The science of intelligence
What is logical reasoning?
Short answer
Logical reasoning is the ability to work out what follows from given information. In deductive reasoning a conclusion follows necessarily from its premises; in inductive reasoning you draw a general rule from specific cases. Psychologists study it with syllogisms and the Wason card task, and only around 10% of people solve the classic card task.
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What logical reasoning means
Logical reasoning is reasoning that respects the rules of inference: given some information, what else must, or probably does, follow? Psychologists split it into two kinds. The APA Dictionary defines deductive reasoning as reasoning in which a conclusion is shown to follow necessarily from premises (APA Dictionary: deductive reasoning), and inductive reasoning as drawing general principles from specific observations and cases (APA Dictionary: inductive reasoning). Science uses both: deduction is how predictions are derived from general laws or theories (APA Dictionary: deductive reasoning), and induction is how hypotheses are formed from particular facts (APA Dictionary: inductive reasoning).
In everyday use, "logical reasoning" usually means the deductive side: checking whether a conclusion really follows, spotting a hidden assumption, or noticing that an argument proves less than it claims. The page on inductive vs deductive reasoning compares the two in detail. If you want to see the kind of logic item an IQ test uses before reading on, the free logical reasoning test has ten timed figure analogies and matrix grids with a practice score at the end.
Where it sits in models of intelligence
Reasoning is at the center of most definitions of intelligence. A 1994 statement signed by 52 researchers described intelligence as a very general mental capability that involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience (Gottfredson, 1997).
The Cattell-Horn-Carroll (CHC) framework breaks reasoning into narrow abilities. In CHC terms, deductive reasoning is the narrow ability called general sequential reasoning, measured on the Woodcock-Johnson by the Analysis-Synthesis test (McGrew, 2023). Inductive reasoning gets more weight: McGrew calls it the primary indicator of fluid reasoning (Gf) and of general intelligence (g) (McGrew, 2023). The CHC theory page covers the full structure.
Older factor research drew a similar map. ETS's 1976 Kit of Factor-Referenced Cognitive Tests contains 72 tests that serve as markers for 23 cognitive factors, and its Logical Reasoning factor is measured by the Nonsense Syllogisms Test, Diagramming Relationships, the Inference Test and Deciphering Languages (ETS: Kit of Factor-Referenced Cognitive Tests).
Logic also leans on memory. Dual-process accounts hold that the reasoning system for abstract and hypothetical thinking is limited by working memory capacity and correlates with general intelligence (Evans, 2003). Holding two premises in mind while you test a conclusion against them is exactly the kind of job that fills working memory.
Syllogisms: the oldest logic puzzle
A syllogism has two premises and a conclusion, each in one of four forms: All A are B, Some A are B, No A are B, and Some A are not B (Khemlani & Johnson-Laird, 2012). The logical analysis of syllogisms began with Aristotle, and psychologists have studied how people solve them for over 100 years (Khemlani & Johnson-Laird, 2012). Of all the ways two premises that share a term can be combined, only 24 are formally valid (APA Dictionary: syllogism).
A simple valid example: all squares are rectangles; all rectangles have four sides; so all squares have four sides. Swap the order of one premise and the argument can fall apart, even when the conclusion still sounds right. Despite a century of work, there is no settled account of how people do this. A 2012 meta-analysis compared 12 theories of syllogistic reasoning and found that none gives an adequate account (Khemlani & Johnson-Laird, 2012).
Try one · Logical Reasoning
Which tile completes the second pair?
Tap the option you think is right, or show the answer.
Show the answer
The missing panel shows a small outlined circle, with small solid shapes: a triangle at the left side and a triangle at the top (option 5).
How to solve it
- Compare the first two panels and name exactly what changed.
- The main shape and the small shapes swap forms: the main shape takes the form of the small ones, and the small ones take the form of the main shape.
- Nothing else changes.
- Apply the same change to the third panel: a small outlined triangle pointing up, with small solid shapes: a circle at the left side and a circle at the top.
- So the missing panel shows a small outlined circle, with small solid shapes: a triangle at the left side and a triangle at the top.
That was 1 puzzle. The full test has 25.
The Wason selection task
The best-known logic puzzle in psychology is the Wason selection task, developed in 1966. You see four cards and must decide which ones to turn over to test a rule linking the letter on one side to the number on the other (APA Dictionary: Wason selection task). Suppose the cards show E, K, 4 and 7, and the rule is "if a card has a vowel on one side, it has an even number on the other." The right answer is E and 7: the 7 is the only number that could break the rule.
Most people fail the task by not checking the cards that could break the rule (APA Dictionary: Wason selection task). On the standard abstract version, only around 10% of people choose the correct pair (the P card and the not-Q card); most choose P and Q, or P alone (Sperber, Cara & Girotto, 1995). Wason (1968) traced the difficulty to a mental set that expects sentences to match states of affairs, which blocks the contrapositive inference (Wason, 1968).
The task has been studied heavily: a 2018 analysis pooled the results of 228 experiments (Ragni, Kola & Johnson-Laird, 2018). Content matters less than people once hoped. Griggs and Cox failed to replicate an earlier report that realistic content improves performance, but found improvement for a rule taken from participants' own past experience (Griggs & Cox, 1982).
Belief bias: when believable beats valid
Belief bias is the tendency to accept conclusions because they are believable rather than because they are logically valid (APA Dictionary: belief bias). It is usually measured with syllogisms in which a conclusion's believability conflicts with its validity (APA Dictionary: belief bias). Try this one: all flowers need water; roses need water; so roses are flowers. The conclusion is true, but it does not follow. Plenty of things need water without being flowers.
In a classic study, Evans, Barston and Pollard found that people accepted more valid than invalid conclusions and more believable than unbelievable ones, and that belief bias was stronger on invalid syllogisms (Evans, Barston & Pollard, 1983) (Davies, 2007 (Stanford course notes)). In other words, a believable conclusion is most dangerous exactly when the logic behind it is broken.
Is logical reasoning part of IQ?
Partly. Logic items appear on many ability tests, and dual-process research links abstract reasoning to general intelligence (Evans, 2003). But a high score does not protect you from every reasoning error. Across 7 studies, many classic thinking biases, including framing, anchoring, base-rate neglect, myside bias and the sunk-cost effect, were uncorrelated with cognitive ability (Stanovich & West, 2008). Cognitive ability did correlate with avoiding some biases, including belief bias and matching bias on the selection task (Stanovich & West, 2008). So the logic that IQ tests sample overlaps with, but is not the same as, thinking well in daily life. The question can smart people be irrational? looks at that gap.
How logical reasoning is measured
Research batteries use syllogism and inference tests like the ETS kit's, and clinical batteries use tasks such as Analysis-Synthesis (McGrew, 2023). Employment tests fold logic into short timed mixes. The CCAT has 50 questions in 15 minutes, in three kinds: verbal, math and logic, and spatial reasoning (Criteria: CCAT prep). The PI Cognitive Assessment is a 50-question, 12-minute test covering simple math, basic logic and language comprehension (Predictive Index: Cognitive Assessment). The CCAT page explains how those scores are reported.
Nonverbal IQ tests usually test logic through figures rather than sentences: an analogy (A is to B as C is to what?) or a grid whose rows follow a rule. The IQ Octopus test includes a Logical Reasoning section of 3 items out of 25, and the whole test produces an estimated IQ, not a separate logic score. The figure analogies guide shows how those items are built.
Can you improve logical reasoning?
On a specific task, yes, and sometimes quickly. When people got feedback on repeated selection tasks, they switched from picking cards that confirm the rule to picking possible counterexamples (Ragni, Kola & Johnson-Laird, 2018). Retaking any ability test also helps: average retest gains were 0.33 SD at the second sitting and 0.50 by the third, with no further gains after the third (Scharfen, Peters & Holling, 2018).
Broader claims are weaker. A 2016 meta-analysis found no convincing evidence that working memory training improves far-transfer measures such as nonverbal ability when compared with a treated control group (Melby-Lervåg et al., 2016), and a review of several meta-analyses found minimal effects of cognitive training on domain-general cognitive skills (Sala & Gobet, 2019). The most consistent route found so far is education: an additional year of schooling raises cognitive ability by approximately 1 to 5 IQ points (Ritchie & Tucker-Drob, 2018). Practicing logic puzzles makes you better at logic puzzles; it is not a shortcut to a higher general ability.
Try it
The quickest way to see where you stand is to work a few items under time pressure. Take the free logical reasoning test for ten timed analogies and grids, then browse the analogy puzzles for untimed practice with worked answers.
Sources
- American Psychological Association. APA Dictionary of Psychology, "deductive reasoning." dictionary.apa.org/deductive-reasoning
- American Psychological Association. APA Dictionary of Psychology, "inductive reasoning." dictionary.apa.org/inductive-reasoning
- Gottfredson, L. S. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence, 24(1), 13-23. doi.org/10.1016/S0160-2896(97)90011-8
- McGrew, K. S. (2023). Carroll's three-stratum (3S) cognitive ability theory at 30 years: Impact, 3S-CHC theory clarification, structural replication, and cognitive-achievement psychometric network analysis extension. Journal of Intelligence, 11(2), 32. doi:10.3390/jintelligence11020032 pmc.ncbi.nlm.nih.gov/articles/PMC9959556/
- Educational Testing Service. Kit of Factor-Referenced Cognitive Tests (1976 Edition), informational flyer and order form (Ekstrom, French, Harman & Dermen). www.ets.org/content/dam/static-resources/Media/Research/pdf/FRCT-KIT-76.pdf
- Evans, J. St. B. T. (2003). In two minds: Dual-process accounts of reasoning. Trends in Cognitive Sciences, 7(10), 454-459. doi:10.1016/j.tics.2003.08.012 pubmed.ncbi.nlm.nih.gov/14550493/
- Khemlani, S., & Johnson-Laird, P. N. (2012). Theories of the syllogism: A meta-analysis. Psychological Bulletin, 138(3), 427-457. doi:10.1037/a0026841 doi.org/10.1037/a0026841
- American Psychological Association. APA Dictionary of Psychology, "syllogism." dictionary.apa.org/syllogism
- American Psychological Association. APA Dictionary of Psychology, "Wason selection task." dictionary.apa.org/wason-selection-task
- Sperber, D., Cara, F., & Girotto, V. (1995). Relevance theory explains the selection task. Cognition, 57(1), 31-95. doi:10.1016/0010-0277(95)00666-M www.dan.sperber.fr/wp-content/uploads/2009/09/SperberCaraGirotto.pdf
- Wason, P. C. (1968). Reasoning about a rule. Quarterly Journal of Experimental Psychology, 20(3), 273-281. doi:10.1080/14640746808400161 doi.org/10.1080/14640746808400161
- Ragni, M., Kola, I., & Johnson-Laird, P. N. (2018). On selecting evidence to test hypotheses: A theory of selection tasks. Psychological Bulletin, 144(8), 779-796. doi:10.1037/bul0000146 doi.org/10.1037/bul0000146
- Griggs, R. A., & Cox, J. R. (1982). The elusive thematic-materials effect in Wason's selection task. British Journal of Psychology, 73(3), 407-420. doi:10.1111/j.2044-8295.1982.tb01823.x doi.org/10.1111/j.2044-8295.1982.tb01823.x
- American Psychological Association. APA Dictionary of Psychology, "belief bias." dictionary.apa.org/belief-bias
- Evans, J. St. B. T., Barston, J. L., & Pollard, P. (1983). On the conflict between logic and belief in syllogistic reasoning. Memory & Cognition, 11(3), 295-306. doi:10.3758/BF03196976 doi.org/10.3758/BF03196976
- Davies, T. (2007). Decision Behavior: Theory and Evidence, notes 2, "Belief." Stanford University, Symbolic Systems 170. web.stanford.edu/class/symbsys170/Belief.pdf
- Stanovich, K. E., & West, R. F. (2008). On the relative independence of thinking biases and cognitive ability. Journal of Personality and Social Psychology, 94(4), 672-695. doi.org/10.1037/0022-3514.94.4.672
- Criteria Corp. CCAT prep for candidates. www.criteriacorp.com/candidates/ccat-prep
- The Predictive Index. What is the PI Cognitive Assessment? docs.predictiveindex.com/en/articles/10579885-what-is-the-pi-cognitive-assessment
- Scharfen, J., Peters, J. M., & Holling, H. (2018). Retest effects in cognitive ability tests: A meta-analysis. Intelligence, 67, 44-66. doi:10.1016/j.intell.2018.01.003 ideas.repec.org/a/eee/intell/v67y2018icp44-66.html
- Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of "far transfer." Perspectives on Psychological Science, 11(4), 512-534. doi.org/10.1177/1745691616635612
- Sala, G., & Gobet, F. (2019). Cognitive training does not enhance general cognition. Trends in Cognitive Sciences, 23(1), 9-20. doi:10.1016/j.tics.2018.10.004 eprints.lse.ac.uk/102168/1/Cognitive_Training_Does_Not_Enhance_General_Cognition_FINAL.pdf
- Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science, 29(8), 1358-1369. doi.org/10.1177/0956797618774253