This research investigated the use of conditional language by students in fifth, sixth, and seventh grades on four types of tasks, and compared this usage with scores on the Cornell Conditional Reasoning Test (CCRT) and with the ability to recall information. One hundred thirty-two subjects were randomly selected from school populations, and randomly assigned to two treatment groups. Subjects in one group were given the CCRT and interviewed by the experimenter before performing four tasks; group two subjects were interviewed and tested after performing the tasks. Tasks used were: (1) providing free response explanations for four phenomena, (2) telling what might happen in a pictured situation, (3) stating a rule describing relationships depicted on cards, and (4) repeating a story read by the experimenter. All tasks were scored for the number of times subjects used conditional language. Data on individual tasks were analyzed and interpreted. Several analyses of variance were performed, and correlational data were examined. Significant effects for grade level and interview schedule were observed for both the tasks and the CCRT. For seventh-grade students, a significant positive relationship between task performance and CCRT scores was found. (SD)