Teaching and Assessing Deductive Reasoning Skills

Abstract. The author examined the effectiveness of training in symbolic logic for improving studentsʹ deductive reasoning. A total of 116 undergraduate students (approximately equal numbers of men and women) enrolled in 1st-year university philosophy courses in symbolic logic participated in 2 studies. In both studies, students completed booklets of categorical and conditional syllogisms at the beginning of the course and again at the end of the course. In Study 2, students also specified their reasoning strategies. Results indicated that studentsʹ strategies changed with training (students increased their use of mental models and mental rules with categorical and conditional syllogisms, respectively), but their reasoning performance improved only moderately. The educational implications of these results are explored.