Propositional Reasoning in Adolescence

Abstract

Summary Two propositional reasoning tests were administered to eighth-grade boys and girls. Each item on one of the tests was used to assess Ss' comprehension of a basic rule for one of four types of propositional logic, whereas each item on the other test was used to measure Ss' abilities to solve “who-done-it” problems involving two of the four types of propositional logic. The results showed significant differences in Ss' performances according to the type(s) of propositional logic involved in a given item. Surprisingly, however, the interdependence of Ss' performances on the two tests was minimal. The results were discussed in terms of research and theory regarding formal operational thinking.