I THINK, therefore I am a better primary pupil.

A new study by Scottish researchers shows pupils who take part in philosophy lessons quickly develop more complex listening, thinking and questioning skills than those who do not.

The research by Strathclyde University found pupils as young as five also demonstrated more sophisticated decision-making after the eight-week programme.

Tests on a group of more than 100 pupils from eight different schools in the central belt – including some in secondary – found on average there was a 20% improvement in scores rating their understanding of simple moral dilemmas.

While there was a clear correlation between children's age and their performance, the report found "the pattern of improvement applied consistently across the age range".

Dr Claire Cassidy, one of the authors of the study and a lecturer from Strathclyde University's School of Education, called for more widespread use of philosophy in schools.

"There is a body of evidence that shows pupils benefit a great deal from exploring simple philosophical issues and talking and listening to each other.

"We understand that it can be difficult for schools to introduce philosophy because it demands investment of time and effort on the part of teachers who are already very busy.

"There can also be resistance to it because the benefits are not as easy to measure and it is difficult to assess.

"However, in the research we conducted we could see clear benefits in the way pupils were able to think about issues and come to reasoned judgements."

Philosophy has played an increasingly prominent role within schools in recent years with more traditional study of the work of great philosophers such as Descartes, Plato or Aristotle enjoying something of a revival at Higher level.

Some ten years ago Clackmannanshire Council pioneered the teaching of so-called "philosophical inquiry" in primary schools when the subject was introduced in some of its most rundown areas.

An initial study carried out in 2003-04 showed children aged five to 11 who were taught philosophical inquiry showed intelligence gains of more than seven IQ points.

Another study showed the gains were maintained years later, even in children who no longer had access to the programme.

In the most recent study by Strathclyde University, small groups of pupils were presented with a "stimulus" at the start of a session such as a poem, a newspaper article, a picture, video extract or a piece of music.

The pupils were then asked to generate questions that occurred to them arising from the stimulus. The teacher then selected a question to be discussed by the group.

Following the eight-week project, scores were given rating the ability of pupils to discuss a topic with higher marks for those who justified their views or were able to empathise with others.

Feedback sessions with the pupils were particularly positive, with all the children involved saying the philosophy sessions made them think "harder" or "deeper".

The report concluded: "Certainly, the children saw a link between their participation and their ability to make decisions. For some the philosophy helped them think things through before acting.

"They appreciated the opportunity to hear a range of perspectives and even enjoyed being disagreed with and disagreeing with others; there was no expression of the view that everyone should agree all the time or only agreement was good."