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Discontinuity and variability in relational complexity: Cognitive and brain development

Published online by Cambridge University Press:  01 December 1998

Donna Coch  and
Kurt W. Fischer
Donna Coch
Affiliation:
Department of Human Development and Psychology, Harvard University Graduate School of Education, Cambridge, MA 02138 cochdo@hugse1.harvard.edukurt_fischer@harvard.edu
Kurt W. Fischer
Affiliation:
Department of Human Development and Psychology, Harvard University Graduate School of Education, Cambridge, MA 02138 cochdo@hugse1.harvard.edukurt_fischer@harvard.edu
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Abstract

Relational complexity theory has important virtues, but the present model omits key aspects and evidence. In contrast, skill theory specifies (1) a detailed series of developmental changes in relational complexity from birth to age 30, (2) processes of interaction of content and structure that produce variability in complexity, (3) the role of cortical development, and (4) empirical criteria for complexity levels, including developmental discontinuities. Many findings support these specifications.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 21 , Issue 6 , December 1998 , pp. 834 - 835
Copyright
© 1998 Cambridge University Press

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