Three studies investigate the role of competence factors (defined as acquisition of Piagetian formal reasoning) and performance factors (defined as influences from content and expectations) with respect to adolescents' reasoning about advertisements reporting product tests. (Author/MP)

Four tasks which are frequently used to evaluate adolescent reasoning skill: (1) the pendulum task; (2) the ramp problem; (3) the cart experiment; and (4) the invisible magnetism experiment are analyzed to determine the Piagetian concepts that each measures. (CP)

Gender differences in predicting displaced volume did not reflect gender differences in spatial ability, field-dependence-independence, or Piagetian formal reasoning. In addition, gender differences were not accounted for by science and math course-taking experience. (Author/PN)

To investigate the role expectation based rules governing formal reasoning performance, a battery of group and individual aptitude measures and formal reasoning tests were administered to 17-year-olds. Individual differences in usage of these rules were clarified by establishing an overlap between an aptitude model and formal reasoning.…

Three task context factors that form obstacles to generalizing logical reasoning strategies for adolescents are discussed. The relationship between these obstacle factors and Piagetian theory is explored. Findings suggest that it is possible to make some predictions about how and when logical mechanisms will be generalized to new situations.…

Compared laboratory and naturalistic content influences on formal reasoning tasks of 90 13-, 15-, and 17-year-olds, focusing on tasks requiring ability to control variables. Results indicate that 8 to 20 percent of performance variance was associated with task content. Content effects were also shown to reflect expectations about task variables.…

Provides a review of research on scientific reasoning in persons between ages 14 and 18. For the application, the ability to separate variables or use the concept of "all other things being equal" is termed scientific reasoning. Over 50 studies are referenced. (CP)

Illustrates advantages of research on practical factors in reasoning. Discusses role of factual knowledge and diagnosis of specific task-based errors in reasoning, influence of individual aptitudes on reasoning, and effect of educational interventions designed to change reasoning. Presents Piagetian position for each position, discusses evidence…

It has been suggested that cognitive style interacts with performance on tasks measuring formal thought. It is hypothesized that cognitive style interacts with task context rather than with the underlying formal thought processes. Experiments are reported to clarify the type of task that elicits an interaction and to determine whether such…

This document discusses the relation between adolescents' expertise (their informational background, which can be accurate or inaccurate, about a particular task or subject) and their formal operational reasoning, and reports the results of three studies of the effects of children's expertise on reasoning. In Study I, adolescents from a rural…

Examines content and problem effects of formal thought in 13-year-olds (N=120). Three controlling variables tasks with different content and two question-type tests (analysis and controlling questions) were administered. Findings, among others, indicate that content and problem effects contribute to variance on formal reasoning problems.…

This study of Piagetian formal reasoning in seventh grade students reports the relationships between four aspects of the ability to control variables in an experiment and the relationships between those four aspects and other constructs. The four aspects of the ability to control variables identified are: (1) set up a controlled experiment, (2)…