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Cited by 68Child and Animal Learning DevelopmentLogic, Reasoning, and KnowledgeLanguage Development and Disorders

The Development of Conditional Reasoning and the Structure of Semantic Memory

Markovits, Henry, Fleury, Marie-Léda, Quinn, Stéphane, Venet, Michèle·1998·Child Development
DOI 10.1111/j.1467-8624.1998.tb06240.x
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Abstract

The present article examines 2 predictions concerning conditional reasoning in children derived from a revised version of Markovits's model of conditional reasoning. The first study examined the prediction that younger children (8 years of age) would have greater difficulty in responding correctly to premises where the antecedent was strongly associated with the consequent than to premises where the association was weaker; for example, “If something is a car, then it has a motor” should be more difficult than “If something is a refrigerator, then it has a motor.” A total of 55 children in grades 2 and 3 (average age: 8 years) and 49 children in grades 5 and 6 (average age: 11 years) were given either 2 strongly associated problems or weakly associated counterparts. Results indicated that 8-year-olds did better on the weakly associated problems than on the strongly associated problems, but there was no difference among the 11-year-olds. The second study examined the prediction that younger children (8 years of age) would have greater difficulty in responding correctly to causal premises (“If a rock is thrown at a window, the window will break”) than to corresponding ad hoc premises (“A rock is something that can be used to break a window”). A total of 53 children in grades 2 and 3 (average age: 8 years) and 49 children in grades 5 and 6 (average age: 11 years) were given either 2 causal problems or ad hoc counterparts. Results indicated that 8-year-olds did better on the ad hoc problems than on the causal problems, but there was no difference among the 11-year-olds. These studies are interpreted as consistent with the idea that 1 major factor in the development of reasoning in this age level is the development of children's ability to explore their own knowledge base.

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  • Between the ages of 8 and 11, children's reasoning skills improve significantly, mainly due to improved use and access to their own knowledge.

    “Between the ages of 8 and 11, children’s reasoning skills improve significantly, mainly due to improved use and access to their own knowledge [36].”

    From Medical decision-making in children and adolescents: developmental and neuroscientific aspects (2017) · cites this paper as [36]

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Authors
Markovits, H., Fleury, M.-L., Quinn, S., & Venet, M.
Affiliations
Université du Québec à Montréal (CA)
Corresponding author
  • Markovits, Henry
  • Fleury, Marie-Léda
  • Quinn, Stéphane
  • Venet, Michèle
ORCID
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
1998-06-01
Volume
69
Issue
3
Pages
742-755
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/j.1467-8624.1998.tb06240.x
OpenAlex
W4302205705
Cited by
68
References
29
Citations by year
2026: 2 · 2025: 1 · 2024: 4 · 2023: 1 · 2021: 4 · 2020: 4 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 1 · 2014: 2 · 2013: 2 · 2012: 1
FWCI
5.20
Type
journal article
Language
en
Open access
closed
Licence
Locations
Child Development (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Physical Sciences › Computer Science › Artificial Intelligence › Logic, Reasoning, and Knowledge
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Keywords
conditional reasoning, semantic memory, cognitive development

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