ABSTRACT
Studies of cognitive development benefit from exploration across a range of content areas and age levels, with the results from one age level or domain supplementing and challenging proposals based on results from another. This paper describes such an effect. The research started with questions related to parents’ ideas about childhood and parenting, using this domain as a step towards filling gaps in accounts of adult cognitive development and of socialization. The end-result was a questioning of the way cognitive development is usually described, for both adults and children and for both “physical” and “social” cognition.
