{"title":"Belief Inhibition during Thinking: Not So Fast","authors":"K. Damnjanović, S. Ilić","doi":"10.31577/sp.2022.04.860","DOIUrl":null,"url":null,"abstract":"The present study is a conceptual replication of a study by De Neys and Franssens (2009) about the role of belief inhibition in reasoning, operationalized as the change in reaction times to different categories of words presented after syllogistic reasoning task. As in the original study, we examined the accessibility of cued beliefs after syllogistic reasoning, by presenting participants ( N = 145) with incongruent (heuristic and normatively correct answers differ) and congruent categorical syllogisms, and lexical decision tasks comprising cued and unrelated words, and imposed methodological restrictions within the original pro - cedure. Mean RT was overall shorter to cued than to unrelated words, and for all combinations of both syllogism congruency and response accuracy on the preceding syllogism, indicating that the full neglect of content is not necessary for correct evaluation of logical status. We registered shorter RTs for words cued by incongruent syllogisms after correct than after incorrect evaluation, which indicates that participants actively process the content of the syllogism while reasoning, as a form of cognitive control. The success - fully conducted Type 2 reasoning enhances lexical access to the cued content, rather than impairing it. In short, findings of the original study were replicated for the priming effects, but not for the inhibition of content.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Psychologica","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.31577/sp.2022.04.860","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
The present study is a conceptual replication of a study by De Neys and Franssens (2009) about the role of belief inhibition in reasoning, operationalized as the change in reaction times to different categories of words presented after syllogistic reasoning task. As in the original study, we examined the accessibility of cued beliefs after syllogistic reasoning, by presenting participants ( N = 145) with incongruent (heuristic and normatively correct answers differ) and congruent categorical syllogisms, and lexical decision tasks comprising cued and unrelated words, and imposed methodological restrictions within the original pro - cedure. Mean RT was overall shorter to cued than to unrelated words, and for all combinations of both syllogism congruency and response accuracy on the preceding syllogism, indicating that the full neglect of content is not necessary for correct evaluation of logical status. We registered shorter RTs for words cued by incongruent syllogisms after correct than after incorrect evaluation, which indicates that participants actively process the content of the syllogism while reasoning, as a form of cognitive control. The success - fully conducted Type 2 reasoning enhances lexical access to the cued content, rather than impairing it. In short, findings of the original study were replicated for the priming effects, but not for the inhibition of content.
期刊介绍:
The international journal Studia Psychologica is published by the Institute of Experimental Psychology, Slovak Academy of Sciences, Bratislava, Slovak Republic, since 1956. The journal publishes original articles in the area of psychology of cognitive processes in personality and social context. The journal aims at providing contributions to the understanding of cognitive processes which are used in the everyday functioning of human beings. This includes studies on the acquisition and use of knowledge about the world by human beings, the nature of such knowledge, and the relationship between knowledge, behavior and personality conceived as an agent in his/her environment.