Walter Schaeken
Biographic Data
| ID | 1145623 |
|---|---|
| NAME | Walter Schaeken |
| GIVEN NAMES | Walter |
| FAMILY NAME | Schaeken |
| SIGNATURE | SCHAEKEN W |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-5220-1643 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
The costs of multimodal metaphors
sponsorship: The EEG data were obtained under the agreement between Scuola Normale Superiore and Scuola Universitaria IUSS Pavia (2018-2020) for the realization of experiments on figurative language, and were collected at the Laboratorio SMART, section Elite, of the Scuola Normale Superiore in Pisa. In the final stages, this work received support from the European Research Council under the EU's Horizon Europe programme, ERC Consolidator Grant "P…
Schoolchildren’s transitive reasoning with the spatial relation ‘is left/right of’
We examine schoolchildren’s reasoning with spatial relations, such as ‘is to the left of’. Our aims are to obtain a more precise account of the effect of working memory on reasoning, a more detailed understanding of the internal representation of mental models and a developmental perspective. We discuss two experiments in which 348 children, between eight and twelve years old, needed to verify conclusions for 24 reasoning problems describing the …
But
Conventional implicatures are omnipresent in daily life communication but experimental research on this topic is sparse, especially research with children. The aim of this study was to investigate if eight- to twelve-year-old children spontaneously make the conventional implicature induced by but, so , and nevertheless in ‘p but q’ sentences. Additionally, the study aimed to shed light on the cognitive effort required for these inferences by meas…
But' how do we reason with it
Dual Processes in the Psychology of Mathematics Education and Cognitive Psychology
Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been developed in both fields to account for these findings are discussed. After giving a summary of the s…
When People Are More Logical Under Cognitive Load
The present study introduces dual task methodology to test opposing psychological processing predictions concerning the nature of implicatures in pragmatic theories. Implicatures routinely arise in human communication when hearers interpret utterances pragmatically and go beyond the logical meaning of the terms. The neo-Gricean view (e.g., Levinson, 2000 ) assumes that implicatures are generated automatically whereas relevance theory ( Sperber & …
The effect of explicit negatives and of different contrast classes on conditional syllogisms
One experiment tested the effects of systematically negating the constituents of four fundamental inferences based on conditionals: Modus Ponens (i.e. inferences of the form: if p then q; p therefore q), Modus Tollens (if p then q; not-q therefore not-p); Affirmation of the Consequent if p then q; q therefore p), and Denial of the Antecedent (if p then q; not-p therefore not-q). The latter two inferences are valid only for bi-conditionals (if, an…
The costs of multimodal metaphors
sponsorship: The EEG data were obtained under the agreement between Scuola Normale Superiore and Scuola Universitaria IUSS Pavia (2018-2020) for the realization of experiments on figurative language, and were collected at the Laboratorio SMART, section Elite, of the Scuola Normale Superiore in Pisa. In the final stages, this work received support from the European Research Council under the EU's Horizon Europe programme, ERC Consolidator Grant "P…
But' how do we reason with it
The effect of explicit negatives and of different contrast classes on conditional syllogisms
One experiment tested the effects of systematically negating the constituents of four fundamental inferences based on conditionals: Modus Ponens (i.e. inferences of the form: if p then q; p therefore q), Modus Tollens (if p then q; not-q therefore not-p); Affirmation of the Consequent if p then q; q therefore p), and Denial of the Antecedent (if p then q; not-p therefore not-q). The latter two inferences are valid only for bi-conditionals (if, an…
The effect of explicit negatives and of different contrast classes on conditional syllogisms
One experiment tested the effects of systematically negating the constituents of four fundamental inferences based on conditionals: Modus Ponens (i.e. inferences of the form: if p then q; p therefore q), Modus Tollens (if p then q; not-q therefore not-p); Affirmation of the Consequent if p then q; q therefore p), and Denial of the Antecedent (if p then q; not-p therefore not-q). The latter two inferences are valid only for bi-conditionals (if, an…
When People Are More Logical Under Cognitive Load
The present study introduces dual task methodology to test opposing psychological processing predictions concerning the nature of implicatures in pragmatic theories. Implicatures routinely arise in human communication when hearers interpret utterances pragmatically and go beyond the logical meaning of the terms. The neo-Gricean view (e.g., Levinson, 2000 ) assumes that implicatures are generated automatically whereas relevance theory ( Sperber & …
Dual Processes in the Psychology of Mathematics Education and Cognitive Psychology
Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been developed in both fields to account for these findings are discussed. After giving a summary of the s…
But' how do we reason with it
But
Conventional implicatures are omnipresent in daily life communication but experimental research on this topic is sparse, especially research with children. The aim of this study was to investigate if eight- to twelve-year-old children spontaneously make the conventional implicature induced by but, so , and nevertheless in ‘p but q’ sentences. Additionally, the study aimed to shed light on the cognitive effort required for these inferences by meas…
Schoolchildren’s transitive reasoning with the spatial relation ‘is left/right of’
We examine schoolchildren’s reasoning with spatial relations, such as ‘is to the left of’. Our aims are to obtain a more precise account of the effect of working memory on reasoning, a more detailed understanding of the internal representation of mental models and a developmental perspective. We discuss two experiments in which 348 children, between eight and twelve years old, needed to verify conclusions for 24 reasoning problems describing the …
The costs of multimodal metaphors
sponsorship: The EEG data were obtained under the agreement between Scuola Normale Superiore and Scuola Universitaria IUSS Pavia (2018-2020) for the realization of experiments on figurative language, and were collected at the Laboratorio SMART, section Elite, of the Scuola Normale Superiore in Pisa. In the final stages, this work received support from the European Research Council under the EU's Horizon Europe programme, ERC Consolidator Grant "P…
Psychology (7 works) · Cognition (5 works) · Cognitive psychology (5 works) · Linguistics (5 works) · Computer Science (4 works) · Mathematics (4 works) · Cognitive science (3 works) · Epistemology (3 works) · Neurobiology of Language and Bilingualism (3 works) · Artificial Intelligence (2 works)