The Phenomenon of Reasoning in Social Networks: Text Markers and Their Role in the Process of Mastering a New Social Phenomenon

 

The phenomenon of reasoning in social networks: text markers and their role in the process of mastering a new social phenomenon

This article examines the main psychological and linguistic approaches to defining and categorizing reasoning. It addresses the pressing problem of identifying the textual features of reasoning and defining its parameters in everyday discussions. An analysis of online discourse texts on distance education is presented as an example of reasoning in various forms. An analysis of the textual parameters of everyday and mythological reasoning, as well as the characteristics of causality and frame structure, is provided. A model of the process by which public consciousness assimilates a new social phenomenon is proposed.

The study revealed the significance of normativity and the inclusion of emotional texts in the scenario for everyday reasoning, and a special type of transductive inference for semantic reasoning. It was found that everyday reasoning about mass distance education is three times less common than semantic reasoning. This allows us to hypothesize about the mechanism by which public consciousness assimilates this new social situation. An analysis of the representation of the problem of mass distance education on social media suggests that this new social phenomenon is currently in the transition from conceptualization to scenario development. Meanwhile, professional developments in this field, responding to social demand, are preparing the transition to the third stage – the stage of rationally addressing the emerging social situation.

The pilot study suggests that it would be useful to develop tools for studying social phenomena within large groups based on the analysis of text information from social networks.

Keywords: reasoning, distance education, symbolic picture of the world, everyday reasoning, semantic reasoning, online discussions.

The work was carried out with partial support from the Russian Foundation for Basic Research grant 17-29-07051.

A.A. Chuganskaya, N.V. Chudova

THE PHENOMENON OF REASONING IN SOCIAL NETWORKS: TEXT MARKERS AND THE ROLE IN THE PROCESS OF MASTERING A NEW SOCIAL PHENOMENON

The article considers the main psychological and linguistic approaches to the definition and categorization of reasoning. The current task of highlighting textual signs of reasoning and determining parameters within the framework of the everyday picture of the world is set. An analysis of texts from the network discourse on the topic of distance education is given as an example of everyday reasoning of various forms. The study gives examples of text parameters of everyday and mythological reasoning, features of causality and frame structure. The study revealed the significance of normality and inclusion in the script for everyday reasoning, the emotionality of texts and a special type of transductive conclusions - for semantic reasoning. It was found that everyday reasoning about mass distance education is three times less common than semantic reasoning. This allows us to suggest a mechanism for mastering a new social situation by public consciousness. An analysis of the representation in social networks of the problem of mass distance learning suggests that at the moment this new social phenomenon is at the stage of transition from understanding to mastering the scenario, while professional developments of this problem, «moving towards» social demand, are preparing the transition to the third stage - the stage of rational management of the social situation that has arisen.

Keywords: reasoning, distance education, the everyday picture of the world, network communication, sign-based picture of the world.

The study was done with partial grant support RFBR 17-29-07051 and 18-29-22027.

 

Human cognitive functions are represented in psychology by a whole class of mental phenomena that enable the subject to understand the surrounding world and themselves. The products of these processes serve as the basis for constructing a picture of the world that informs the behavior of the subject. Thinking occupies a central place in cognitive processes. As A.N. Leontiev notes, "the thought process has always been conceived as an internal process, occurring within the field of consciousness, within the inner field. It can be discovered or described through utterance" [8, p. 327]. Thus, the study of thought processes is also possible through an examination of human speech production [7].

When analyzing human cognitive functions, one of the system-forming units of analysis of speech-thinking activity is reasoning. This concept in the humanities refers to a broad class of phenomena and is studied within the framework of psychology and linguistics [4].

Within the framework of psychological research, reasoning has been considered in the context of the problem of the ontogenesis of human intellectual activity and the study of the thinking process itself in the form of various inferences in cognitive psychology. The Psychological Dictionary provides the following definition of inference: "a generally significant verbal form, thanks to which, indirectly, and not on the basis of observations, objects and their relationships can be identified and designated. ... Inferences as a form of obtaining knowledge are possible because the classes of perceived objects and the methods of perceptual activity themselves receive stable verbal names, which become a means of organizing the observer's activity" [1, p. 557]. The French psychologist J. Piaget turned to a detailed study of reasoning and the specifics of constructing inferences by children of different ages [15]. Based on the analysis of explanations, speech, and the construction of arguments, J. Piaget draws a conclusion about the characteristics of the very process of mental activity of a child at the stage before the formation of formal-logical intelligence (11-12 years): «the child reasons not by syllogisms, but by conclusions from the individual to the individual, without logical obligation. The study of the spontaneous language of children and the conjunctions of logical connection (Chapter I) led us to exactly the same result. In their spontaneous reasoning, children also draw conclusions from the individual to the individual» [11, p. 332]. This understanding makes it possible to distinguish two fundamentally different types of reasoning (spontaneous - based on the transition from the individual to the individual and the work of the mechanism of selection by analogy, and formal-logical - based on syllogisms, which is characteristic of an adult and used in the construction of a rational picture of the world), and a method for studying them through the analysis of spontaneous speech. In his works, J. Piaget notes the importance of several speech parameters for the analysis of reasoning: «The first method, although approximate, but natural, consists of studying the child’s handling of those conjunctions that denote causality or logical connection (»because«, «for», «therefore», etc.), and those that express the relationship of opposition («despite», «nevertheless», «although», etc.)« [11, p. 196]. In general, the French psychologist identifies three classes of conjunctions that allow us to analyze the nature of the construction of reasoning in children:

Causal conjunctions («because», «therefore», etc.) that have:

- either a causal logical connection (they combine causes and effects, forming an explanation),

- either logical (they connect the grounds with the conclusion, forming a proof),

– or a psychological connection that connects motive and action in a statement («because», signifying this connection, establishes a cause-and-effect relationship not between any two facts, but between action and intention, between two psychological actions. For example: «I slapped Paul because he laughed at me.» Here the relationship is, to a certain extent, empirical, since we are talking about two facts and a causal explanation» [11, p. 197].

Logical connection conjunctions (logical «because», «after all», «therefore», «then»).

Adversative conjunctions (contrasts) ("although", "however", "despite", "still", "but").

This analysis allows us to identify criteria for textual indicators of reasoning based on the analysis of unions in the text.

Another significant aspect of the consideration of formal logical reasoning is its study in the context of inferences [9]. «An essential aspect of our cognitive activity is inductive reasoning – a prediction of the unknown based on knowledge of individual facts ("premises"), proceeding from the particular to the general. Inductive assessments are not strictly deterministic and involve an element of guesswork. An extremely important case, roughly falling into this same category of inference, is the process of predicting future events and generating hypotheses. Deductive reasoning, On the contrary, by definition they are associated with a clearly defined derivation of the particular from the general. In addition, in logic (as proposed by Peirce), the so-called abductive reasoning, representing a conclusion from particular to particular. An example of abduction can often be inferences by analogy»" [2, p. 206]. Thus, reasoning appears as a strictly formal-logical structure and implements one of the syllogisms in speech form.

In linguistics, reasoning is also understood based on an understanding of syllogistic rules. As V.A. Salimovsky and colleagues note, two approaches to reasoning can be distinguished: in the broad and narrow senses of the word. «In the narrow sense of the term, reasoning is the verbal expression of a syllogism—a logical form and action that results in a true conclusion being derived from two true initial judgments. In other words, it is the verbal embodiment of the logical comprehension of an idea» [3, p. 165]. In the broad sense of the word, reasoning refers to a wide class of communicative practices, including online communication: «reasoning is understood in this case as argumentative speech, designed to convince the addressee of something and represented by a number of varieties—not only reasoning itself (the embodiment of a syllogism), but also proof, refutation, justification, confirmation, and explanation» [3, p. 165].

In a formal sense, reasoning occurs within the framework of scientific discourse, where strict rules of evidence and causal validity are determined by the genre itself. This approach reveals the relationship between the type of reasoning used and the picture of the world [13], which is presented in such speech-thought production. Such a typology is presented in her article by Yu. M. Kuznetsova, who identifies three types of reasoning correlated with a certain type of picture of the world. In the sign model of consciousness, which is represented by three types of pictures of the world: rational, everyday, mythological [10], a corresponding type of reasoning is distinguished [6]. Moreover, if the rational type of reasoning is most often defined as scientific, then the division into everyday and mythological requires additional justification. "Everyday reasoning appeals to generalizations of a conventional nature, to those everyday scenarios, beliefs and preferences that, as the author of the essay believes, are universal. "The strength of an argument and the reliability of a conclusion are determined here by their 'correctness,' that is, their similarity to prototypical ideas acquired through cultural transmission" [6, p. 229]. Reasoning within the framework of a mythological picture of the world pertains to the semantic sphere. "Semantic reasoning is the expression of deeply personal views that may, under certain conditions (for example, in a situation of high personal significance of a partner or the presence of a strongly expressed empathic attitude), influence the reader's ideas, but do not have evidential force in the proper sense of the word" [6, p. 229].

The aim of our study was to examine online discourse texts dedicated to mass distance learning and containing elements of reasoning. The topic of distance education was chosen for several reasons. First, the topic's relevance in the current context of the coronavirus pandemic is dictated by the large-scale transition to distance learning for students and schoolchildren during the period of restrictions on in-person education. This led to a large number of online discussions and discourses on this topic, providing material for the study. Second, the very transition to new forms of education and the questioning of the importance and effectiveness of education as such increased the proportion of texts that could be classified as reasoning: without a ready-made solution, the problem of distance learning forced online users to formulate their thoughts in the form of various premises and conclusions in order to find an answer to the question of the rational organization of education in the current context.

For the texts analyzed, we selected open-access online content that met the criteria for argumentative text. Our selection was based on the categorical scheme for the use of conjunctions proposed in the works of J. Piaget (conjunctions of causality, logical connections, and contradictions) [11, 15], as well as the compressed reasoning scheme described in the research of N.Yu. Saltanova (the two-part structure of a syllogism, which includes a conclusion and justification) [12].

Using the search queries "distance education" and "distance learning," a corpus of online discussion texts (Facebook, LiveJournal, Pikabu) and online publication articles with comments was collected in the winter of 2020-2021. This corpus included 186 posts/articles and over two thousand comments. For the pilot study, 14 texts were selected, representing two types: five were publicistic articles within open online publications, and nine were discussions by users of open online resources (LiveJournal, Pikabu). Seventy-five statements were identified in the resulting material that could be classified as discussions. When identifying text as discussions, the following speech constructions were most frequently encountered:, How «"as a result", "therefore", "during", "»why», «if, then», «in general», etc. All of them acted as speech forms supporting the structure of one or another type of argumentation or formulating a conclusion within the framework of reasoning.

Of the analyzed texts, approximately a quarter (28%) consisted of everyday arguments in which social normative notions or conventional standards for determining what is right and proper serve as the basis for generalization or causal derivations. These are dependent on the cultural and social context. In the analyzed material, such fragments were more common in online publications and, to a lesser extent, in user-generated texts.

«"Let's be honest, it's not discipline, but the illusion of discipline. Yes, students don't disrupt classes with misbehavior, but we don't know what they're doing behind the scenes. In any case, the teacher doesn't have to calm down a rowdy class, and that's a plus.".

«"Perhaps, if distance learning is indeed an inevitable evil, then Some ways of organizing learning during this period are not as inevitable as they seem. The logic of simple, city-wide solutions dictates that the entire city should be provided with unified online tools for distance learning—MESh and MS Teams. But it's clear from the ground up that this isn't working. Each school is more comfortable working with its own tool and shouldn't be forced to use a common one. Unified citywide solutions can be offered as a possible option, as a support for teachers and students, not as a requirement.

«"What about the alternative? The alternative is distance learning, which is now being unanimously criticized by both teachers and students. And they're largely right: in-person education, where there's direct contact between students and teachers, is better.".

Such reasoning implicitly compares and fits the new phenomenon (mass distance education) into existing normative contexts: norms of discipline in the classroom ("don't disrupt lessons with hooligan behavior," "be present during lessons"), norms of communication ("direct contact," "calm a noisy class"). The texts of online publications contain many words expressing obligation and having the character of prescriptive actions ("must," "can be suggested," "must") [12] or categorical statements correlating with the boundaries of the possible norm or non-norm of the phenomenon ("better," "right," "inevitable," "unanimously scold," "dangerous"). Thus, from a psychological perspective, these articles were devoted to the development, through the format of mass communication, of a social-normative standard and a scenario of action within the framework of such a phenomenon as mass distance education.

A scenario description, as a sequence of certain components of a phenomenon, is described as a certain frame for the social-normative assessment of a new phenomenon [14].

«"Attendance is better. Previously, students with a mild cold would skip class; now they study from bed. Previously, students would leave town for valid reasons and drop out of the program; now they can attend classes from their phones. We're not counting the lazy ones: they would have found a way to skip class even without distance learning.".

«"Remote learning also showed that the policy of consolidating schools into huge school complexes also led to questionable results during the epidemic: they are both more dangerous in terms of spreading infection and less flexible in terms of management. They are only good for total control.".

What was seen as an omission or difficulty in the face-to-face learning scenario is presented in the new scenario as a solution to an old problem (in the first example, attendance). Thus, the frame of education as a social institution and the norm of the phenomenon remain the same, but its evaluation changes. Moreover, a shift in the normative evaluation is also possible toward the negative pole (even to the point of "demonizing" the new phenomenon)—as in the second example, where, after several arguments, a conclusion is reached about "total control." In such everyday reasoning, the globality of the conclusion is determined a priori, as it requires placing the scenario of the phenomenon within a scale of strict normativity/abnormality. Therefore, even a premise that is insignificant in content provides grounds for such a conclusion. This is the socio-psychological significance of such reasoning for constructing a worldview and fulfilling its function of stabilizing human life in society.

The largest group of text fragments in the analyzed materials were "semantic reasoning" [6, p. 228] within the framework of a mythological picture of the world, which accounted for 72% of the total number. This disproportionate division is understandable: as a new phenomenon, mass distance education does not have a ready-made scenario for its implementation at the level of society as a social group; it is only beginning to fit into the "education" frame. Therefore, reasoning within the framework of everyday discussions only probes the boundaries of the phenomenon's normativity and the sequence of acceptable actions for its expression. The population's encounter with distance education during quarantine gave rise to a multitude of personal reflections, attempts to reflect on one's experience within the framework of the new reality, to obtain support, or to express one's emotional reaction. All of this is formalized as semantic reasoning, where the emotional component of speech comes to the fore [12]. Such reasoning is characterized by: drawing conclusions based on the principle of transduction (the transition from particular to particular), an assessment of one's experience as universal, and the metaphorical nature of statements. Such semantic reasoning is more prevalent in personal blogs, where the author recounts their experiences or addresses non-personalized interlocutors to vent or seek support. However, semantic reasoning also occupied a significant portion of online publications, and the structure of such posts was often presented as a sequence of opinions from different authors. Generally, semantic reasoning is directed at a potential interlocutor—either when reflecting on one's actions when addressing oneself, or when describing a situation and emotions in the hopes of gaining social support.

The semantic reasoning in the highlighted fragments often serves as an evaluative explanation. However, unlike the normative evaluation that is characteristic of everyday reasoning, here reasoning based on the speaker's goal-oriented aspirations comes to the fore (according to N.Yu. Saltanova's typology [12]).

«"The idea of distance learning isn't new. It originated back in the 1990s. The main advantage is that you can study anytime, anywhere. My son has trouble getting up early in the morning, so our classes start at 10:00 AM. Every hour and a half, there's a long break of half an hour or even an hour. He finishes his homework, sometimes at 10:00 PM, but thanks to his own pace, he doesn't get too tired. It's convenient if you're not living at home during quarantine, like at your dacha. Study hard!"»

In this case, a positive assessment is determined by the author's current goal—achieving a comfortable schedule for the child. However, a change in goal, for example, improving the quality of education, could lead to a negative assessment.

The evaluative nature of semantic reasoning is most often associated with the direct expression of a positive («good», «wonderful», «cool») or negative assessment («no», «horrible», «nightmare», «hard», «obligatory»).

«"Unbiasedness and equal opportunities for everyone—that's what the creators of the Unified State Exam dreamed of. Indeed, the tests provide instant results. It's great that, as a rule, theory is taught before the tests on Yaklass. And the tests are timed, which is also good; it prevents you from relaxing and searching for answers online.".

«"I'm not ready. I work, and doing homework with a child at home is incredibly difficult, and learning a new topic on my own, without a teacher, is a complete nightmare. Honestly, I'm not a teacher and I work in a different field—poor kids, I'm not cut out for teaching; I didn't train for it. I'm dreading the prospect of distance learning. I should just quit and change my profession.".

Among the textual features of semantic reasoning, we can note metaphorical images and allegorical expressions, which serve the function of conveying the emotional subtext and the interlocutor's position. These techniques allow us to actualize the system of semantic schemas defined by the mythological worldview:

«When we easily start rattling off numbers and saying, «Only two thousand children were infected,»”, Let's be responsible and understand that these are living children. I'm afraid that parents are willing to throw these numbers around so easily.».

«"Let's face it, the people at school (administration, teachers, students, support staff) are all good and varied. My son has good relationships with some, and not so much with others. You can't force someone to like you.".

«Parents and teachers are now making different proposals "How could we make life easier for children while distance learning? For example, by mixing classes within parallel schools and dividing them not into "A" and "B," but into full-time and distance learning; making similar decisions regarding teaching staff, and considering salary coefficients. Similar decisions are made by large businesses that need to ensure uninterrupted operations. Overall, it's high time to organize a citywide, if not national, brainstorming session on the topic of "keeping the wolves fed and the sheep safe"—so that, as Ilona Menkova noted, the right to education and the right to health don't conflict.".

As can be seen, a special type of semantic reasoning stands out here, which in its structure is close to the type of description of psychological causality proposed by J. Piaget [11]. The French psychologist notes this when describing reasoning about the causes of behavior and the connection between motive and action. In semantic reasoning, this class is typically used to describe one's emotional state and the reasons that caused it (thus, it most often refers to statements that are reflexive in nature):

«[…] expressed joy that the incidence of COVID in children is low, and the mortality rate - zero.".

«I’m scared that parents are willing to throw around these numbers so easily.».

Another significant mechanism that manifests itself in ascertaining reasoning (according to the classification of N. Yu. Saltanova [12]) and is widely represented in reasoning in the mythological picture of the world is the syncretic principle of constructing conclusions - the statement is constructed as a transition from several specific facts to a large-scale conclusion.

«"Lack of feedback: I can't see what students are doing, what they're writing in their notebooks, whether they're distracted, or whether they understand. This is the main drawback of distance learning, cited by 49% respondents. I share the common pain: as a math tutor, it's crucial for me to peek at a student's notebook to follow their thoughts and provide timely guidance. I'm lucky with my students: they turn on their cameras during class, and I can monitor their reactions, while many colleagues don't even have this communication channel.".

«"The only reason why elementary school students (students in grades 1 through 4) aren't being sent to distance learning is because young children can't be left home alone. Parents will be forced to stay home instead of working, which will certainly cause widespread discontent. Russia is slowly but surely being plunged into chaos and a digital concentration camp.".

«"And at school, I'm sure that the success of relationships between children in the classroom depends on the teachers and the homeroom teacher. They are the ones who manage the classroom atmosphere. Adults are smarter, more experienced, and if a child is being bullied, I can say with 100% certainty that it's done with the tacit consent of the teaching staff. The reasons? Indifference, shifting one's own problems onto the students, gloating, being a bully, taking out one's anger on successful parents, personal animosity, etc. "We are people too,", – "Teachers like to repeat that. So don't be fooled into thinking they're all white and fluffy, with a heightened sense of justice.".

This mechanism is similar to the transduction process described by J. Piaget [11, 15], where the conclusion is based on the transition from the particular to the particular (even if this particular has the appearance of "globality"). It is characterized by "the non-discursive nature of thought, proceeding directly from premises to conclusions through a simple intuitive act, bypassing deduction (and this occurs in exactly the same way when expressing thoughts verbally" [11, p. 296]. It should be noted that syncretism of thought is characteristic of egocentric speech, which is important for understanding the motivation for creating posts in the genre of semantic reasoning.

The motivation for semantic reasoning can be described within the framework of a classification of causality types (proposed, according to R. Dietz [5], by Aristotle), which distinguishes between motivating, restraining, final, and formal causes of actions (including statements). In the material we collected, motivating and restraining causes of semantic reasoning were most frequently encountered.

An action with a motivating cause is one that is conditioned by past experience but influences the present through the action-reaction principle. Thus, the social experience of totalitarianism in our country triggers a negative perception of distance education due to one factor: the ability to control.

«"No one needs smart and educated children except us! We need morons with low intelligence, we need consumers who are easy to yoke. We, the parents, the family – enemies of our children, according to Satanists. The task is one – "eliminate the older generation that has knowledge, and then, through cartoons, the Internet, and "state" education, eradicate any talents in our children!"«

The restraining factors relate to the present and describe the restrictive conditions of the current situation. In our article, such considerations are presented as specific reasons and factors preventing the full implementation of distance education.

«"But I still don't like that Ilyukha has occupied my computer (I'll have to buy him his own: I also need to work, write an article, a story, and tomorrow I have consultations with 11 on VKontakte. So we have to multiply gadgets in the family (().".

Thus, the conducted analysis of online discussion texts dedicated to the problem of mass distance learning allows us to distinguish semantic and everyday reasoning as different types within the framework of the symbolic worldview. The study revealed the significance of normativity and the inclusion of emotional texts in the scenario for everyday reasoning, as well as a special type of transductive inference. – for semantic reasoning.

It was found that everyday discussions about mass distancing are three times less common than semantic discussions. We emphasize that we are dealing with society's encounter with a new socially significant phenomenon. This allows us to hypothesize about the mechanism by which public consciousness assimilates a new social situation. This mechanism, in our opinion, is as follows. Initially, through semantic discussions, the new social phenomenon is brought into the public spotlight and its general contours are defined—its "boundaries" are fixed as a set of attributes. Moreover, the meanings that participants in the discussion discover in the new phenomenon likely serve as energizers for the cognitive process aimed at assimilating the new social situation, and the content of "fears" and "hopes" themselves is not relevant to the phenomenology of this phenomenon. Then, this roughly described phenomenon, this new "figure" of social perception against the backdrop of familiar social life, begins to be discussed as a behavioral scenario—with roles and actions identified, normative requirements for role players defined, and the "normal" course of events and its "variations" highlighted. It can be assumed that the assimilation of a new phenomenon in social life is completed by a transition to discussions using rational reasoning, during which the scenario information about the phenomenon is saturated with reliable knowledge about it. At this point, the phenomenon itself ceases to be perceived as new, requiring either acceptance and assimilation of its scenario or rejection and the search for an alternative. At this point, the phenomenon fades from the public spotlight and becomes the subject solely of professional development and legal regulation.

An analysis of the representation of the problem of mass distance learning in social networks allows us to assume that at the moment this new social phenomenon is in the stage of transition from understanding to mastering the scenario, while professional developments of this problem, moving towards social demand, are preparing the transition to the third stage - the stage of rational handling of the emerging social situation.

It should be noted that everyday discussions and professional developments largely coexist independently in the information space. The text corpus we collected shows that reposts of scientific publications on distance education and announcements of training courses on distance learning methods, although they sometimes evoke a strong emotional response (as evidenced by the number of likes and reposts), are not accompanied by detailed comments containing reasoning. It can be suggested that the model of the "meeting" of everyday and scientific concepts proposed by L.S. Vygotsky to describe the development of thinking in school-age children could serve as a model for the development of public understanding of this new social phenomenon. Semantic and everyday reasoning play a role in attracting attention to the new phenomenon and in mastering behavioral scenarios associated with it. However, public discussions alone cannot reach the level of rational reasoning with its strict logical requirements. For logically correct conclusions to emerge from non-expert reasoning, the reasoning of experts must be brought into the public eye. If our hypothesis proves correct, then the process of public opinion's assimilation of a new social phenomenon can be represented as branching: in one case, the assimilation of scenarios is saturated with logically correct reasoning gleaned from scientific texts; in another, it remains within the confines of a mundane worldview, where discussions are sporadically renewed, reasoning centers on filling individual slots of the frame, and each individual, having gained their own personal life experience, is ready to propose a new clarification of the scenario, viewing it as normative and their own semantic assessment as the only correct one.

Our future work will focus on testing the models presented here. Overall, the pilot study suggests the usefulness of developing tools for studying social phenomena within large groups based on the analysis of text information from social networks.

 

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