ABSTRACT
This chapter presents how dynamic skill theory has evolved by describing three major phases in its development: Birth of the theory, Early growth of the theory, and Later growth of the theory. It examines a decade of thinking and research to produce a new theoretical framework for analyzing cognitive development and learning. A key concept for analyzing how skills are constructed is transformation rules, which both specify change processes for specific skills and define steps in developmental sequences and scales. Eventually children work through many transformations of these skills in a series of small steps until they can fully coordinate two skills at the next developmental level, which is called intercoordination, the transformation rule for full-level growth. In the intellectual context, skill theory entered into its second major phase of development, a fruitful period after the publication of the 1980 article.
