Reasoning and Reading in Adults. A New Reasoning Task for Detecting the Visual Impendance Effect

The visual impedance hypothesis states that at the time of reasoning, the reading context provokes visual images, which may add irrelevant details to an inference and thus could hamper reasoning. This study aims to create a new visual version of a reasoning task, similar to the traditional propositional task of relational syllogisms, but based on visuospatial components. Using such a task, it would be possible to investigate the deductive ability of relational inferences in tests without the need for reading. Two reasoning tasks were used and measures of working memory, visuospatial memory, intelligence, and reading comprehension were taken. The participants were 61 university students without reading difficulties. Results show that both versions of the reasoning task work similarly in finding the main reasoning effects expected. Findings support the visual impedance effect, that is, fewer correct responses in problems with imaginable contents than with neutral ones. They indicate that this new visual task could be used to explore reasoning skills without reading being involved, and this would be useful for testing reasoning in people both with and without reading difficulties.The research reported in this work is partially funded by the Junta de Andalucía research group HUM 820 “LEE. Lectura y Escritura en Español,” FEDER Fundings, and the MINECO Project PSI2015- 63505-P

Spatial Aggregation: Theory and Applications

Visual thinking plays an important role in scientific reasoning. Based on the research in automating diverse reasoning tasks about dynamical systems, nonlinear controllers, kinematic mechanisms, and fluid motion, we have identified a style of visual thinking, imagistic reasoning. Imagistic reasoning organizes computations around image-like, analogue representations so that perceptual and symbolic operations can be brought to bear to infer structure and behavior. Programs incorporating imagistic reasoning have been shown to perform at an expert level in domains that defy current analytic or numerical methods. We have developed a computational paradigm, spatial aggregation, to unify the description of a class of imagistic problem solvers. A program written in this paradigm has the following properties. It takes a continuous field and optional objective functions as input, and produces high-level descriptions of structure, behavior, or control actions. It computes a multi-layer of intermediate representations, called spatial aggregates, by forming equivalence classes and adjacency relations. It employs a small set of generic operators such as aggregation, classification, and localization to perform bidirectional mapping between the information-rich field and successively more abstract spatial aggregates. It uses a data structure, the neighborhood graph, as a common interface to modularize computations. To illustrate our theory, we describe the computational structure of three implemented problem solvers -- KAM, MAPS, and HIPAIR --- in terms of the spatial aggregation generic operators by mixing and matching a library of commonly used routines.Comment: See http://www.jair.org/ for any accompanying file

DESKRIPSI PENALARAN SPASIAL MAHASISWA CALON GURU BERGAYA BELAJAR VISUAL

Spatial thinking is a skill to remember, operate, manipulate, predict, combine, interpret, transform, explore an object to solve problems in various life contexts. Spatial thinking requires three related components, namely: the concept of space, spatial representation methods, and spatial reasoning. The difficulty of students for representing ideas encourages researchers to observe the spatial reasoning of elementary teacher training program’s student. Visual learning style is closely related to exact mathematical soul. Therefore, this study focuses on describing elementary teacher training program’ student’s visual learning style. The subjects of this research are students of class 2019 A and 2019 B as many as 70 elementary teacher training program’s student who are taking elementary school mathematics learning courses at a University in Surabaya and have been grouped into high, medium groups. and below. Medium group elementary teacher training program’s student were selected to be given a learning style test, which then described their spatial reasoning. The purpose of this study was to describe the reasoning of elementary teacher training program student’s visual learning style. This research is a descriptive qualitative research. Researchers used written test, geometry problem-solving questions, and interviews to explore in-depth information on students who are elementary teacher training program’s student of visual learning style. There are 40 students in the medium group with details of 10 students with visual learning style, 30 students with auditory learning style and 10 students with kinesthetic learning style. The group of students who are elementary teacher training program student’s visual learning style are analyzed for their spatial reasoning based on the results of written tests and interviews. The results showed that the visual learning style student’s group tended to work sequentially and neatly meeting the criteria for spatial reasoning indicators. Visual learning style of elementary teacher training program’s student (KSV) could describe their spatial reasoning through the process of categorizing, generalizing, synthesizing, evaluating, define, combine, and represent in solving geometric problems. One of the main characteristics of visual learning styles appears when they manipulate objects and illustrate with sketches. They carry out the work process in detail and detail, and represent through pictures or visual

A systematic review of protocol studies on conceptual design cognition: design as search and exploration

This paper reports findings from the first systematic review of protocol studies focusing specifically on conceptual design cognition, aiming to answer the following research question: What is our current understanding of the cognitive processes involved in conceptual design tasks carried out by individual designers? We reviewed 47 studies on architectural design, engineering design and product design engineering. This paper reports 24 cognitive processes investigated in a subset of 33 studies aligning with two viewpoints on the nature of designing: (V1) design as search (10 processes, 41.7%); and (V2) design as exploration (14 processes, 58.3%). Studies on search focused on solution search and problem structuring, involving: long-term memory retrieval; working memory; operators and reasoning processes. Studies on exploration investigated: co-evolutionary design; visual reasoning; cognitive actions; and unexpected discovery and situated requirements invention. Overall, considerable conceptual and terminological differences were observed among the studies. Nonetheless, a common focus on memory, semantic, associative, visual perceptual and mental imagery processes was observed to an extent. We suggest three challenges for future research to advance the field: (i) developing general models/theories; (ii) testing protocol study findings using objective methods conducive to larger samples and (iii) developing a shared ontology of cognitive processes in design