C. Foltz et al., PROOF CONSTRUCTION - ADOLESCENT DEVELOPMENT FROM INDUCTIVE TO DEDUCTIVE PROBLEM-SOLVING STRATEGIES, Journal of experimental child psychology, 59(2), 1995, pp. 179-195
Inductive and deductive approaches to the construction of problem-solv
ing proofs were examined using a task that requires the discovery of a
geometrical figure hidden behind a series of covers. It was proposed
that during adolescence, with the acquisition of a formal reasoning co
mpetence (as measured by Overton's [1990] version of Wason's selection
task), there would be a transition from inductive to deductive proof
construction strategies. One hundred adolescents were assessed on both
the problem-solving proof task and the reasoning competence selection
task. The results demonstrate that a formal level of reasoning compet
ence is associated with taking a deductive approach to proof construct
ion. Formal reasoners tend to construct a proof based on the use of a
falsification strategy as demonstrated by their search for disconfirmi
ng instances. A nonformal level of competence on the other hand is ass
ociated with inductive approaches. In this situation nonformal subject
s tend to employ a verification strategy as demonstrated by the genera
tion of redundant information. Results support the hypothesis that the
re is a cognitive developmental progression from an inductive approach
to the construction of proofs to a deductive approach. (C) 1995 Acade
mic Press, Inc.