Reasoning and dyslexia: a spatial strategy may impede reasoning with visually rich information.
Bacon, Handley, and Newstead (2003, 2004), have presented evidence for individual differences in reasoning strategies, with most people seeming to represent and manipulate problem information using either a verbal or a spatial strategy. There is also evidence that individuals with dyslexia are inclined to conceptualise information in a visuo-spatial, rather than a verbal, way (e.g. von Károlyi et al., 2003). If so, we might expect a higher proportion of individuals with dyslexia to be spatial reasoners, compared with individuals who do not have dyslexia. The study reported here directly compared strategies reported by these two groups of participants on a syllogistic reasoning task. Moreover, problem content was manipulated so that reasoning across concrete and abstract materials could be compared. The findings suggest that whilst most individuals without dyslexia use a verbal strategy, reasoners with dyslexia do tend to adopt a spatial approach, though their performance is impaired with visually concrete materials. However, when reasoning with more abstract content, they perform comparably with non-dyslexic controls. The paper discusses these results in the light of recent research which has suggested that visual images may impede reasoning, and considers how individuals with dyslexia may differ from other reasoners.
Bacon
Alison M
AM
Centre for Thinking and Language, School of Psychology, University of Plymouth, Plymouth, UK. ambacon@plymouth.ac.uk
Handley
Simon J
SJ
McDonald
Emma L
EL
D000328:Adult; D001288:Attention; D003210:Concept Formation; D004193:Discrimination Learning; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D006801:Humans; D007092:Imagination; D008128:Logic; D008297:Male; D009949:Orientation; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D013334:Students / Q000523:psychology; D013561:Symbolism