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Children and Adults Reasoning Abilities: Similarities and Differences

Do Children and Adults Reason in the Same Way?

The essay introduces the key aspects of the children and adults reasoning abilities and there is also discussion of the similarities and differences of children and adults reasoning abilities. Reasoning is termed as special type of the problem solving and this process is creating new knowledge and allows the critical thinking to be taken place. In order to perform user search with the kids, it is required to familiar with the reasoning abilities (Meehan & Byrne, 2005). 

The reasoning abilities of children and adults are same in a way that the self-sense of young children is similar that of the adults. The children are developing the reasoning abilities at all stages and by age, while it is to be expected that adults are having similar reasoning abilities that allow me to interact with each other in natural way (Roese & Olson, 2014). The adults are expected to perform various problem solving tasks and if further information is to be required, then it is expected that the answers to correct and it is related to the core questions. On the other hand, the kids are having various reasoning abilities (Leslie & Keeble, 1987). It helps them to decide which of the methods are to be applied, questions to be asked and how to interpret results against the problems. The key aspects for the children reasoning are physical, language, socio-emotional as well as cognitive. The children are developing their reasoning by asking them what he/she is thinking about the solution and lot of questions are to be asked on daily plays as well as routines. As children are growing older, it leans new things as well as thinking is becoming abstract (Harris, German, & Mills, 1996). The results are showing that ability to reason about the self-worth as the individuals develop early in the life, but it also suggests breakdown can inspire caution sooner than the preceding thoughts.

Reasoning abilities is required factor for both kids and adults, but it is different for both of them. The adults are learned about the problem solving rules as well as values. By time the kids are getting older, perception of self-changes are becoming familiar with concept of the empathy. When it comes to get the adults to perform in the research study, attractive incentive is required to do trick (Guttentag & Ferrell, 2004). The adults are informed about length of study and it is agreed with the participation that set for rest of study. The children are having high skilled to categorize people as well as objects and this development is logical reasoning. The key aspects of adulthood are rationality, formulation and implementation of goals (Kuczaj & Daly, 1979). Even the adults are seeking equality in relationships where those are operating from the perspective of the child is assuming role of the parent and child in relation to the loved ones (Harris et al., 1989). In this respect, there is establishing of the priorities in the life.


It is concluded that people are living with the child’s frame of reference exaggerate expressively to the events those are unimportant and unsuccessful to react to the events those are noteworthy and crucial to the well-being. The adults are having strong sense of the identity as well as strive to the live with the integrity as per the principles as well as values. Based on the team of psychology, the researchers found that the sense of young children is similar to that of the adults.


Guttentag, R., & Ferrell, J. (2004). Reality compared with its alternatives: age differences in judgments of regret and relief. Developmental psychology, 40(5), 764.

Harris, P. L., German, T., & Mills, P. (1996). Children's use of counterfactual thinking in causal reasoning. Cognition, 61(3), 233-259.

Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children's theory of mind and emotion. Cognition & Emotion, 3(4), 379-400.

Kuczaj, S. A., & Daly, M. J. (1979). The development of hypothetical reference in the speech of young children. Journal of Child Language, 6(3), 563-579.

Leslie, A. M., & Keeble, S. (1987). Do six-month-old infants perceive causality?. Cognition, 25(3), 265-288.

Meehan, J. E., & Byrne, R. M. J. (2005). Children’s counterfactual thinking: The temporal order effect. In 27th Annual Conference of the Cognitive Science Society, Lawrence Erlbaum Associates, Mahwah, NJ (pp. 1467-1473).

Roese, N. J., & Olson, J. M. (Eds.). (2014). What might have been: The social psychology of counterfactual thinking. Psychology Press.

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