The case for a dual-process theory of transitive reasoning

Factors and processes in children's transitive deductions

“…We favour the second alternative here, and have previously reported brain research studies which show that both pre-frontal cortex and parietal cortex are involved in the deduction (Wright, 2012 ). In behavioural terms, it is possible to construct a transitive-like series at stage 2, for a relation such as “is next to”; but it must be accepted that only at stage 3 can the reasoner choose to accept or reject the resultant symbolic model as transitive and therefore valid (Lazareva & Wasserman, 2010 ).…”

“…)” and then inspecting the symbolic series in memory in order to reach the required answer, achieved by processing in prefrontal cortex within the frontal lobe. Neuroscience evidence shows that, intriguingly, the final stage does not call on visuo-spatial information involving occipital and parietal lobes (Knauff, 2009 ; Krawczyk, 2012 ; but see also Wright, 2012 ). Additionally, this stage may sometimes lead to constructing a mental model that is indeterminate or invalid (e.g.…”

“…Bryant & Trabasso's own five-term task using extensive training). However, Bryant's own lab intimates that this prediction is not upheld (compare 3-term paper of Bryant & Kopytynska, 1976 versus paper on 5-term extensive-training task of Bryant & Trabasso, 1971 ; see also Ameel, Verschueren, & Schaeken, 2007 ; Markovits & Dumas, 1999 ; Wright, 2012 ). Note, tasks avoiding training just like Piaget's three-term task, but which utilise five-terms or more, do appear more cognitively demanding than Bryant and Trabasso's task with 4–6-year-olds (e.g.…”

“…Andrews, 2010; Markovits et al, 1995 ; Wright & Howells, 2008 ). That said, the Bryant and Trabasso ( 1971 ) findings themselves have proven highly difficult to replicate with children at or near the age of 4 years (Holcomb, Stromer, & Mackay, 1997 ; Riley & Trabasso, 1974 ; Wright, 2012 ).…”

“…solving out aloud—Sternberg, 1980 ; Trabasso, Riley, & Wilson, 1975 ; Wright & Dowker, 2002 ), we wondered whether, during development of deductive transitivity, girls might enjoy an advantage in transitive reasoning. However, given that boys gradually begin to enjoy an advantage in spatial reasoning, and some theorists maintain that spatial competencies are important in transitive reasoning (Brunamonti, Genovesio, Carbe, & Ferraina, 2011 ; Knauff & May, 2006 ; Trabasso, 1977 ; Wright, 2012 ), it may well be that it is boys who show a transitive reasoning advantage as transitivity increasingly matures.…”