Abstract
The chronicle of cognitive-developmental theory is a tale of waxing and waning commitments to competing metaphors of the mind. Following Thorndike (1911), the stimulus-response connection was psychology’s preeminent mental metaphor for half a century. Over the years, it had profound influences on cognitive development (cf. Berlyne, 1970), with theories of children’s discrimination transfer (e.g., Kendler & Kendler, 1962) being the quintessential artifacts of those days. In the 1960s, interest shifted toward another metaphor, Piaget’s (e.g., 1953) logician in the mind, with much of the momentum coming from Flavell’s (1963) virtuoso exposition of Piaget’s work. By the end of the decade, cognitive development had become synonymous with logical development. Within adult psychology, however, Piagetian logicism never gained the foothold that it did in child development. There, S-R connectionism was first challenged by information theory (e.g., Broadbent, 1957) and then supplanted by its descendent, information-processing theory (e.g., Newell & Simon, 1972). Eventually, the formalist metaphor of information processing, which saw the mind as an abstract symbol-manipulating machine, seeped into cognitive development (e.g., Siegler, 1981). By the time of Piaget’s death, it had become the modal metaphor, although pockets of allegiance to logicism remain to this day (e.g., Chapman & Lindenberger, 1992).
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Brainerd, C.J., Reyna, V.F. (1993). Domains of Fuzzy-Trace Theory. In: Howe, M.L., Pasnak, R. (eds) Emerging Themes in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9220-0_3
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