ABSTRACT
Logical reasoning with premises that are empirically false is one of the prototypical examples of hypothetico-deductive reasoning, and is a key component of reasoning competence. Accounting for this kind of reasoning must be a critical aspect of any theory of reasoning. This is particularly interesting since the tension between empirical knowledge and logical principles is a key point in the development of logical reasoning abilities (Markovits and Bouffard-Bouchard 1992; Moshman and Franks 1986). Some recent work has permitted a better idea of how both children and adolescents perform on conditional reasoning problems with premises that are empirically false.
