Excavating the Foundations: Cognitive Adaptations for Multiple Moral Domains

Humans are remarkably flexible in adapting their behavior to current demands. It has been suggested that the decision which of multiple tasks to perform is based on a variety of factors pertaining to the rewards associated with each task as well as task performance (e.g., error rates associated with each task and/or error commission on the previous trial). However, further empirical investigation is needed to examine whether task performance still influences task choices if task choices are rewarded but task performance is not. Accordingly, we exposed participants to a novel reward-varying voluntary task switching paradigm where the reward for the performed task gradually decreased while the reward associated for the alternative task was unchanged. Importantly, we rewarded participants' task choices before participants performed the task to investigate the effect of rewards independent from task performance. We examined the effect of (i) reward, (ii) error rates associated with each of the two tasks, and (iii) error commission in the previous trial on voluntary task choices. As expected, we found that participants' task selection was influenced by reward differences between task choices. In addition, error rates associated with a task also influenced task selection, with participants requiring larger reward differences to switch to a task associated with relatively higher error rates, compared to switching to a task with relatively lower error rates. However, errors in n - 1 did not influence participants' probability to switch to the alternative task. These findings contribute to an ongoing discussion on the influence of task performance on task selection.

Blank-slate theories of human intelligence propose that reasoning is carried out by general-purpose operations applied uniformly across contents. An evolutionary approach implies a radically different model of human intelligence. The task demands of different adaptive problems select for functionally specialized problem-solving strategies, unleashing massive increases in problem-solving power for ancestrally recurrent adaptive problems. Because exchange can evolve only if cooperators can detect cheaters, we hypothesized that the human mind would be equipped with a neurocognitive system specialized for reasoning about social exchange. Whereas humans perform poorly when asked to detect violations of most conditional rules, we predicted and found a dramatic spike in performance when the rule specifies an exchange and violations correspond to cheating. According to critics, people's uncanny accuracy at detecting violations of social exchange rules does not reflect a cheater detection mechanism, but extends instead to all rules regulating when actions are permitted (deontic conditionals). Here we report experimental tests that falsify these theories by demonstrating that deontic rules as a class do not elicit the search for violations. We show that the cheater detection system functions with pinpoint accuracy, searching for violations of social exchange rules only when these are likely to reveal the presence of someone who intends to cheat. It does not search for violations of social exchange rules when these are accidental, when they do not benefit the violator, or when the situation would make cheating difficult.

This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design provide a solid basis for a research program on self-directed learning.

ABSTRACTPeople sometimes display strong emotional reactions to events that appear disproportionate to the tangible magnitude of the event. Although previous work has addressed the role that perceived disrespect and unfairness have on such reactions, this study examined the role of perceived social exchange rule violations more broadly. Participants (N = 179) rated the effects of another person’s behavior on important personal outcomes, the degree to which the other person had violated fundamental rules of social exchange, and their reactions to the event. Results showed that perceptions of social exchange rule violations accounted for more variance in participants’ reactions than the tangible consequences of the event. The findings support the hypothesis that responses that appear disproportionate to the seriousness of the eliciting event are often fueled by perceived rule violations that may not be obvious to others.

Polysubstance dependence has been associated with many neurocognitive impairments. The present study explored one of these deficits, namely conditional reasoning, using the Wason selection task. In healthy individuals, social contract and precautionary content improve conditional reasoning performance compared with descriptive or abstract content. Twenty-two recently detoxified polysubstance-dependent patients were compared with 22 controls matched for sex, age, and education level on their performance on the Wason selection task across problems involving social contract, precautionary, and descriptive conditional rules, controlling for depression, anxiety levels, and verbal intelligence. Conditional reasoning on descriptive and social contract rules was severely impaired in polysubstance-dependent patients. Precautionary reasoning was also impaired, but to a lesser degree than the other modalities of conditional reasoning. These results may reflect a toxic effect of chronic multiple-drug consumption on the prefrontal areas of the brain. Alternatively, conditional reasoning difficulties could be present, at least partially, before polysubstance dependence onset. This population may have difficulties properly understanding social contracts in real-life settings, suggesting a potential target for clinical intervention.

Scholars argue that prison rule violations are a way to assess whether individuals are engaging in prosocial behaviors. Individuals who engage in prosocial behaviors, during periods of incarceration, are less likely to engage in behaviors that result in official rule violations. Decreasing rule violations is one way to work towards a safer prison environment, while also preparing individuals for release. The current study uses cross-sectional data form the 2004 Survey of Inmates in State and Federal Facilities, in order to examine whether multiple types of prisons programs, which will be framed as various types of social supports, influence the frequency of rule violations. The goal was to assess whether various types of social supports influenced behaviors, while also examining whether behaviors changed as social supports increased. Individuals, who admitted to committing at least one major rule violation, were included in the sample (N = 5,943). Hierarchical regressions were run to assess how the combination of various social supports, race, educational attainment, and time served impacted total rule violations. Results suggest that there is not a statistically significant association between increased social supports and rule violations. Findings show that having a work assignment significantly decreased rule violations, and that White participants committed fewer rule violations. Implications for future research, policy, and practice are presented.

In the Wason selection task, subjects show a tendency towards counter-logical behaviour. Evidence gained from this experiment raises questions about the role that deductive logic plays in human reasoning. A prominent explanation of the effect uses an information-gain model. Rather than reasoning deductively, it is argued that subjects seek to reduce uncertainty. The bias that is observed is seen to stem from maximizing information gain in this adaptively rational way. This theoretical article shows that a Boolean generalization of the information-gain model is potentially considered the normative foundation of reasoning, in which case several inferences traditionally considered errors are found to be valid. The article examines how this affects inferences involving both over-extension of logical implication and overestimation of conjunctive probability. • Proposes a hybrid, logic/probability calculus. • Derives this as a generalization of the pre-existing information-gain model. • Connects reasoning to information acquisition. • Shows that several inferences traditionally classified as errors change their status under this hybrid form of normativity.

In many studies, human reasoning has been depicted as “biased” or deviating from normative models in both areas of deductive and inductive reasoning. Two criteria for evaluation of reasoning studies are proposed in this paper. The first criterion concerns the selection and application of normative models against which human performance is assessed. The second criterion concerns the role of conversational factors in the differential selection of information used in the subsequent judgment. These two criteria were applied to studies on two tasks from the fields of deductive and inductive reasoning, the Wason selection task and the base rate fallacy. In view of alternative normative systems, control of the application of the normative models used and the perceived conversational relevance of the information presented in the experimental tasks, the alleged biases have been demonstrated to be largely unsupported. The analysis is consistent with the notion that human reasoning is optimal and rational. The implications of the present account for reasoning experiments are discussed.

Previous research has found that acute, moderate-intensity physical exercise enhances selective attention and memory and that men and women show differential performance on tasks measuring these skills. Although exercise and participant sex have been examined separately, it remains unknown whether acute, moderate-intensity exercise differentially affects men and women’s selective attention and memory encoding and retrieval. Participants in the present study completed two 10-min sessions of either moderate-intensity exercise comprised of jumping rope alternating with walking in place or an active control protocol comprised of watching wellness videos alternating with walking in place. Each participant completed a selective attention task and a task assessing recognition and object location memory immediately after exercising. Exercise was related to overall faster performance during the selective attention task, with no differences in men and women’s performance. Women showed better recognition memory compared to men. Exercise specifically improved object location memory among men, but only among participants who completed the memory task second. These findings suggest that acute, moderate-intensity exercise differentially affects men and women’s memory, which may be related to complex interactions between exercise, sex hormones, and the neurotrophin BDNF.

Three experiments explored the development of formal logical reasoning between Grades 4 and 12 and the role of semantic content in the solution of Wason's (1966) selection task problems. In Experiment 1, subjects in the 8th, 10th, and 12th grades were tested on several familiar-content and several abstract-content selection problems. In Experiment 2, subjects in Grades 4, 8, and 12 were assessed on the familiar problems used in Experiment 1. In Experiment 3, subjects in Grades 4,6, and 8 were tested on novel familiar-content problems, familiar-content problems with conditional clauses reversed, a meaningful but unfamiliar problem, and an abstract problem. The results suggested that formal logical reasoning is not generally present during the 4th or 6th grades and that formal logical competence becomes available in adolescence. A general facilitation effect was found for familiar semantic content, but this was qualified by one anomalous familiar-content problem in each experiment. The results are discussed in the context of the competence-moderator-performance model, which maintains that both logical knowledge and world knowledge are necessary but distinct features of adequate reasoning performance. A major issue in the field of deductive reasoning concerns the role of logic versus the role of semantic content in determining performance on reasoning problems. One theoretical approach (Overton, 1985;Staudenmayer, 1975) maintains that the development of a logical competence is a necessary prerequisite for solutions to deductive reasoning problems. According to this approach, specific content effects operate as moderators of logical competence to inhibit or enhance successful task performance. From this perspective, both formal reasoning processes and the real-time information-processing strategies related to content effects play essential roles in determining task performance. A second theoretical approach (Griggs, 1983; Mandler, 1983) asserts that formal reasoning processes play little or no role in task performance. According to this approach, task performance is virtually totally determined by context variables such as those provided by specific semantic contents. The aim of the present research is to explore both the role of the development of formal logical reasoning and the role of semantic content in the solution of deductive reasoning problems. The development of formal logical reasoning is represented in Piaget's theory (Inhelder & Piaget, 1958) as a succession of increasingly powerful logical systems or competencies. Several recent studies (Byrnes & Overton, 1986; O'Brien & Ov

Information gain explains relevance which explains the selection task.

Professional Skepticism and Auditor Cognitive Performance in a Hypothesis Testing Task

Audiovisual integration of speech can benefit the listener by not only improving comprehension of what a talker is saying but also helping a listener select a particular talker's voice from a mixture of sounds. Binding, an early integration of auditory and visual streams that helps an observer allocate attention to a combined audiovisual object, is likely involved in processing audiovisual speech. Although temporal coherence of stimulus features across sensory modalities has been implicated as an important cue for non-speech stimuli (Maddox et al., 2015), the specific cues that drive binding in speech are not fully understood due to the challenges of studying binding in natural stimuli. Here we used speech-like artificial stimuli that allowed us to isolate three potential contributors to binding: temporal coherence (are the face and the voice changing synchronously?), articulatory correspondence (do visual faces represent the correct phones?), and talker congruence (do the face and voice come from the same person?). In a trio of experiments, we examined the relative contributions of each of these cues. Normal hearing listeners performed a dual task in which they were instructed to respond to events in a target auditory stream while ignoring events in a distractor auditory stream (auditory discrimination) and detecting flashes in a visual stream (visual detection). We found that viewing the face of a talker who matched the attended voice (i.e., talker congruence) offered a performance benefit. We found no effect of temporal coherence on performance in this task, prompting an important recontextualization of previous findings.

Performance in the Wason card selection task is often improved given thematic content. Such content effects have been considered evidence against human rationality. We propose that the role of content lies in specifying premises underlying “if P, then Q” rules. Unlike thematic rules, abstract conditional rules do not explicitly provide material interpretation ( P is a sufficient but not necessarily a necessary condition for Q), resulting in nonnormative responses. When necessity-sufficiency relations were explicated, normative responses were elicited and effects of other logically irrelevant components disappeared. The results suggest that content effects are compatible with human rationality.

Deontic logic is shown to be applicable for modelling human reasoning. For this the Wason selection task and the suppression task are discussed in detail. Different versions of modelling norms with deontic logic are introduced and in the case of the Wason selection task it is demonstrated how differences in the performance of humans in the abstract and in the social contract case can be explained. Furthermore, it is shown that an automated theorem prover can be used as a reasoning tool for deontic logic.