Contrast-Class Cues and Dual Goal Facilitation in Wason’s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model.

Psychology

Keywords

Hypothesis testing, Wason’s 2-4-6 task, dual-goal facilitation, contrast-class cues, iterative counterfactual model.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Published

Standard

Contrast-Class Cues and Dual Goal Facilitation in Wason’s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model. / Gale, Maggie; Ball, Linden J.
Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society. ed. / B. G. Bara; L. Barsalou; M. Bucciarelli. Alpha, New Jersey: Sheridan Printing, 2005.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Gale, M & Ball, LJ 2005, Contrast-Class Cues and Dual Goal Facilitation in Wason’s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model. in BG Bara, L Barsalou & M Bucciarelli (eds), Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society. Sheridan Printing, Alpha, New Jersey.

APA

Gale, M., & Ball, L. J. (2005). Contrast-Class Cues and Dual Goal Facilitation in Wason’s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society Sheridan Printing.

Vancouver

Gale M, Ball LJ. Contrast-Class Cues and Dual Goal Facilitation in Wason’s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model. In Bara BG, Barsalou L, Bucciarelli M, editors, Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society. Alpha, New Jersey: Sheridan Printing. 2005

Author

Gale, Maggie ; Ball, Linden J. / Contrast-Class Cues and Dual Goal Facilitation in Wason’s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model. Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society. editor / B. G. Bara ; L. Barsalou ; M. Bucciarelli. Alpha, New Jersey : Sheridan Printing, 2005.

Bibtex

@inbook{7f0c596dbc8e4cf288ee2ea32573a7d9,

title = "Contrast-Class Cues and Dual Goal Facilitation in Wason{\textquoteright}s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model.",

abstract = "Successful performance on Wason{\textquoteright}s (1960) 2-4-6 task is typically poor at approximately 20%. One reliable way to enhance solution rates is to use Tweney, Doherty, Worner, Pliske, Mynatt, Gross, and Arkkelin{\textquoteright}s (1980) logicallyidentical Dual Goal (DG) version of the task, where participants are requested to discover two complementary rules, one labeled {\textquoteleft}Dax{\textquoteright} (the standard {\textquoteleft}ascending numbers{\textquoteright} rule) and the other labeled {\textquoteleft}Med{\textquoteright} (i.e., any other number triple). Despite the robustness of the DG effect, the mechanism by which the DG paradigm facilitates performance has remained obscure. The present studies assessed various theoretical proposals by providing participants examples of Med triples of varying {\textquoteleft}usefulness{\textquoteright}, as indexed by the cues that they provided for establishing a relevant contrast class to the Dax rule. Results showed that the usefulness of the Med exemplar had a significant effect on successful discovery of the Dax rule. We propose that the present DG results can best be accommodated by extending Oaksford and Chater{\textquoteright}s (1994) Iterative Counterfactual Model beyond its current focus on the standard single goal 2-4-6 task.",

keywords = "Hypothesis testing, Wason{\textquoteright}s 2-4-6 task, dual-goal facilitation, contrast-class cues, iterative counterfactual model.",

author = "Maggie Gale and Ball, {Linden J.}",

year = "2005",

language = "English",

editor = "Bara, {B. G.} and L. Barsalou and M. Bucciarelli",

booktitle = "Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society",

publisher = "Sheridan Printing",

}

RIS

TY - CHAP

T1 - Contrast-Class Cues and Dual Goal Facilitation in Wason’s 2-4-6 Task: Evidence for an Extended Iterative Counterfactual Model.

AU - Gale, Maggie

AU - Ball, Linden J.

PY - 2005

Y1 - 2005

N2 - Successful performance on Wason’s (1960) 2-4-6 task is typically poor at approximately 20%. One reliable way to enhance solution rates is to use Tweney, Doherty, Worner, Pliske, Mynatt, Gross, and Arkkelin’s (1980) logicallyidentical Dual Goal (DG) version of the task, where participants are requested to discover two complementary rules, one labeled ‘Dax’ (the standard ‘ascending numbers’ rule) and the other labeled ‘Med’ (i.e., any other number triple). Despite the robustness of the DG effect, the mechanism by which the DG paradigm facilitates performance has remained obscure. The present studies assessed various theoretical proposals by providing participants examples of Med triples of varying ‘usefulness’, as indexed by the cues that they provided for establishing a relevant contrast class to the Dax rule. Results showed that the usefulness of the Med exemplar had a significant effect on successful discovery of the Dax rule. We propose that the present DG results can best be accommodated by extending Oaksford and Chater’s (1994) Iterative Counterfactual Model beyond its current focus on the standard single goal 2-4-6 task.

AB - Successful performance on Wason’s (1960) 2-4-6 task is typically poor at approximately 20%. One reliable way to enhance solution rates is to use Tweney, Doherty, Worner, Pliske, Mynatt, Gross, and Arkkelin’s (1980) logicallyidentical Dual Goal (DG) version of the task, where participants are requested to discover two complementary rules, one labeled ‘Dax’ (the standard ‘ascending numbers’ rule) and the other labeled ‘Med’ (i.e., any other number triple). Despite the robustness of the DG effect, the mechanism by which the DG paradigm facilitates performance has remained obscure. The present studies assessed various theoretical proposals by providing participants examples of Med triples of varying ‘usefulness’, as indexed by the cues that they provided for establishing a relevant contrast class to the Dax rule. Results showed that the usefulness of the Med exemplar had a significant effect on successful discovery of the Dax rule. We propose that the present DG results can best be accommodated by extending Oaksford and Chater’s (1994) Iterative Counterfactual Model beyond its current focus on the standard single goal 2-4-6 task.

KW - Hypothesis testing

KW - Wason’s 2-4-6 task

KW - dual-goal facilitation

KW - contrast-class cues

KW - iterative counterfactual model.

M3 - Chapter

BT - Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society

A2 - Bara, B. G.

A2 - Barsalou, L.

A2 - Bucciarelli, M.

PB - Sheridan Printing

CY - Alpha, New Jersey

ER -

Research

Keywords