ABSTRACT
First, by varying the task used for class inclusion and logical implication, it seeks to trace a path that leads from inclusion to implication, the hypothesis being that implication is constructed through abstraction and generalization from inclusion. However, it is useful to make data from these levels available because they show that there are intermediate steps analogous to the hesitations that we saw on the class-inclusion problem for flowers at Level IIA. The quality of these answers comes as a surprise when we compare them with the inadequate responses that the same subjects gave on the inclusion problems. We will propose for it the term 'meaning implication'. The central condition, as we have been insisting ever since we first raised this question many long years ago, Piaget's very first publication on child development, Une forme verbale de la comparaison chez l'enfant, already discussed related issues; this appeared in 1921 and was reprinted in 1923.
