Stage-related properties of cognitive development

Abstract The analysis of a particular interpretation of “cognitive-developmental stage” serves here as a vehicle for the presentation of some ideas about the way human cognitive development typically proceeds. It is argued, among other things, that the various forms of knowledge, abilities, strategies, etc. that define membership in a Piagetian type stage: (1) represent genuine qualitative novelties, but may also be causal-developmentally linked with other, more quantitative-looking sorts of changes (2) may evolve towards their full functional maturity much more slowly and gradually than is commonly supposed, often achieving it only well after that stage's conventional closing date (3) need not (theoretically) and often do not (empirically) evolve in strict developmental synchrony or concurrence, one with another (4) typically become functionally interlocked to form networks of cognitive structures, once sufficiently mature.

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