The use of drawings as concrete referents in conditional reasoning problems

Abstract

A mixed group containing university students, mostly studying mathematics, and some senior school pupils took two paper-and-pencil conditional reasoning tests in varying order with a one-week interval between the tests. One test consisted of five problems presented entirely in written form. The second test took one of two forms, both identical to the first test except that in the first form inessential drawings were added to the presentation of four of the problems and in the second form drawings, which acted as concrete referents and were essential, were added to the same four problems. Irrespective of the order of testing, subjects' performance on the problems with drawings used as concret..