Sergio Moreno‐Ríos
Biographic Data
| ID | 5676464 |
|---|---|
| NAME | Sergio Moreno‐Ríos |
| GIVEN NAMES | Sergio |
| FAMILY NAME | Moreno‐Ríos |
| SIGNATURE | RÍOS S M |
| AFFILIATIONS | Universidad de Granada |
| ORCID | 0000-0001-5553-207X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Does the relative frequency of exposure to mandatory and prohibitory signs influence the speed of drivers’ inferences
People from some geographical areas are more accustomed to seeing mandatory signs at T-Junctions, whereas in other regions, prohibitory signs are more common. The key question is whether the greater prevalence of one type of sign affects how people draw inferences. Previous studies have shown that, although both types of signs convey the same information, the inferences drawn from them differ. Furthermore, when individuals have sufficient time, t…
The Spanish version of the computerized dynamic test of analogical reasoning
PURPOSE: Analogical reasoning (AR), a key skill developing throughout childhood, enables the transfer of relational structures across contexts, facilitating the integration of new knowledge with prior understanding. Children with learning difficulties (LD) may perform less effectively on AR tasks that involve written instructions or abstract verbal analogies, due to their literacy difficulties in processing linguistic information. This study aims…
What children and adults understand when a conditional is said to be false
What does it mean to say that if something is a triangle, then it does not have 4 sides? While adults typically conclude with a new conditional featuring a negated consequent - "If it is a triangle, then it does not have 4 sides" - using a small-scope strategy, no studies have tested whether children do the same. This study examines how children and adults interpret the falsity of conditional statements. Participants evaluated conditionals with e…
Responsibility attribution about mechanical devices by children and adults
We investigated the causal responsibility attributions of adults and children to mechanical devices in the framework of the criticality-pivotality model. It establishes that, to assign responsibility, people consider how important a target is to reaching a positive outcome (criticality) and how much the target contributed to the actual outcome (pivotality). We also tested theoretical predictions about relations between the development of counterf…
Content of relationship, number of alternatives and working memory capacity in conditional inferences
Alternatives or syntactic negation? Adults’ and children’s preferences for constructing counterfactual possibilities
Reasoning with counterfactuals such as “if his sister had entered silently, the child would have been awake”, requires considering what is conjectured (“his sister entered silently”) and what is the counterfactual possibility (“his sister did not enter silently”). In two experiments, we test how both adults (Study 1) and children from 8 to 12 years (Study 2) construct counterfactual possibilities about the cause of an effect (“the child was awake…
Conditional content, explicit information and generating cases
In the present study, we evaluate the suppression effect by asking participants to make inferences with everyday conditionals ("if A, then B"; "if Ana finds a friend, then she will go to the theatre"), choosing between three possible conclusions ("she went to the theatre"; "she did not go to the theatre"; "it cannot be concluded"). We test how these inferences can be influenced by three factors: a) when the content of the conditional induces us t…
Children’s Illusory Transparency of Intention
This article explores the illusory transparency phenomenon in childhood and tests two accounts of the phenomenon: the construal and the naïve (pragmatic) accounts. One hundred nine children between 8 and 13 years old participated in an adapted task of illusory transparency. Children read a story in which a character wrote an ambiguous message to another (addressee) that could be interpreted as sarcastic, which was dependent on information known o…
Bias in perspective-taking during reading
Bias in perspective-taking during reading
Children’s Illusory Transparency of Intention
This article explores the illusory transparency phenomenon in childhood and tests two accounts of the phenomenon: the construal and the naïve (pragmatic) accounts. One hundred nine children between 8 and 13 years old participated in an adapted task of illusory transparency. Children read a story in which a character wrote an ambiguous message to another (addressee) that could be interpreted as sarcastic, which was dependent on information known o…
Conditional content, explicit information and generating cases
In the present study, we evaluate the suppression effect by asking participants to make inferences with everyday conditionals ("if A, then B"; "if Ana finds a friend, then she will go to the theatre"), choosing between three possible conclusions ("she went to the theatre"; "she did not go to the theatre"; "it cannot be concluded"). We test how these inferences can be influenced by three factors: a) when the content of the conditional induces us t…
Content of relationship, number of alternatives and working memory capacity in conditional inferences
Alternatives or syntactic negation? Adults’ and children’s preferences for constructing counterfactual possibilities
Reasoning with counterfactuals such as “if his sister had entered silently, the child would have been awake”, requires considering what is conjectured (“his sister entered silently”) and what is the counterfactual possibility (“his sister did not enter silently”). In two experiments, we test how both adults (Study 1) and children from 8 to 12 years (Study 2) construct counterfactual possibilities about the cause of an effect (“the child was awake…
Responsibility attribution about mechanical devices by children and adults
We investigated the causal responsibility attributions of adults and children to mechanical devices in the framework of the criticality-pivotality model. It establishes that, to assign responsibility, people consider how important a target is to reaching a positive outcome (criticality) and how much the target contributed to the actual outcome (pivotality). We also tested theoretical predictions about relations between the development of counterf…
What children and adults understand when a conditional is said to be false
What does it mean to say that if something is a triangle, then it does not have 4 sides? While adults typically conclude with a new conditional featuring a negated consequent - "If it is a triangle, then it does not have 4 sides" - using a small-scope strategy, no studies have tested whether children do the same. This study examines how children and adults interpret the falsity of conditional statements. Participants evaluated conditionals with e…
Does the relative frequency of exposure to mandatory and prohibitory signs influence the speed of drivers’ inferences
People from some geographical areas are more accustomed to seeing mandatory signs at T-Junctions, whereas in other regions, prohibitory signs are more common. The key question is whether the greater prevalence of one type of sign affects how people draw inferences. Previous studies have shown that, although both types of signs convey the same information, the inferences drawn from them differ. Furthermore, when individuals have sufficient time, t…
The Spanish version of the computerized dynamic test of analogical reasoning
PURPOSE: Analogical reasoning (AR), a key skill developing throughout childhood, enables the transfer of relational structures across contexts, facilitating the integration of new knowledge with prior understanding. Children with learning difficulties (LD) may perform less effectively on AR tasks that involve written instructions or abstract verbal analogies, due to their literacy difficulties in processing linguistic information. This study aims…
Child and Animal Learning Development (6 works) · Psychology (6 works) · Social Psychology (5 works) · Cognitive psychology (4 works) · Computer Science (3 works) · Attribution (2 works) · Cognition (2 works) · Counterfactual conditional (2 works) · Counterfactual thinking (2 works) · Decision-Making and Behavioral Economics (2 works)