Abstract
It often happens that a field of inquiry comes to be so dominated by a theoretical tradition that new developments are inclined to be smothered. By the end of the Renaissance, for example, the authority of Aristotle had become so pervasive that, as Bertrand Russell remarked in his history of philosophy, “Ever since the beginning of the seventeenth century, almost every serious intellectual advance has had to begin with an attack on some Aristotlian doctrine.” Much the same could be said of the effect of Newtonian mechanics on physics by the end of the 19th century, or the effect of psychoanalysis on abnormal psychology by the 1940s, or closer to home, the effect of Piagetian theory on the contemporary science of cognitive development. The enormous influence that Piaget’s ideas achieved during the preceding two decades, together with the theory’s almost universal scope, mean that, for the near term at least, any significant reorientation of our assumptions about cognitive development is destined to conflict with some Piagetian tenet or another.
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Brainerd, C.J. (1983). Working-Memory Systems and Cognitive Development. In: Brainerd, C.J. (eds) Recent Advances in Cognitive-Developmental Theory. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9490-7_4
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DOI: https://doi.org/10.1007/978-1-4613-9490-7_4
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