Chapter 7 General Conclusions. The Diachronic Approach and Diachronic Thinking: Their Nature, Development and Importance for Knowledge

Following our analysis of 12 experiments concerning the development of the diachronic approach in children aged 7–8 to 11–12, we are in a better position to understand what this approach consists of and how diachronic thinking develops throughout childhood. I do not intend to restate the results of these experiments here since readers may, if they wish, consult the ‘summary and conclusions’ section of each experiment reported. ¹