Abstract

The present study examined the relative difficulty of example-based test questions framed inductively and deductively in relation to each other and to basic knowledge questions in two introductory psychology courses across two semesters. Results showed that students had more difficulty with deductively-framed questions on exams than basic knowledge questions and inductively-framed questions, with inductive and basic knowledge questions not differing significantly in difficulty. Test items tapping deductive reasoning skills may pose a greater challenge to students than other types of exam content. Instructional techniques designed to strengthen deductive reasoning skills may facilitate student ability to think deductively in generating examples of psychological concepts in daily life.

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