ABSTRACT
According to Piaget’s theory, cognitive development proceeds by equilibration, a continuous balancing between assimilation and accommodation (Piaget, 1975). Since the 1970s, researchers have tried to test empirically the construct of equilibration, which has only a theoretical status in Piaget’s theory. Different designs have been used. Some clinically oriented studies have provided a more or less detailed description of the child’s interaction with his or her physical and/or social environment. Experimental studies have systematically manipulated sociocognitive conflict. Finally, other studies have related process-oriented variables and outcome-oriented variables.
