Thinking about the unknown

A long tradition of research suggests that children and adults with no form al education are prone to reason only on the basis of their first-hand expe rience, and do not encode and reason from novel generalizations supplied by other people. However, recent research reveals that when given simple prom pts, even pre-school children can reason from adults' unfamiliar claims. A radical implication of these findings is that young children arrive at scho ol with a pre-existing capacity for thinking and reasoning about the unknow n. The assumption that early learning should be rooted in children's own em pirical experience could be mistaken.