Cumulative Learning and Cognitive Development

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Abstract
The hierarchical analysis of cognitive development is too often approached as a problem of analyzing logically which concepts are required for successful performance on a given task. A pretheoretical model of cognitive development is proposed which is based on the empirical establishment of Gagné’s cumulative learning sequences. The application of the model to Piaget’s conservation task is discussed in detail, demonstrating the advocated give-and-take between empirical evidence and theoretical model building. Three subordinate capabilities for conservation are proposed: conservation of identity, conservation of equivalence, and perceptual flexibility. The latter is examined in some detail and discussed in relation to the role of compensation in the acquisition of conservation. Finally, the implications for experimental research and theory in cognitive development are discussed.

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