Understanding uncertainty with abstract conditional premises

Two studies examined abstract conditional reasoning. First, participants at three grade levels (grade 8, college, university) were informed that a pro blem corresponding to Affirmation of the consequent (P implies Q, Q is true ) had no certain response and were asked to justify this conclusion, for bo th concrete and abstract premises. Results showed an increase in use of for mal justifications with grade. The second study looked at the effects of em bedding abstract premises into realistic or fantasy contexts with participa nts at grades 8 and 11. Results show that abstract reasoning is facilitated by realistic context. These results support the idea that such reasoning m ay represent a qualitative change in reasoning abilities and that its devel opment relies on appropriate access to empirical knowledge despite the abst ract nature of premises.