Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task.

This study examined reasoning skills in children, specifically transitive reasoning and the visual impedance effect, with a new visual/pictorial task. The visual impedance effect is the effect produced by the possible interference in the reasoning process of irrelevant details elicited from the premises of a reasoning task. The new task had no reading requirements, which made it suitable for testing reasoning in primary school children, especially children with reading difficulties (RD), such as dyslexia. The study aimed also to validate the possible use of the task for studying reasoning and detecting the visual impedance effect without the interference of reading skills and to investigate the association between transitive reasoning and reading abilities. A pilot study (N = 10) was used to test the suitability of the new task for primary school children. Afterwards, the task was tested on a larger sample of children of third to sixth Grade, with and without RD (N = 84). Results showed that the new task is able to detect the main reasoning effects as well as the visual impedance effect. The findings are discussed, with the new task considered appropriate for studying reasoning skills in child populations both with and without RD.

Reasoning and Reading in Adults. A New Reasoning Task for Detecting the Visual Impendance Effect.

The visual impedance hypothesis states that at the time of reasoning, the reading context provokes visual images, which may add irrelevant details to an inference and thus could hamper reasoning. This study aims to create a new visual version of a reasoning task, similar to the traditional propositional task of relational syllogisms, but based on visuospatial components. Using such a task, it would be possible to investigate the deductive ability of relational inferences in tests without the need for reading. Two reasoning tasks were used and measures of working memory, visuospatial memory, intelligence, and reading comprehension were taken. The participants were 61 university students without reading difficulties. Results show that both versions of the reasoning task work similarly in finding the main reasoning effects expected. Findings support the visual impedance effect, that is, fewer correct responses in problems with imaginable contents than with neutral ones. They indicate that this new visual task could be used to explore reasoning skills without reading being involved, and this would be useful for testing reasoning in people both with and without reading difficulties.