Edukiaren efektuak arrazoibide deduktiboan errazte efektua eta sineste-isuria
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Argitaratua
2024-06-12
Pello Huizi
Laburpena
Arrazoibide deduktiboak konklusio baliodunak edo baliogabeak sortzen ditu premisen forma logikoa soilik begiratuz —hau da, argumentuaren edukia, logikoki, hutsala da—. Hala ere, zenbait ikerketak frogatu dute edukiak laguntzen duela subjektuek arrazoibide deduktiboko problemak ebaztean duten zeregina zehazten. Artikulu honek literaturan luze eta zabal ikertutako bi eduki-efektutan jartzen du arreta: gaiaren errazte-efektuan eta sineste-isurian. Errazte-efektuak ideia hau hartzen du bere baitan: eduki konkretu bat duten problemak errazago ebazten dira eduki abstraktua duten problemak baino. Sineste-isuria, aldez aurreko ezagutzan, eta ez logikan, oinarritzearen ondorioz emaitza zehaztugabeak sortzeko joera sistematikoari dagokio. Artikulu honen lehen zatian bi eduki-efektu mota horiek badirela erakusten duen ebidentzia enpirikoa aurkezten da. Sineste-isuria badela onartzen da neurri handian; errazte-efektuari buruzko ebidentzia, berriz, ez da hain argia. Ondoren, eduki-efektuak azaltzeko teoria garrantzitsuenetariko batzuk aurkezten dira. Azkenik, artikuluak iradokitzen du hutsegitea —kasu honetan, edukia dela eta— hobeto aztertu behar dela aurrera egiteko modu gisa, eta ez giza irrazionaltasunaren froga gisa.
Nola aipatu
Huizi, P. (2024). Edukiaren efektuak arrazoibide deduktiboan: errazte efektua eta sineste-isuria. Gogoa, 24. https://doi.org/10.1387/gogoa.26078
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Keywords
dedukzioa, inferentzia, psikologia, arrazoibidea
References
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Griggs, R. A. eta J. R. Cox. 1982. “The elusive thematic-materials effect in Wason’s selection task”. British Journal of Psychology 73: 407-20.
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Guyote, M. J. eta R. J. Sternberg. 1981. “A transitive-chain theory of syllogistic reasoning”. Cognitive Psychology 13: 461-525.
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Janis, I. L. eta F. Frick. 1943. “The relationship between attitudes toward conclusions and errors in judging logical validity of syllogisms”. Journal of Experimental Psychology 33: 73-77.
Johnson-Laird, P. N. 1983. Mental models. Cambridge, MA: Harvard University Press.
Johnson-Laird, P. N. 1985. “Logical thinking: does it occur in daily life? Can it be taught?”. In S.F. Chipman, D. W. Segal eta R. Glaser (arg.), Thinking and learning skills (Vol. 2). Hillsdale, New Jersey: LEA, 293-318.
Johnson-Laird, P. N. 1989. “Mental models”. In M. I. Posner (arg.), Foundations of Cognitive Science. Cambridge, Massachusetts: The MIT Press, 469-99.
Johnson-Laird, P. N. 1990. EI ordenador y la mente. Introducción a la ciencia cognitiva. Bartzelona: Paidós.
Johnson-Laird, P. N., R. M. J. Byrne eta P. Tabossi. 1989. “Reasoning by model: the case of multiple quantification”. Psychological Review 96: 658-73.
Johnson-Laird, P. N., P. Legrenzi eta M. S. Legrenzi. 1972. “Reasoning and a sense of reality”. British Journal of Psychology 63: 395-400.
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Klein, G. 1998. Sources of power. Cambridge, Massachusetts: The MIT Press.
Lefford, A. 1946. “The influence of emotional subject matter on logical reasoning”. The Journal of General Psychology 34: 127-51.
Mandler, J. M. 1983. “Structural invariants in development”. In L. S. Liben (arg.), Piaget and the foundation of knowledge. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 97-124.
Manktelow, K. I. 2000. Reasoning and thinking. Hove: Psychology Press.
Manktelow, K. I. eta J. St. B. T. Evans. 1979. “Facilitation of reasoning by realism: Effects or non effects?”. British Journal of Psychology 71: 227-31.
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