Ce travail met en relation la récente et critiquée approche évolutive des connaissances avec l’ancien cadre de l’étude du raisonnement logique qui, bien qu’en pleine révolution de paradigme, reste une référence solide. Le premier objectif est de comprendre pourquoi nous raisonnons plus facilement et plus volontiers à propos d’un repas qu’à propos d’une règle de grammaire. Cette démarche peut paraître triviale, mais, à notre connaissance, aucune recherche n’a encore utilisé des habillages de connaissances primaires vs. secondaires dans le cadre de problèmes logiques. L’enjeu scientifique initial de confirmer les caractéristiques des deux types de connaissances, notamment en termes de motivation mais aussi de performance, de confiance et de charge cognitive perçue, a conduit à interroger ces résultats de manière plus pratique.
162 L’association successive des connaissances primaires et secondaires semble même dépasser nos attentes : en s’appuyant sur les premières, on pourrait bien favoriser l’engagement et la compréhension des individus face aux secondes.
A l’instar de Lewis Carroll, ce travail maquille les problèmes logiques qui rebutent tant les individus pour les rendre plus plaisants et motivants. En effet, il n’y a rien de plus efficace que l’intérêt et l’engagement pour permettre aux personnes d’évoluer dans un domaine. Les connaissances primaires jouent le rôle des jeux de mots de Carroll mais de manière beaucoup plus générale et peut-être plus efficace : tout le monde semble adhérer à l’influence de ces connaissances à l’inverse de l’humour nonsensique qui ne fait pas toujours consensus. Finalement, le domaine de l’apprentissage bénéficierait à laisser sa chance à l’approche évolutive. « Faites un seul essai, c’est tout ce que je vous demande ! » (Carroll, préface, Logique sans peine, 1966, initialement publié en 1896).
163
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