Divergent Thinking Promotes Deductive Reasoning in Preschoolers

This study explored the hypothesis that preschoolers' deductive reasoning would be improved by encouraging use of divergent thinking (DT). Children of 4-5 years of age (n = 120) were randomly given DT or neutral control exercises before deductive reasoning problems. To allow a stronger test of the hypothesis, half of the children receiving the DT exercises were given explicit examples, which have been shown to reduce ideational originality. Results indicate that, as predicted, DT exercises without examples significantly improved rates of deductive responding, compared to exercises with examples and the control condition. These findings indicate that DT is a key component in the early beginnings of deductive reasoning. Some educational implications are discussed.

Distributed neural representations of logical arguments in school-age children

Children's understanding of linear-order (e.g., Dan is taller than Lisa, Lisa is taller than Jess) and set-inclusion (i.e., All tulips are flowers, All flowers are plants) relationships is critical for the acquisition of deductive reasoning, that is, the ability to reach logically valid conclusions from given premises. Behavioral and neuroimaging studies in adults suggest processing differences between these relations: While arguments that involve linear-orders may be preferentially associated with spatial processing, arguments that involve set-inclusions may be preferentially associated with verbal processing. In this study, we used functional magnetic resonance imaging to investigate whether these processing differences appear during the period of elementary school in development. Consistent with previous studies in adults, we found that arguments that involve linear-order and set-inclusion relationships preferentially involve spatial and verbal brain mechanisms (respectively) in school-age children (9-14 year olds). Because this neural sensitivity was not related to age, it likely emerges before the period of elementary education. However, the period of elementary education might play an important role in shaping the neural processing of logical reasoning, as indicated by developmental changes in frontal and parietal regions that were dependent on the type of relation.

Toward a cultural-historical perspective on the selection task

Independently of their age, individuals produce weak logical responses when they solve the Wason selection task. Many studies describe conditional reasoning, focusing on intra-individual and general processes. The role of meaning attributed to the situation or the linguistic interpretation of the rules have nevertheless been stressed by pragmatic studies. Few scattered studies show the role of collective situations, of subjects' prior knowledge and of objects in solving the selection task. This paper goes back to the questions raised by the selection task and attempts to place past results into a cultural-historical theoretical framework, which defines a complex and evolving cognitive system, where human beings rely on social exchanges, equip themselves with cultural instruments, create intellectual tools, and give meaning to their experiences. Taking into account such a system is necessary to shed light upon the possibilities for the development of human thinking processes in order to solve selection tasks.

The Relationship Between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample

One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders. Error response patterns revealed a steady, age-related increase in the ability to use falsification strategies. Test anxiety was not related to reasoning performance. These results are discussed in terms of developmental theories of deductive reasoning. Negative correlations between deductive reasoning and standardized test scores for 11th graders are discussed in light of accountability standards required by the No Child Left Behind Act.

Age differences in understanding precedent-setting decisions and authorities' responses to violations of deontic rules

To examine age trends in precedent-setting decisions and the effects of these decisions on perceptions of authorities, preadolescents and adolescents were presented with deontic rule infractions that occurred in the absence or presence of mitigating circumstances. In Study 1, in the absence of mitigating circumstances, adolescents recommended punishing rule violations more than preadolescents; when mitigating circumstances were present, adolescents recommended punishing infractions less than preadolescents. In Study 2, before and after receiving information that authorities had punished or permitted rule violations, participants indicated their beliefs in authority legitimacy, rule strength, and rule deterrence value. In the absence of mitigating circumstances, beliefs strengthened when infractions were punished and beliefs weakened when infractions were permitted. When mitigating circumstances were present and authorities punished violations, preadolescents' legitimacy and deterrence beliefs strengthened. Adolescents' deterrence beliefs strengthened, but their beliefs in authority legitimacy weakened. When justifiable infractions were permitted, preadolescents' legitimacy and deterrence beliefs weakened, whereas adolescents' beliefs strengthened. Discussion focuses on age differences in legitimacy beliefs and understanding the consequences of setting precedents and on the relevance of the findings to theories of deontic reasoning, moral judgments, and epistemological development.

A developmental perspective on alcohol and youths 16 to 20 years of age

Late adolescence (ie, 16-20 years of age) is a period characterized by escalation of drinking and alcohol use problems for many and by the onset of an alcohol use disorder for some. This heightened period of vulnerability is a joint consequence of the continuity of risk from earlier developmental stages and the unique neurologic, cognitive, and social changes that occur in late adolescence. We review the normative neurologic, cognitive, and social changes that typically occur in late adolescence, and we discuss the evidence for the impact of these transitions on individual drinking trajectories. We also describe evidence linking alcohol abuse in late adolescence with neurologic damage and social impairments, and we discuss whether these are the bases for the association of adolescent drinking with increased risks of mental health, substance abuse, and social problems in adulthood. Finally, we discuss both the challenges and successes in the treatment and prevention of adolescent drinking problems.

Juvenile sex offenders: a case against the legal and clinical status quo

The past two decades have seen a movement toward harsher legal sanctions and lengthy, restrictive treatment programs for sex offenders. This has not only been the case for adults, but also for juveniles who commit sex offenses. The increased length and severity of legal and clinical interventions for juvenile sex offenders appear to have resulted from three false assumptions: (1) there is an epidemic of juvenile offending, including juvenile sex offending; (2) juvenile sex offenders have more in common with adult sex offenders than with other juvenile delinquents; and (3) in the absence of sex offender-specific treatment, juvenile sex offenders are at exceptionally high risk of reoffending. The available data do not support any of the above assumptions; however, these assumptions continue to influence the treatment and legal interventions applied to juvenile sex offenders and contributed to the application of adult interventions to juvenile sex offending. In so doing, these legal and clinical interventions fail to consider the unique developmental factors that characterize adolescence, and thus may be ineffective or worse. Fortunately, a paradigm shift that acknowledges these developmental factors appears to be emerging in clinical areas of intervention, although this trend does not appear as prevalent in legal sanctions.

Wie wirken Betrugskontexte in der Kartenaufgabe von Wason?

Zusammenfassung. In einer Untersuchung mit 119 Zehn- und Dreizehnjährigen und 60 Erwachsenen wurde geprüft, ob die von Gigerenzer und Hug (1992) gefundenen Effekte der Einbindung der Kartenaufgabe von Wason (1966) in so genannte Betrugskontexte auch bei Kindern nachgewiesen werden können. Der Untersuchung lag ein zweifaktorieller Zufallsgruppenplan mit den Faktoren Perspektive (3) und Alter (3) zu Grunde. Die Standard-Betrugsbedingung versetzte die Teilnehmer in die Perspektive einer Partei in dem Sozialvertrag, die zur Identifikation potentieller Betrüger die Karten “P“ und “Nicht-Q“ prüfen sollte; in der Betrugsbedingung mit vertauschter Perspektive mussten, um potentielle Betrüger zu identifizieren, entgegen der logisch richtigen Lösung die Karten “Nicht-P“ und “Q“ geprüft werden. Die Kontrollbedingung versetzte die Teilnehmer in eine Beobachterperspektive. Die Ergebnisse zeigen, dass etwa die Hälfte der 10- und 13-Jährigen und die Mehrheit der Erwachsenen in der Standard-Betrugsbedingung nur die Karten “P“ und “Nicht Q“ prüfte. Demgegenüber war der so genannte Perspektiveneffekt nur bei den Erwachsenen und 13-Jährigen nachweisbar.