A Comparative Study On Promoting Effect Of Reasoning Levels By Three Kinds Of Psychological Training

Analogical reasoning is one of the most important forms of abstract thinking.Researchers have conducted in-depth research on their psychological processes,development stages,and influencing factors,resulting in theoretical and empirical research results of many analogical psychological processes,development,and influencing factors.Through training to promote the analogy level of in-depth exploration,from the inference process to form the universal analogy reasoning training in the content field and domain specific analogical reasoning training two training paradigms,but the comparison of the inference effect of the two kinds of training has not yet been studied.It has been seen that the study of the differences in the promotion effects of various forms of reasoning has not been reported.With the deepening of the relationship between inference process and basic cognitive function,working memory training,SPM and intelligence improvement research,combined training from working memory and reasoning process has provided the possibility for reasoning promotion,but unfortunately,there has been no report of joint training on analogy and other forms of reasoning.For this reason,this study is based on the basic facts that working memory and analogicalreasoning process and training are obviously affected by the degree of participation in the completion of analogical reasoning.It is based on the combination of working memory and analogical reasoning training and analogical reasoning training and work.Memory training compares various forms of reasoning and learning promotion effects in order to explore the specific effects of the three types of training on text,number reasoning,and intelligence promotion,so as to further distinguish training effects from multiple indicators.This study can provide the most basic experimental support for the deductive reasoning promotion training,and also provide scientific support for the evaluation and selection reasoning promotion training.It also provides concrete scientific evidence for the junior high school students to establish reasoning training activities.This study used a quasi-experimental design that contrasted control groups with multiple experimental groups.The independent variables are the training types,which are respectively four levels,“Foundations of reasoning” thinking training,working memory training and WM&FR training and no training;the dependent variables include Cattell's Culture Fair Test,Raven's Standard Progressive Matrices,verbal reasoning test,and numerical reasoning,and the learning state of student training process feels change.The first four dependent variables are divided into half measures.Before the start of teaching,the four groups were tested separately.After the training is completed,do the test again.The lastdependent variable is used for the post-test questionnaire survey.Descriptive statistics,multivariate analysis of variance,and paired t-test were used to process the data to test the effect of several training interventions and the influence of training participation factors.The results of the study are as follows:(1)Comparing the data before and after the test,the four groups were trained in the text reasoning test and the numerical reasoning test.There were significant differences in the scores of the verbal reasoning test;numerical reasoning test and SPM have been improved in the joint training group.Achievements have been improved,and the results of the SPM in the thinking training group have improved.(2)By paired t-test before and after test,in the text reasoning test,working memory group,joint training group and thinking training group both significantly improved;in the number-based reasoning test,the working memory group and the joint training group all significantly improved;There was a significant increase in the combined training group and the thinking training group;there was no significant change in the cultural fairness test.(3)Multivariate analysis of variance of the four groups before and after the measurement,the four groups in the text reasoning,numerical reasoning.There was no significant difference in SPM and Cattell's Culture Fair Test.(4)Analysis of variance in learning status of the four groups showed a significant difference.Afterwards,the learning status of the thinking training group was upwardand most significant.(5)Multivariate analysis of variance was performed by grouping and testing training participation scores.There are significant differences which were measured in SPM and verbal reasoning post-test.In the post-hoc test: the degree of training participation has a greater impact on the thinking training group.