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Development of Long-Term Retention pp 103–132Cite as

Reasoning, Remembering, and Their Relationship: Social, Cognitive, and Developmental Issues

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Abstract

In this age of specialization, the relationship between memory and reasoning-based judgments is one of the few topics that spans sub-disciplines. In cognitive development, for example, much of the post-Piagetian revolution is predicated on explaining reasoning performance (i.e., the accuracy of judgments) in terms of memory constraints (e.g., Bjorklund, 1987, 1989; Brainerd, 1983a, 1983b; Bryant & Trabasso, 1971; Case, 1985; Dempster, 1981, 1985; Trabasso, 1977). At some disciplinary remove from cognitive development, social psychologists have looked to memory-judgment relationships to explain variations in attitudes and attributions (e.g., Cacciopo & Petty, 1985; Hastie & Park, 1986; Higgins & Stangor, 1988; Pratkanis, Greenwald, Leippe, & Baumgardner, 1988). Although there have been some notable exceptions in both fields (e.g., Anderson & Hubert, 1963; Brainerd & Kingma, 1984, 1985), most theorists have assumed a hand-in-glove relationship between memory and reasoning (or reasoning’s product, judgment).

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  1. Valerie F. Reyna
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Editors and Affiliations

  1. Department of Psychology, Memorial University, A1B 3X9, St. John’s, Newfoundland, Canada

    Mark L. Howe PhD

  2. Department of Educational Psychology, University of Arizona, 85721, Tucson, AZ, USA

    Charles J. Brainerd  & Valerie F. Reyna PhD  & 

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Reyna, V.F. (1992). Reasoning, Remembering, and Their Relationship: Social, Cognitive, and Developmental Issues. In: Howe, M.L., Brainerd, C.J., Reyna, V.F. (eds) Development of Long-Term Retention. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-2868-4_3

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