No abstract

No abstract

A conditional reasoning test was administered to children from Grades 1 to 3. Each child was tested individually by means of a concrete and a verbal presentation of the test items. After his response to each test item, the child was asked to explain the reason for his response. An analysis of variance of the number of correct judgments showed significant main effects for grade level, mode of presentation, and principle, and a significant Grade Level X Principle interaction. An examination of the explanations for correct judgments revealed that children's problem-solving behaviors varied according to both testing session and principle of inference.

No abstract

No abstract