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以三类不同题目（与生活经验密切联系、与生活经验相悖、与生活经验“脱离”），探查了12岁普通儿童与数学成绩优异儿童充分条件假言推理能力发展的个体差异。通过对测查成绩的聚类分析，可将被试划分为四种不同的类型，从而显示出同一年龄儿童不同的推理能力发展水平：普通组儿童有关推理能力已有初步发展，但推理过程仍经常受其具体内容的束缚；数学成绩优异组儿童假设思维和演绎推理能力协调发展，“形式”从“内容”的束缚中解放出来，推理思维活动能较好地符合有关逻辑规则。这两组儿童假言推理能力的差异可能跟智能水平有关。
Three different types of subjects (closely related to life experience, contrary to life experience, and “life experience” were separated) were used to explore the individual differences between the 12-year-old children and the development of children’s full-fledged conditional hypothesis. Through the cluster analysis of test scores, participants can be divided into four different types, which shows that children of the same age have different levels of reasoning ability: the common reasoning group has made some initial progress in reasoning ability, but the reasoning process is still Often subject to its specific content; excellent mathematical results in children’s hypothetical thinking and deductive reasoning ability to coordinate the development of “form” from the “content” of the liberation, reasoning and thinking activities can better meet the relevant logic rules. The difference between these two sets of children’s hypothesising ability may be related to the level of intelligence.