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Science 30 October 1987:
Vol. 238. no. 4827, pp. 625 - 631
DOI: 10.1126/science.3672116
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Articles
Science, Vol 238, Issue 4827, 625-631
Copyright © 1987 by American Association for the Advancement of Science
Teaching reasoning
RE Nisbett,
GT Fong,
DR Lehman,
and
PW Cheng
University of Michigan, Ann Arbor 48106.
Twentieth-century psychologists have been pessimistic about teaching reasoning, prevailing opinion suggesting that people may possess only domain-specific rules, rather than abstract rules; this would mean that training a rule in one domain would not produce generalization to other domains. Alternatively, it was thought that people might possess abstract rules (such as logical ones) but that these are induced developmentally through self-discovery methods and cannot be trained. Research suggests a much more optimistic view: even brief formal training in inferential rules may enhance their use for reasoning about everyday life events. Previous theorists may have been mistaken about trainability, in part because they misidentified the kind of rules that people use naturally.
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