Cognitive Development and Learning: Analyzing the Building of Skills in Classrooms
Article first published online: 12 NOV 2009
© 2009 the Author. Journal Compilation © 2009 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 3, Issue 4, pages 198–208, December 2009
How to Cite
Schwartz, M. (2009), Cognitive Development and Learning: Analyzing the Building of Skills in Classrooms. Mind, Brain, and Education, 3: 198–208. doi: 10.1111/j.1751-228X.2009.01070.x
- Issue published online: 12 NOV 2009
- Article first published online: 12 NOV 2009
This article explores the unique and personal experience of learning within a broader framework of development called skill theory. The framework offers a perspective for recognizing within a diversity of experiences a stable order of increasing complexity in skills that individuals display as they execute or demonstrate changes in their understanding. This order is described in terms of a scale, or ruler, that quantifies across domains the achievement of greater levels of complexity in ability. In particular, we explore the process adults follow as they attempt to understand and apply ideas from science and leadership to allow the reader to witness how individual experiences can map onto a “universal” scale of learning and development.