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Peer reviewedMuller, Ulrich; Sokol, Bryan; Overton, Willis F. – Journal of Experimental Child Psychology, 1999
Investigated the emergence of class and propositional reasoning skills as a function of the developing ability to coordinate increasingly complex negation and affirmation operations with children from grades 1, 3, 5, and 7. Found that children's reasoning follows a logical development sequence and that different groups of items account for…
Descriptors: Child Development, Children, Cognitive Development, Cognitive Measurement
