ABSTRACT
In this chapter, I try to provide an overview of the argument presented in chapters 1–9. Much of the motivation for this book was my belief that cognitive developmental theory needs to take account of the new conceptions of human cognition that have emerged from cognitive psychology and cognitive science in the last two decades. As a result of research in these fields we have fundamentally new conceptions of learning and induction, cognitive skills and strategies, capacity to process information, the nature of representations, and natural reasoning processes. When we examine cognitive development in the light of these new conceptions, many of the formerly dominant issues tend to be modified or even to disappear.
