This chapter presents a detailed look at the intellectual development of logico-mathematical concepts for classes and relations and of temporal concepts and reasoning from childhood through adulthood. These two areas are explored using different perspectives: An information processing approach and a renewed “structural” approach of knowledge transformation for physical cognition. In the latter, there is an emphasis on “stable” and “unstable” cognitive systems. Our basic hypothesis is that there are two main types of knowledge which are applied in a given situation: (1) General states of knowledge which are applied to several fields of cognition and (2) states of inferred knowledge which are more specific and built from various task domains. To explain our approach for studying cognitive development, the main findings from a series of studies on logico-mathematical concepts and time reasoning, and some conceptual tools used in qualitative models are presented. © 1990, Elsevier Science & Technology. All rights reserved.
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