Logical intuitions or matching heuristics? Examining the effect of deduction training on belief-based reasoning judgments.

IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL
Omid Ghasemi, Simon J Handley, Rachel G Stephens
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引用次数: 0

Abstract

When individuals are asked to evaluate the believability of the conclusions to valid or invalid arguments, they often endorse valid conclusions at higher rates than invalid ones. This effect of validity on belief judgments-the "logic-belief effect" -is considered evidence of intuitive logic. However, recent studies challenged this interpretation by demonstrating that "pseudo-logical" arguments interfere with belief judgments in the same way as valid logical structures do. This finding suggests that a simple heuristic that relies on the matching of constituent propositions, rather than sensitivity to logical validity per se, may lead to the logic-belief effect. To further test this matching heuristic account, across two experiments, we instructed participants to evaluate the conclusions of a series of logical and pseudo-logical arguments based on logic or belief, before and after a logic training block. The results showed that whilst both judgment types were impacted by both logical and pseudo-logical structures before training, after training the effect of the latter was indeed minimized in logic judgments but not belief judgments. The results largely support the matching heuristic account, which have important implications for contemporary dual-process theories of reasoning.

逻辑直觉还是匹配启发式?检验演绎训练对基于信念的推理判断的影响。
当个人被要求评估结论对有效或无效论点的可信度时,他们通常比无效结论更倾向于支持有效结论。这种有效性对信念判断的影响——“逻辑-信念效应”——被认为是直觉逻辑的证据。然而,最近的研究挑战了这一解释,证明“伪逻辑”论证与有效逻辑结构一样会干扰信念判断。这一发现表明,一个简单的启发式依赖于组成命题的匹配,而不是对逻辑有效性本身的敏感性,可能导致逻辑信念效应。为了进一步测试这种匹配启发式解释,在两个实验中,我们指示参与者在逻辑训练块之前和之后评估基于逻辑或信念的一系列逻辑和伪逻辑论证的结论。结果表明,虽然训练前两种判断类型都受到逻辑和伪逻辑结构的影响,但训练后后者对逻辑判断的影响确实最小,而对信念判断的影响则没有。结果在很大程度上支持匹配启发式解释,这对当代双过程推理理论具有重要意义。
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来源期刊
Memory & Cognition
Memory & Cognition PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.40
自引率
8.30%
发文量
112
期刊介绍: Memory & Cognition covers human memory and learning, conceptual processes, psycholinguistics, problem solving, thinking, decision making, and skilled performance, including relevant work in the areas of computer simulation, information processing, mathematical psychology, developmental psychology, and experimental social psychology.
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