The roles of switching and inhibition in adult counterintuitive scientific thinking

Abstract

Learning science often appears to involve replacement of naïve, intuitive ideas with correct, counterintuitive ones. Recent studies indicate that the old naïve, intuitive ideas are not actually replaced but exist alongside the correct but often counterintuitive ones. On this account, newer knowledge for scientific thinking might involve inhibition of the old idea. However, instead of merely inhibiting old ideas, it is possible that switching is necessary to select between new and old scientific ideas. In this study, we explored the direct and indirect contributions of behavioural inhibition, cognitive inhibition and switching to intuitive and counterintuitive science reasoning in adults (N = 167). After replicating the commonly observed processing costs of counterintuitive items relative to intuitive ones, we find that individual differences in switching rather than in inhibition are most strongly associated with variation in the accuracy and speed of adult intuitive and counterintuitive science reasoning. These results suggest that adults switch between older and newer ideas when reasoning about science rather than suppressing one in favour of the other