Transitive Inference (deduce B > D from B > C and C > D) can help us to understand other areas of sociocognitive development. Across three experiments, learning, memory, and the validity of two transitive paradigms were investigated. In Experiment 1 (N = 121), 7-year-olds completed a three-term nontraining task or a five-term task requiring extensive-training. Performance was superior on the three-term task. Experiment 2 presented 5–10-year-olds with a new five-term task, increasing learning opportunities without lengthening training (N = 71). Inferences improved, suggesting children can learn five-term series rapidly. Regarding memory, the minor (CD) premise was the best predictor of BD-inferential performance in both task-types. However, tasks exhibited different profiles according to associations between the major (BC) premise and BD inference, correlations between the premises, and the role of age. Experiment 3 (N = 227) helped rule out the possible objection that the above findings simply stemmed from three-term tasks with real objects being easier to solve than computer-tasks. It also confirmed that, unlike for five-term task (Experiments 1 & 2), inferences on three-term tasks improve with age, whether the age range is wide (Experiment 3) or narrow (Experiment 2). I conclude that the tasks indexed different routes within a dual-process conception of transitive reasoning: The five-term tasks indexes Type 1 (associative) processing, and the three-term task indexes Type 2 (analytic) processing. As well as demonstrating that both tasks are perfectly valid, these findings open up opportunities to use transitive tasks for educability, to investigate the role of transitivity in other domains of reasoning, and potentially to benefit the lived experiences of persons with developmental issues.

传递推理（从 B > C 和 C > D 推导出 B > D）可以帮助我们理解社会认知发展的其他领域。在三个实验中，研究了学习、记忆和两个传递范式的有效性。在实验 1 ( N = 121) 中，7 岁儿童完成了一项为期三学期的非训练任务或一项需要广泛训练的五学期任务。在三学期的任务中表现优异。实验 2 为 5-10 岁的孩子提供了一项新的 5 学期任务，在不延长培训时间的情况下增加了学习机会（N= 71）。推理得到改善，表明儿童可以快速学习五项系列。关于记忆，次要 (CD) 前提是两种任务类型中 BD 推理性能的最佳预测指标。然而，根据主要 (BC) 前提和 BD 推理之间的关联、前提之间的相关性以及年龄的作用，任务表现出不同的特征。实验 3 ( N= 227) 帮助排除了可能的反对意见，即上述发现仅源于三项任务，而真实对象比计算机任务更容易解决。它还证实，与五学期任务（实验 1 和 2）不同，三学期任务的推理随着年龄的增长而提高，无论年龄范围是宽（实验 3）还是窄（实验 2）。我得出的结论是，在传递推理的双过程概念中，任务索引了不同的路线：五项任务索引了类型 1（关联）处理，三项任务索引了类型 2（分析）处理。除了证明这两项任务都完全有效之外，这些发现还为将传递性任务用于可教育性、调查传递性在其他推理领域中的作用提供了机会，