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I’m just saying that, so often, abilities trained on a single demanding task generalize far weaker to a wide array of tasks including things that share a lot in common those trained. For example, n-back meta-analyses discuss how training improves performance in some closely related n-back tasks, but the effect significantly weakens on other wm tasks, cognitive control and Gf. However, yes, it is conceivable to me that practicing a bunch of IQ questions could potentially yield broader skill acquisition in some circumstances. My point is that I think when tasks as simple as what was studied here correlate so highly with fluid reasoning, it says something about the broad applicability of the underlying skill in human cognition. Fundamental skills are what I think we ought to be aiming to train.
Regarding the ceiling effects and high degree of accuracy, I understand your concern. However, what stops us from just coming up with some way to make the task trickier and more confusing than the one in the study? Perhaps we can use larger configurations of symbols with more interference and certain logical connectives rather than just greater/less signs.
However, what stops us from just coming up with some way to make the task trickier and more confusing than the one in the study? Perhaps we can use larger configurations of symbols with more interference and certain logical connectives rather than just greater/less signs.
To view this discussion on the web visit https://groups.google.com/d/msgid/brain-training/62c0ae9d-9734-4170-a2da-f29aac9cf96bn%40googlegroups.com.
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Negation is present in all natural and artificial languages, and children from an early age use and understand it. Yet, studies show that negative sentences are more difficult to process than affirmative sentences (Carpenter & Just, 1975; Clark & Chase, 1972; Farshchi et al., 2019; Greco, 2020; Kaup & Dudschig, 2020; Trabasso et al., 1971; Wason & Johnson-Laird, 1972; Wason & Jones, 1963). This asymmetry between both types of sentence is often known as the negation effect and has interested psychologists, linguists and philosophers alike.
Probably, the most accepted proposal in literature to explain the negation effect is its double processing. This idea stems from the logician Bertrand Russell who wrote that 'when I say, "this is not blue" I somehow consider it to be blue first and then reject it, considering it a colour other than blue' (Russell, 1948). This hypothesis has been taken up by different theories. According to the embodied cognition account, negation cannot be explicitly represented given that it is a linguistic operator that has no direct experiential simulation. As a result, the processing of a negative sentence (e.g., “the door is not open”) involves two steps during comprehension (Kaup & Zwaan, 2003): first, the representation of the negated situation (e.g., an open door) and then the actual situation (e.g., a closed door). Negation meaning would be implicitly captured in the deviations between these two simulations. Thus, according to this view, negation is difficult because, unlike affirmative sentences (e.g., “the door is closed”), which directly and exclusively represent the actual situation (e.g., a closed door), it calls for two mental simulations (Dudschig & Kaup, 2020a; Kaup et al., 2006). Recently, this two-step theory has been supplemented by mechanistic proposals that suggest that negation operates through processes associated with cognitive control functions; in particular, with conflict monitoring and inhibition (Dudschig & Kaup, 2018, 2020b; see also Beltrán et al., 2019, 2021; Liu et al., 2020a, 2020b).
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