This paper takes the position that logical knowledge is distinct from conceptual and procedural knowledge and can make a unique contribution to the understanding of knowledge acquisition. This view of logical knowledge departs from the traditional Piagetian view of stages and the overriding view of logic as the sole means of constructing new knowledge. Logical knowledge is compared to and contrasted with conceptual and procedural knowledge. The interrelationships among the three aspects of knowledge during knowledge acquisition are discussed. An extensive list of bibliographical references is attached. (Author/JAZ)