• Contextual and domain-rich reasoning emerges as a dominant pattern across decades of work, with performance shaped by task semantics, real-world domains, and instructional framing rather than abstract logic alone [3], [19], [1], [16].

• Analogical and componential analyses of reasoning highlight shared cognitive architectures: decomposition into analogy-based and structured information processing, suggesting domain-general principles across tasks [2], [9], [18].

• Evidence for aptitude × strategy interactions shows that individual cognitive profiles (verbal and spatial abilities) constrain which strategies optimize linear syllogisms and related tasks, indicating multiple viable routes to correct reasoning [10], [17].

• Debates on rationality emphasize normative criteria and the fragility of universal claims about human reasoning, arguing that apparent irrationality depends on the criteria used to judge reasoning [13], [5], [15].

• Educational and developmental research maps how reasoning evolves through adolescence and schooling, informing science education, proportional/probabilistic reasoning, and curriculum design [6], [14], [19], [17].