Recent theorising about children's reasoning has tended to move towards a
'contextualist'view of cognition and away from the idea of an overall, context‐free …

A traditional view of reasoning is of a set of mental processing powers that can be tapped
and exemplified independently of content and context.“Abstract” reasoning items such as …

Richardson (1991) showed that children's performance at items from Raven's Standard
Progressive Matrices could be boosted by converting the elements to real‐life objects and …

The study reported in detail in this volume is an extension of Alexander, White, and
Daugherty (1997) in the very interesting and innovative book edited by English. The earlier …

Analogical reasoning in children has been measured in 2 ways, either using the classical a:
b:: c: d item analogy task found on IQ tests, or by asking children to solve target problems …

Previous studies (Dias & Harris, 1988, 1990; Markovits & Vachon, 1989) have established
that young children can correctly respond to certain conditional reasoning problems with …

Two experiments were conducted to investigate how children aged 3–6 years performed in
classical analogy problems based on single and double relations. The number of relations …

It is proposed that much human inference is basically analogical, and the implications of this
theory for cognitive development are examined. Analogy entails mapping the problem …

Studies of reasoning have often invoked a distinction between a natural or ordinary
consideration of the premises, in which they are interpreted, and even distorted, in the light …

If cognitive development is characterized by a high degree of domain-specificity, so too is
the study of cognitive development. Research is frequently conducted in microworlds which …