 This interface thus allows to approach empirical studies concerning the way people actually reason with a dialogical model in mind, and thus explain the greater or lesser magnitude (across cultures and within a culture) with which people’s reasoning patterns diverge from the norms of classical logic, by the greater or lesser familiarity these people have with certain types of dialogues they engage in. Thus, for instance, familiarity with testing situations common in school would greatly help people understand what is expected of them during the questioning process the empirical studies use for obtaining their data (Dutilh Novaes 2013).