UNDERSTANDING OF LOGICAL NECESSITY - DEVELOPMENTAL ANTECEDENTS AND COGNITIVE CONSEQUENCES

Does abstract reasoning develop naturally, and does instruction/contri bute to its development? In an attempt to answer these questions, this article specifically focuses on effects of prolonged instruction on t he development of abstract deductive reasoning and, more specifically, on the development of understanding of logical necessity. It was hypo thesized that instructional emphasis on the metalevel of deduction wit hin a knowledge domain can amplify the development of deductive reason ing both within and across this domain. The article presents 2 studies that examine the development of understanding of logical necessity in algebraic and verbal deductive reasoning. Ln the first study, algebra ic and verbal reasoning tasks were administered to 450 younger and old er adolescents selected across different instructional settings in Eng land and in Russia. In the second study, algebraic and verbal reasonin g tasks were administered to 287 Russian younger and older adolescents selected across different instructional settings. The results support the hypothesis, indicating that prolonged instruction with an emphasi s on the metalevel of algebraic deduction contributes to the developme nt of under standing of logical necessity in both algebraic and verbal deductive reasoning. Findings also suggest that many adolescents do n ot develop an understanding of logical necessity naturally.