Reasoning about apparent contradictions: resolution strategies and positive-negative asymmetries.
Apparent contradictions, e.g. Did Susan like her supper?--Yes and no, involve asserting and denying the same proposition. They therefore violate the classical law of non-contradiction, suggesting the use of non-classical interpretive structures in natural language and reasoning. Experiment 1 explores the range of such interpretive structures available to adults (n = 24) in their reasoning about an apparent contradiction. Experiment 2 uses a similar task to study the emergence of these interpretive structures in young children's reasoning (3;6 to 8;4, n = 48). Results suggest an early facility with resolution strategies relating to object structure (as in, Maybe Susan liked one part of supper but didn't like another part) and an initial tendency to focus on the negative by referring to it first (as in, Maybe Susan didn't like one part of supper but did like another part). We discuss the results in terms of the natural logic of objects and their properties, and the logical resources available to young children.
Sharpe
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Department of Psychology, University of Toronto, 100 Saint George Street, Toronto, Ontario, Canada, M5S 3G3. sharpe@psych.utoronto.ca
Lacroix
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D000328:Adult; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D006801:Humans; D007802:Language; D008037:Linguistics; D011795:Surveys and Questionnaires; D014705:Verbal Behavior; D014706:Verbal Learning