Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Deductive Reasoning

Deductive Reasoning

Deductive reasoning, or deduction, is the type of logic used in hypothesis-based science. In deductive reasoning, the pattern of thinking moves in the opposite direction from inductive reasoning. It uses a general principle or law to predict specific results. From these general principles, a scientist can predict specific results that remain valid as long as the general principles are correct.For example, a researcher can make specific predictions from the hypothesis "butterflies are attracted...

Retrieval

Retrieval

Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...

Reasoning

Reasoning

Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
Inductive reasoning involves deriving generalizations from specific observations. This type of reasoning helps form beliefs about the world. For example,...

Higher Mental Functions of Brain: Learning and Memory

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...

Inductive Reasoning

Inductive Reasoning

Inductive reasoning is a form of logical thinking that uses related observations to arrive at a general conclusion. It is uncertain and operates in degrees to which the conclusions are credible. As such, inductive arguments can be weak or strong, rather than valid or invalid, and conclusions can be used to formulate testable, falsifiable hypotheses.Inductive reasoning is common in descriptive science. A life scientist makes observations and records them. This data can be qualitative or...

Implicit Memories

Implicit Memories

Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Integrating verbal quantitative information in linear orderings.

Memory & cognition·2013

Same author

The role of test procedure in linguistic integration studies.

Memory & cognition·2013

Same author

Logical processing of set inclusion relations in meaningful text.

Memory & cognition·2011

Same author

Elementary, my dear Wason: the role of problem representation in the THOG task.

Psychological research·2002

Same author

De-confusing the THOG problem: the Pythagorean solution.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2001

Same author

Darwinian algorithms and the Wason selection task: a factorial analysis of social contract selection task problems.

Cognition·1993

Search research articles

Related Experiment Video

Updated: Jun 4, 2026

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

Recognition memory for deducible information.

¹Department of Psychology, University of Florida, 32611, Gainesville, Florida.

Memory & Cognition

|February 3, 2011

Summary

This summary is machine-generated.

Language comprehension involves constructing semantic structures. This study shows that people struggle to distinguish presented information from deducible information in set inclusion tasks, supporting constructivist theory.

More Related Videos

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Related Experiment Videos

Last Updated: Jun 4, 2026

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Area of Science:

Cognitive Psychology
Linguistics
Psycholinguistics

Background:

Language comprehension research suggests a constructive encoding process.
Conflicting findings exist regarding set-theoretic relations, linear orderings, and set inclusions.
Previous set inclusion studies used true-false tests, unlike typical recognition tests.

Purpose of the Study:

Investigate the processing of set inclusion paragraphs.
Examine if a self-paced study/recognition test paradigm supports constructivist theory.
Reconcile conflicting findings in set inclusion research.

Main Methods:

Employed a self-paced study/recognition test paradigm.
Presented paragraphs describing set-theoretic relations (set inclusions).
Assessed participants' ability to differentiate presented from deducible information.

Main Results:

Results supported the constructivist theory of language comprehension.
Participants could not distinguish between presented and unpresented, yet deducible, information.
Findings contradicted predictions from prior set inclusion research using different testing methods.

Conclusions:

The study supports a constructivist view of language comprehension, even for set inclusion tasks.
Task accuracy constraints and test type interactions may influence memorial performance.
Recognition tests reveal constructive processing more effectively than true-false tests for set inclusions.