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Related Experiment Videos

Teaching reasoning.

R E Nisbett1, G T Fong, D R Lehman

  • 1University of Michigan, Ann Arbor 48106.

Science (New York, N.Y.)
|October 30, 1987
PubMed
Summary
This summary is machine-generated.

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Psychologists once doubted reasoning could be taught, believing rules were domain-specific or self-discovered. New research shows brief training in inferential rules significantly improves everyday reasoning abilities.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Historically, psychologists debated whether reasoning relies on domain-specific or abstract rules.
  • Prevailing theories suggested abstract reasoning rules were either absent or could only be acquired through self-discovery, limiting their trainability.

Purpose of the Study:

  • To investigate the trainability of abstract reasoning rules.
  • To challenge the prevailing pessimistic views on teaching reasoning skills.

Main Methods:

  • The study likely involved formal training in inferential rules.
  • Participants' reasoning abilities were assessed before and after the training period.

Main Results:

  • Even brief formal training in inferential rules demonstrated a significant enhancement in their application to everyday life events.

Related Experiment Videos

  • Findings suggest that previous theories may have misidentified the nature of naturally used rules, impacting perceived trainability.

    • Conclusions:

    • Abstract reasoning rules are trainable, contrary to earlier psychological perspectives.
    • Formal instruction can effectively improve individuals' capacity for logical inference and application in daily contexts.