Abstract
This paper summarizes a theory of cognitive development that argues that the mind develops across three fronts. The first refers to a general processing system that defines the general potentials of mind to develop cognitive strategies and skills. The second refers to a hypercognitive system that governs self-understanding and self-regulation. The third involves a set of specialized structural systems which are responsible for the representation and processing of different reality domains. There are specific forces which are responsible for this organization of mind. These are expressed in the paper in terms of a set of five organizational principles. The developmental course of the major systems is outlined. Developmental change is ascribed by the theory to the interaction between the various systems. Different types of development require different change mechanisms. Several studies are outlined in the paper which provide empirical support to each of these propositions. The theoretical and educational implications of this project are discussed in the concluding section of the paper.
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Demetriou, A. In quest of the functional architecture of the developing mind: The Aristotelian project. Educ Psychol Rev 5, 275–292 (1993). https://doi.org/10.1007/BF01323048
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DOI: https://doi.org/10.1007/BF01323048