ABSTRACT
Neo-Piagetian models contribute to the study of children’s problem solving by fostering an understanding of the cognitive processes that underlie the generation of solutions, both correct and incorrect. These models permit study of the processes leading to specific acquisitions, that is, study of the step-by-step development of the procedures and strategies used by children. The purpose of such study is to evaluate the contribution of these specific acquisitions to an account of change and developmental progress in problem solving generally.
