Sharon E Taverno Ross, Ruth P Saunders, Marsha Dowda, Russell R Pate
Longitudinal changes in domains of physical activity during the transition from elementary school to high school in the U.S
Journal of science and medicine in sport
two views dominated theories deductive reasoning one view people reason using syntactic domainindependent rules logic view people use domainspecific knowledge contrast views present evidence people often reason using type knowledge structure termed pragmatic reasoning schemas two experiments syntactically equivalent forms conditional rules produced different patterns performance wasons selection task depending type pragmatic schema evoked differences could explained either dominant view tested syntactic view manipulating type logic training subjects received people typically use abstract rules analogous standard logic training abstract principles standard logic alone would little effect selection performance subjects would know map rules onto concrete instances training results obtained laboratory classroom setting confirmed hypothesis training effective abstract principles coupled examples selection problems served elucidate mapping abstract principles concrete instances contrast third experiment demonstrated brief abstract training pragmatic reasoning schema substantial impact subjects reasoning problems interpretable terms schema dominance pragmatic schemas purely syntactic rules discussed respect relative utility types rules solving realworld problems