ABSTRACT
The study of cognitive development is one of the major areas of child psychology – the only one to monopolise almost one volume of the 1983 Handbook of Child Psychology – and even livelier now than it was up to the early 1980s. Currently there are a number of interesting shifts in what cognitive development is thought to be, and this book is intended to review the field and, as far as possible, suggest answers to the issues involved. There is relevant research in several different areas; these have tended to be isolated from each other and from other approaches. Workers in each field could be better informed about each other’s progress. Recent work has generated new data and new explanatory models which I want to juxtapose. The aim of this book is to provide an informed and accessible overview of the area.
