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We report on a study on syllogistic reasoning conceived with the idea that subjects' performance in experiments is highly dependent on the communicative situations in which the particular task is framed. From this perspective, we describe the results of Experiment 1 comparing the performance of undergraduate students in 5 different tasks. This between-subjects comparison inspires a within-subject intervention design (Experiment 2). The variations introduced on traditional experimental tasks anddoi:10.3389/feduc.2020.00028 fatcat:7tckan3t5jgx7fk3vojm2fgsnq