| Abstract: | Solution of 3-term syllogisms was examined in the context of culture and IQ. Children from elementary schools in Edmonton and Freetown were divided into high and low on the basis of their scores on Coloured Progressive Matrices. In each culture, those with higher scores on Progressive Matrices were expected to do better on syllogistic reasoning than those with lower scores. Across cultures, no difference in performance was expected. In terms of the relation of syllogistic reasoning to simultaneous and successive processing, both processes were expected to be involved in the solution of syllogisms. The results confirmed these hypotheses. It was also indicated that the children from Freetown were better than Edmonton's in syllogisms, dispelling any doubts in regard to their competence in ‘verbal’ reasoning. |
