A cognitive‐developmental perspective on social reasoning processes

Abstract

Cognitive‐developmental theory and research on social reasoning processes constitutes a potentially valuable source of information for argumentation studies. This paper presents the major assumptions of cognitive‐developmental theory, provides a selective review of research on social reasoning in various domains, and discusses implications of the cognitive‐developmental analysis of social reasoning for argumentation theory.

Notes

Mr. Burleson is Assistant Professor of Rhetoric and Communication, State University of New York at Albany.