Systematic Investigation of Critical Variables within a Conditional Reasoning Instructional System Used with Preadolescents

Abstract

Preadolescent children received instruction in conditional reasoning in two separate experiments. Both experiments utilized experiential, small group instruction incorporating a Venn diagram format and movable blocks. These experiments investigated two important elements in this previously demonstrated, effective instructional system. Experiment I looked at whether the usage of the Venn diagram format facilitated performance better than another simpler format. Experiment II investigated whether the three-dimensional dynamic elements of the original method are as beneficial as two-dimensional static drawings of the conditional syllogisms. Results indicated that the Venn diagram format is more effective in increasing performance and that pictures may be utilized in instruction. Findings continue to support the effectiveness of this instructional method in improving early adolescents' conditional reasoning performance.