ABSTRACT
The main method by which we assess children's logical competence is to ask them questions. We cannot assume that they understand these questions in the same way we do. Nor should we assume that only logical operations are required to answer the questions. At the outset, the child does not know our intentions; he must consider the form in which the question is posed and use whatever contextual information is available to make a correct inference. Relevant information may be contained in the question, the external context, or both, and variation in either can lead to a correct or incorrect answer, independent of the logical abilities theoretically being assessed.
