Diferenças individuais em raciocínio dedutivo : uma revisão narrativa
Universidad Nacional de Entre Ríos
Becaria doctoral del Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina, Facultad de Ciencias de la Educación, Universidad Nacional de Entre Ríos
email: mcrivello@hotmail.com
Universidad Nacional de Entre Ríos
Doctor en Psicología. Investigador Adjunto del Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina, Facultad de Ciencias de la Educación, Universidad Nacional de Entre Ríos
email: g.macbeth@conicet.gov.ar
Universidad Nacional de Entre Ríos
Becario doctoral del Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina, Facultad de Ciencias de la Educación, Universidad Nacional de Entre Ríos, Provincia de Entre Ríos, Argentina
email: mauro.fdd@gmail.com
Universidad Nacional de Entre Ríos
Doctora en Psicología. Investigadora Asistente del Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina, Facultad de Ciencias de la Educación, Universidad Nacional de Entre Ríos.
email: eugeniaraz@hotmail.com
Introdução: este estudo aborda a questão de diferenças individuais em raciocínio dedutivo. No texto, tratam-se de algumas variáveis relacionadas com o campo: as habilidades cognitivas, o desenvolvimento, o gênero e a cultura das pessoas.
Objetivo: pretende-se oferecer uma revisão narrativa das principais propostas dentro da área, com especial atenção aos fatores sociais.
Metodologia: realiza-se uma análise qualitativa da bibliografia existente, relevando contribuições principalmente clássicas e algumas recentes. Resultados: detectaram-se variáveis de diferenças individuais que podem contribuir para uma melhor compreensão do fenômeno em estudo.
Conclusão: apresentam-se de maneira sintética os principais achados e limitações do trabalho, relacionados com a combinação de evidência em futuros estudos meta-analíticos.
Allan, G. A. (1979). A sociology of friendship and kinship. London: Allen & Unwin.
Andersen, E. S. (1986). The acquisition of register variation by Anglo-American children. En B. Schieffelin y E. Ochs (Eds.), Language socialization across cultures (pp.153-161). Cambridge: Cambridge University Press.
Avery, R. E., Smillie, L. D. y de Fockert, J. W. (2013). The role of working memory in achievement goal pursuit. Acta Psychologica, 144, 361-372. doi: 10.1016/j.actpsy.2013.07.012
Barlow, D. H. y Nock, M. K. (2009). Why can’t we be more idiographic in our research? Perspectives on Psychological Science, 4(1), 19-20. doi: 10.1111/j.1745-6924.2009.01088.x
Baron, J. (1985). Rationality and intelligence. Cambridge: Cambridge University Press.
Baron, J. (1991). Beliefs about thinking. En J. F. Voss, D. N. Perkins y J. W. Segal (Eds.), Informal reasoning and education (pp.169-186). Hillslade, nj: Lawrence Erlbaum Associates.
Baron, J. (2008). Thinking and deciding. New York: Cambridge University Press.
Barrett, L. F., Tugade, M. M. y Engle, R. W. (2004). Individual differences in working memory capacity and dual-process theories of the mind. Psychological Bulletin, 130(4), 553-573. doi: 10.1037/0033-2909.130.4.553
Bender, A. y Beller, S. (2011). The cultural constitution of cognition: taking the anthropological perspective. Frontiers in Psychology, 2, 1-6. doi: 10.3389/fpsyg.2011.00067.
Birch, S. A. J. y Bloom, P. (2003). Children are cursed: An asymmetric bias in mental-state attribution. Psychological Science, 14(3), 283–286. doi: 10.1111/1467-9280.03436.
Birch, S. A. J. y Bloom, P. (2007). The curse of knowledge in reasoning about false beliefs. Psychological Science, 18(5), 382-386. doi: 10.1111/j.1467-9280.2007.01909.x.
Brown, A. L., Kane, M. J. y Echols, C. H. (1986). Young children’s mental models determine analogical transfer across problems with a common goal structure. Cognitive Development, 1(2), 103–121. doi: 10.1016/S0885-2014(86)80014-4.
Burgoon, E. M., Henderson, M. D. y Markman, A. B. (2013). There are many ways to see the forest for the trees: A tour guide for abstraction. Perspectives on Psychological Science, 8(5), 501–520. doi: 10.1177/1745691613497964.
Camarata, S. y Woodcock, R. (2006). Sex differences in processing speed: developmental effects in males and females. Intelligence, 34, 231–252. doi: 10.1016/j.intell.2005.12.001.
Clements, A. M., Rimrodt, S. L., Abel, J. R., Blankner, J. G., Mostofsky, S. H. y Pekar, J. J. (2006). Sex differences in cerebral laterality of language and visuospatial processing. Brain Lang, 98, 150–158. doi: 10.1016/j.bandl.2006.04.007.
Colom, R., Espinosa, M. J., Abad, F. y García, L. F. (2000). Negligible sex differences in general intelligence. Intelligence, 28(1), 57-68. doi: 10.1016/S0160-2896(99)00035-5.
Dekker, S., Krabbendam, L., Aukje, A., deGroot, R. y Jolles, J. (2013). Coding task performance in early adolescence: a large-scale controlled study into boy-girl differences. Frontiers in Psychology, 4, 1-6. doi: 10.3389/fpsyg.2013.00550.
De Neys, W. (2006). Dual processing in reasoning: Two systems but one reasoner. Psychological Science, 17(5), 428-433. doi: 10.1111/j.1467-9280.2006.01723.x.
Evans, J. (2003). In two minds: Dual process accounts of reasoning. Trends in Cognitive Sciences, 7(10), 454-459. doi:10.1016/j.tics.2003.08.012.
Evans, J. (2008). Dual-processing accounts of reasoning, judgment, and social cognition. Annual Review of Psychology, 59, 255-278. doi: 10.1146/annurev.psych.59.103006.093629.
Evans, J. y Stanovich, K. (2013). Dual-process theories of higher cognition: advancing the debate. Perspectives on Psychological Science, 8(3), 223–241. doi: 10.1177/1745691612460685.
Finkel, D., Reynolds, C. A., McArdle, J. J. y Pedersen, N. L. (2005). The longitudinal relationship between processing speed and cognitive ability: Genetic and environmental influences. Behavior Genetics, 35(5), 535-549. doi:10.1007/s10519-0053281-5.
Galián, M. D., Carranza, J. A., Escudero, A. J., Ato, M. y Ato, E. (2006). Diferencias individuales en la competencia lingüística de los sujetos diferenciales y expresivos. Psicothema, 18(1), 37-42. Recuperado de http://www.psicothema.com/psicothema.asp?id=3173
Gardner, H. (2001). Estructura de la mente. La teoría de las inteligencias múltiples. México: Fondo de Cultura Económica.
Gilovich, T., Griffin, D. y Kahneman, D. (Eds.) (2002). Heuristics and biases: The psychology of intuitive judgment. Cambridge: Cambridge University Press.
Grissom, R. J. y Kim, J. J. (2005). Effect sizes for research: A Broad practical approach. Mahwah, nj: Lawrence Erlbaum Associates.
Grissom, R. J. y Kim, J. J. (2012). Effect sizes for research: Univariate and Multivariate Applications. Londres: Routledge.
Halpern, D. F. (2004). A cognitive taxonomy for sex differences in cognitive abilities. Current Directions in Psychological Science, 13, 135–139. doi: 10.1111/j.0963-7214.2004.00292.x.
Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Shibley Hyde, J. y Gernsbacher, M. A. (2007). The science of sex differences in Science and Mathematics. Psychological science in the public interest, 8(1), 1-51. doi: 10.1111/j.1529-1006.2007.00032.x.
Herbert, J. y Hayne, H. (2000). Memory retrieval by 18-30-month-olds: age-related changes in representational flexibility. Developmental Psychology, 36(4), 473–484. doi:10.1037//0012-1649 36.4.473.
Hunt, E. y Carlson, J. (2007). Considerations relating to the study of Group Differences in Intelligence. Perspectives on Psychological Science, 2(2), 194-213. doi: 10.1111/j.1745-6916.2007.00037.x.
Johnson, W., Carothers, A. y Deary, I. A. (2008). Sex differences in variability in general intelligence: A new look at the old question. Perspectives on Psychological Science, 3(6), 518-531. doi: 10.1111/j.1745-6924.2008.00096.x.
Johnson-Laird, P. (1983). Mental models: Towards a cognitive Science of language, inference, and consciousness. Cambridge, Massachusetts: Harvard University Press.
Johnson-Laird, P. (1995). Mental models, deductive reasoning and the brain. En M. S. Gazzaniga (ed.), The cognitive neurosciences (pp. 999-1008). Cambridge, MA: MIT Press.
Johnson-Laird, P. (2006). How we reason. New York, NY: Oxford University Press.
Johnson-Laird, P. (2010). Mental models and human reasoning. Pnas, 107(43), 18243-18250. doi: 10.1073/pnas.1012933107.
Johnson-Laird, P. y Byrne, R. (1991). Deduction. Essays in cognitive psychology. Hillsdale, nj: Lawrence Erlbaum.
King, J. W. y Suzman, R. (2008). Prospects for improving cognition throughout the life course. Psychological science in the public interest, 9(1), 1-3. doi: 10.1111/j.1539-6053.2009.01033.x.
Kirkham, N. Z., Cruess, L. y Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6(5), 449-467. doi: 10.1111/1467-7687.00300.
Knight, N. y Nisbett, R. E. (2007). Culture, class and cognition: Evidence from Italy. Journal of Cognition and Culture, 7, 283–291. doi: 10.1163/156853707X208512.
Macbeth, G., Razumiejczyk, E. y Crivello, M. D. C. (2014). Efecto de la distorsión introspectiva sobre los errores de superficie en el razonamiento lógico. Boletín de Psicología, 11(2), 25-43. Recuperado de http://www.uv.es/seoane/boletin/previos/N111-2.pdf.
Macbeth, G., Razumiejczyk, E., Crivello, M. D. C., Bolzán, C., Pereyra Girardi, C. I. y Campitelli, G. (2014). Mental models for the negation of conjunctions and disjunctions. Europe’s Journal of Psychology, 10(1), 135–149. doi: 10.5964/ejop.v10i1.696.
Maccoby, E. E. y Jacklin, C. N. (1974). The psychology of sex differences. London: Oxford University Press.
Macpherson, R. y Stanovich, K. (2007). Cognitive ability, thinking dispositions, and instructional set as predictors of critical thinking. Learning and individual differences, 17, 115–127. doi:10.1016/j.lindif.2007.05.003.
Matsuyoshi, D., Osaka, M. y Osaka, N. (2014). Age and individual differences in visual working memory deficit induced by overload. Frontiers in Psychology, 5, 1-7. doi: 10.3389/fpsyg.2014.00384.
Medin, D. L., Bennis, W. M. y Chandler, M. (2010). Culture and the home-field disadvantage. Perspectives on Psychological Science, 5(6), 708-713. doi: 10.1177/1745691610388772.
Mills, C. J., Ablard, K. E. y Stumpf, H. (1993). Gender differences in academically talented young students’ mathematical reasoning: Patterns across age and subskills. Journal of Educational Psychology, 85, 340–346. doi: 10.1037/0022-0663.85.2.340.
Monserrat, M. y Valiña, M. D. (2002). Razonamiento deductivo: una aproximación al estudio de la disyunción. Revista de Psicología General y Aplicada, 55(2), 225-248. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=274687
Newstead, S. E. (2000). Are there two different types of thinking? Behavioral and Brain Sciences, 3(5), 690-691. doi: 10.1017/S0140525X0049343X.
Newstead, S. E., Handley, S. J., Harley, C., Wright, H. y Farrelly, D. (2004). Individual differences in deductive reasoning. The quarterly journal of experimental psychology, 57(1), 33–60. doi: 10.1080/02724980343000116.
Nyberg, L., Maitland, S. B., Rönnlund, M., Bäckman, L., Dixon, R. A., Wahlin, Å. y Nilsson, L. G. (2003). Selective adult age differences in an age-invariant multifactor model of declarative memory. Psychology and aging, 18(1), 149-160. doi: 10.1037/0882-7974.18.1.149.
Nyberg, L., Lövde’n, M., Riklund, K., Lindenberger, U. y Bäckman, L. (2012). Feature Review Memory aging and brain maintenance. Trends in Cognitive Sciences, 16(5), 292-305. doi:10.1016/j.tics.2012.04.005.
Peters, E., Hess, T. M., Västfjäll, D. y Auman, C. (2007). Adult age differences in dual information processes: implications for the role of affective and deliberative processes in older adults’ decision making. Perspectives on Psychological Science, 2(1), 1-23. doi: 10.1111/j.1745-6916.2007.00025.x.
Rattermann, M. J., Gentner, D. y DeLoache, J. (1990). The effects of familiar labels on young children’s performance in an analogical mapping task. En Proceedings of the Twelfth Annual Conference of the Cognitive Science Society (pp. 22-29). Hillsdale, NJ: Lawrence Erlbaum Associates.
Restrepo, J. E. (2015). Correlatos cognitivos y neuropsicológicos de los cinco grandes: una revisión en el área de la neurociencia de la personalidad. Pensando Psicología, 11(18), 107-127. doi: 10.16925/pe.v11i18.1004.
Rips, L. (1989). The psychology of Knights and Knaves. Cognition, 31, 85-116. doi: 10.1016/0010-0277(89)90019-X.
Rips, L. (1994). The psychology of proof. Cambridge, MA: MIT Press.
Robinson, N. M., Abbott, R. D., Berninger, V. W. y Busse, J. (1996). The structure of abilities in mathematically precocious young children: Gender similarities and differences. Journal of Educational Psychology, 88, 341–352. doi: 10.1037/0022-0663.88.2.341.
Rushton, J. P. y Jensen, A. R. (2005). Thirty years of research on race differences in cognitive ability. Psychology, Public Policy, and Law, 11(2), 235–294. doi: 10.1037/1076-8971.11.2.235.
Schank, R. C. y Abelson, R. P. (1995). Knowledge and memory: the real story. En R. S. Wyer Jr. (Ed.), Knowledge and memory: the real story, Hillsdale: Lawrence Erlbaum Associates.
Schmidt, N. (1996). Statistical significance testing and cumulative knowledge in psychology: Implications for training of researchers. Psychological methods, 1(2), 115-129. doi: 10.1037/1082-989X.1.2.115.
Schroyens, W., Schaeken, W., Fias, W. y d´Ydewalle, G. (2000). Heuristic and analytic processes in propositional reasoning with negatives. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(6), 1713-1734. doi: 10.1037/0278-7393.26.6.1713
Seoane, G., Valiña, M. D., Rodríguez, M. S., Montserrat, M. y Ferraces, M. J. (2007). Diferencias individuales en razonamiento hipotético-deductivo: importancia de la flexibilidad y de las habilidades cognitivas. Psicothema, 19(2), 206-211. Recuperado de http://www.psicothema.com/psicothema. asp?id=3349.
Son, J., Smith, L B., Goldstone, R. L. y Leslie, M. (2012). The importance of being interpreted: grounded words and children’s relational reasoning. Frontiers in Psychology, 3, 1-12. doi: 10.3389/fpsyg.2012.00045.
Sowell, T. (2005). Black rednecks and White liberals. San Francisco: Encounter Books.
Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist, 60, 950–958. doi: 10.1037/0003-066X.60.9.950.
Stanovich, K. E. (2012). On the distinction between rationality and intelligence: Implications for understanding individual differences in reasoning. En K. J. Holyoak y R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning (pp. 343-365). New York: Oxford University Press.
Stanovich, K. E. y West, R. F. (1997). Reasoning independently of prior belief and individual differences in actively open-minded thinking. Journal of Educational Psychology, 89(2), 342-357. doi: 10.1037/0022-0663.89.2.342
Stanovich, K. E. y West, R. F. (1998). Individual differences in rational thought. Journal of experimental psychology: general, 127(2), 161-188. doi: 10.1037/ 0096-3445.127.2.161
Stanovich, K. y West, R. (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioral and brain sciences, 23, 645–726. doi: 10.1017/S0140525X00003435
Stanovich, K. E., West, R. y Toplak, M. E. (2013). Myside bias, rational thinking, and intelligence. Current Directions in Psychological Science, 22(4), 259–264. doi: 10.1177/0963721413480174
Sternberg, R. J., Grigorenko, E. L. y Kidd, K. K. (2005). Intelligence, race, and genetics. American Psychologist, 60(1), 46–59. doi: 10.1037/0003-066X.60.1.46.
Sternberg, R. J., Grigorenko, E. L. y Zhang, L. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486-506. doi: 10.1111/j.1745-6924.2008. 00095.x.
Weber, E. U. y Morris, M. W. (2010). Culture and judgment and decision making: the constructivist turn. Perspectives on Psychological Science, 5(4), 410–419. doi: 10.1177/17456916103755.
Wild-Wall, N., Falkenstein, M. y Gajewski, P. D. (2011). Age-related differences in working memory performance in a 2-back task. Frontiers in Psychology, 2, 1-12. doi: 10.3389/fpsyg.2011.00186.
William L. J., Dunlop J. P. y Abdi, H. (2012). Effect of age on variability in the production of text-based global inferences. Plos One, 7(5), 1-9. doi: 10.1371/journal.pone.0036161.
O autor deve declarar que seu trabalho é original e inédito e que não foi enviado à avaliação simultânea para sua publicação por outro meio. Além disso, deve garantir que não tem impedimentos de nenhuma natureza para a concessão dos direitos previstos no contrato.
O autor se compromete a esperar o parecer da revista Pensando Psicología antes de considerar sua apresentação a outro meio; caso a resposta de publicação seja positiva, compromete-se em responder por qualquer ação de reivindicação, plágio ou outro tipo de reclamação que possa ocorrer por parte de terceiros.
Ainda, deve declarar que, como autor ou coautor, está completamente de acordo com os conteúdos apresentados no trabalho e ceder todos os direitos patrimoniais, isto é, sua reprodução, comunicação pública, distribuição, divulgação, transformação e demais formas de utilização da obra por qualquer meio ou procedimento, pelo termo de sua proteção legal e em todos os países do mundo, ao Fundo Editorial da Universidad Cooperativa de Colombia, de maneira gratuita e sem compensação monetária.
