ABSTRACT
In the more than a quarter-century that has elapsed since the appearance of Inhelder and Piaget’s (1958) seminal work on The Growth of Logical Thinking from Childhood to Adolescence, there has been a striking resurgence of interest in the nature of logical thinking, especially its development. Elsewhere (Keating, 1984; Keating & MacLean, 1987), I have characterized several phases of the reaction of North American scientists to that line of research, which is by now quite large.
