Developmental and individual differences in conditional reasoning: The role of contradiction training and cognitive style.

Abstract

Previous research has suggested that logical competence may not always be reflected in task performances but is influenced by various moderator variables that affect the actual application of competence. The present research examines the development of conditional reasoning from the perspective of a competencemoderator-performance approach (Overton, 1985; Overton & Newman, 1982). The effects of task interpretation and cognitive style as moderator variables for conditional reasoning were examined with 8th, 10th, and 12th grade students. Half of the students at each grade received training with contradictory evidence to alert them to faulty task interpretations. Generalization of training was assessed with a second conditional reasoning task. Cognitive style was assessed with the Matching Familiar Figures test. Results indicate that only the 12th graders benefit from training and training generalized to the subsequent task. It was also found that a reflective style enhanced performance at each grade level for the initial task. However, the beneficial effects of a reflective style were restricted on the generalization task to 12th graders who had received contradiction training.