by the specialists. It was applied to the available sample (144) researchers and researchers from a community of unknown numbers (according to the National Center for Statistics in the Sultanate of Oman) inside and outside the Sultanate. The study found a weakness in the level of knowledge and use of this approach and a strong tendency towards the desire to use due to the presence of an applied defect and fear of experience and application of the tools of the qualitative approach. Keywords: Omani Researchers, Qualitative Research, The Attitude.


Author(s):  
Kyungbin Kwon

Understanding the misconception of students is critical in that it identifies the reasons of errors students make and allows instructors to design instructions accordingly. This study investigated the mental models of programming concepts held by pre-service teachers who were novice in programming. In an introductory programming course, students were asked to solve problems that could be solved by utilizing conditional statements. They developed solution plans pseudo-code including a simplified natural language, symbols, diagrams, and so on. Sixteen solution plans of three different types of problems were analyzed. As a result, the students’ egocentric and insufficient programming concepts were identified in terms of the misuse of variables, redundancy of codes, and weak strategic knowledge. The results revealed that the students had difficulty designing solution plans that could be executed by computers. They needed instructional supports to master how to express their solution plans in the way computers run. Problem driven instructional designs for novice students were discussed.


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