Deductive Reasoning with Prose Passages: Effects of Age, Inference Form, Prior Knowledge, and Reading Skill

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Abstract
This study applied knowledge about inference-making from the deductive reasoning literature to the drawing of specific inferences from prose passages. It explored the effects of age, inference form, prior knowledge, and reading skill on inferential comprehension. In Experiment 1, fourth-grade, seventh-grade, and college students read three prose passages, each containing six inferential questions based on premises expressed in the passages. Premise information was either true, false, or neutral with regard to subjects’ prior knowledge. To answer the questions correctly, subjects were required to make deductive inferences with six different inference forms. Content (true, false, or neutral) and form interacted differently depending on the age of subjects, but content affected performance with at least some forms for all age groups. When reasoning with conditional forms, subjects’ use of more advanced reasoning patterns with true content decreased with false and neutral content, where less advanced reasoning patterns were shown. In Experiment 2, the relationships among reading skill, inference form, and content were explored with seventh-grade and college students. For college students, reading skill had a positive main effect, but did not interact with form or content. For seventh-graders, skilled readers were better able than less skilled readers to reason from false and neutral premises with determinate inference forms.