ERIC Number: EJ1404514
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-7393
EISSN: EISSN-1939-1285
Can We Change How People Reason? Effects of Instructions to Reason Differently and Reasoning Strategy
Henry Markovits; Valerie A. Thompson
Journal of Experimental Psychology: Learning, Memory, and Cognition, v49 n11 p1773-1785 2023
Mental model (Johnson-Laird, 2001) and probabilistic theories (Oaksford & Chater, 2009) claim to provide distinct explanations of human reasoning. However, the dual strategy model of reasoning suggests that this distinction corresponds to different reasoning strategies, termed "counterexample" and "statistical," respectively. There is clear evidence that most people have a preference for a given strategy, and that this predicts performance on a variety of forms of reasoning and judgment (Thompson & Markovits, 2021). To date, however, the evidence for this conclusion has been correlational in nature; in the current studies, we manipulated strategy use. To this end, we gave people (N = 885) explicit instructions to reason either using a counterexample strategy or a probabilistic strategy. In two studies, we observed that the ability to follow these instructions was constrained by people's spontaneous strategy use, and that the effect of instructions carried over to two subsequent forms of reasoning (a) belief-biased inferences and (b) base-rate judgments. Finally, the ability to follow instructions was correlated with reasoning accuracy on both tasks. These results provide strong evidence for the underlying reality of the dual strategy model and show that explicit instructions to reason differently can modify performance on different forms of reasoning.
Descriptors: Abstract Reasoning, Thinking Skills, Learning Strategies, Logical Thinking, Models, Individual Differences, Instructional Effectiveness, Inferences, Teaching Methods, Probability
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A