Contrasting the Cognitive Eeects of Graphical and Sentential Logic Teaching: Reasoning, Representation and Individual Diierences Short Title Graphical and Sentential Logic Teaching Address for Correspondence

Hyperproof is a computer program created by Barwise & Etchemendy for teaching logic using multimodal graphical and sentential representations. Elsewhere, we have proposed a theory of the cognitive impact of assigning information to diierent modalities. The theory predicts that the Hyperproof's devices for graphical abstraction will play a pivotal role in determining learning outcomes. Here, the claims are tested by a controlled comparison of the eeects of teaching undergraduate classes using Hyper-proof and a traditional syntactic teaching method. Results indicate that there is signiicant transfer from the logic courses to a range of verbal reasoning problems. There are also signiicant interactions between theoretically motivated pre-course aptitude measures and teaching method, and these interactions innuence post-course reasoning performance in transfer domains. As well as being theoretically signiicant, the results provide support for the important practical conclusion that individual diierences in aptitude should be taken into account in choosing teaching technique.