1. PIAGET Termed theory genetic epistemology. Asked what would structure of thought need to be to generate formal, scientific view of reality & how would this be achieved. Organismic-dialectic model Active organism  Evolving systemic structure Development = physical maturation + experience with physical environment + social experience + equilibration.

2. Functional invariants (developmental processes) = Organization & Adaptation (Assimilation, Accommodation) Structures = schemes, operations Stages: involve change in organization of mental structures at points of disequilibrium. 1 Sensorimotor schemes 2 Preoperational symbolic representation 3 Concrete operational structures 4 Formal operational structures General trend: Perception--> construction of reality Egocentrism/centration --> decentration

3. Constructivist (relational) metatheory: Operative knowing involves logic superseding perception. Rejected “copy theory” of reality (ex. Gibson’s theory) Rejected nativist and empiricist views Thought is constructed through interactions with the physical and social world, through a process of discovery. o With given active biological system and ordered environment, these interactions will result in specifiable mental organization. o There is order in development, not random growth or innately given organization. Teaching via reinforcement principles  partial understanding o Better to allow child to discover, invent, construct knowledge.

4. Criticisms 1. Lack of support for stages. Domain specificity. 2. Inadequate account of mechanisms of development. 3. Lack of performance theory. 4. Slighting social-emotional aspects of development. 5. Underestimation of abilities. 6. Loose research style.

5. Flavell focuses on contributions: 1. Founded field of cognitive development 2. Emphasizes active, constructive nature of child 3. Views adaptation as evolutionarily necessary 4. Notion of cognitive structure 5. Attempt to explain development (equilibration model) 6. Insightful concepts: scheme, egocentrism, etc. 7. Clinical method--focus on incorrect answers 8. Remarkable/reliable empirical discoveries 9. Good account of child thought at different ages 10. Influence on other fields 11. Raising of deep questions and issues Influence is so pervasive, it’s almost impossible to detect-- danger of under-appreciation.

6. INFORMATION PROCESSING APPROACHES Information processing models are “black box” models: Input   Output Many different information processing approaches. Often based on computer models. Developmental study derived from adult models.

7. Common ideas: Cognition involves capacity, strategies, executive control processes. Processing “system” is “self-modifying” based on external feedback (input). Development involves changes in “capacity” and/or “processing efficiency/speed”. Task analysis, computer simulations can assess rules child is using at particular time (domain-specific). o Ex. Siegler’s microgenetic approach