The study of deductive reasoning is one of the key areas in
cognitive psychology. Much of the initial impetus for studies in
this field came from a developmental perspective, in particular as
a consequence of Piaget's theory of formal operations. Subsequent
research that examined some of the predictions of this theory has
led to what appear to be quite contradictory conclusions. On the
one hand, reasoning is held to be a very precociously acquired, if
not innate, competence, such that very young children can reason
'logically'. On the other hand, reasoning in adults has been found
to be so convincingly 'illogical' that the very notion of logical
competence, even in educated adults has been put into question.
Clearly, these two conclusions cannot both be true, and their
continuing existence reflects the increasing fragmentation of
studies of children and of adults. In this context, developmental
studies appear to be critical to an integrative approach to
reasoning that considers both children and adults within a single
theoretical and empirical perspective. This issue presents some of
the more important developmental perspectives on the development of
reasoning.
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