2. The Study Methods.
3. Results: The Architecture of the Mind.
4. Results: The Development of Processing Efficiency.
5. Results: Specifying Patterns of Change by Growth Modeling.
6. Results: Specifying Patterns of Change by Logistic Equations.
7. Toward an Overarching Theory.
Commentary: A New Kind of Developmental Science: Using Models to Integrate Theory and Research: Kurt W. Fischer and Theo L. Dawson.
Statement of Editorial Policy.
Constantinos Christou received his Ph.D. from the University of Toledo, Ohio, USA. He is an associate professor of mathematics education at the University of Cyprus and the vice–chairman of the Department of Education. His research focuses on the cognitive development of mathematical concepts. Currently he studies the effects of memory and information processing on the development of students′ abilities in problem solving. He is the author or coauthor of 70 publications and is on the editorial board of the Mediterranean Journal of Mathematics Education.
George Spanoudis received his M.A. from Aristotle University of Thessaloniki, Greece. He is a tutor and doctoral student at the University of Cyprus. His research focuses on the development of the child′s theory of mind and the development of processing capacity.
Maria Platsidou received her Ph.D. from Aristotle University of Thessaloniki, Greece. She is an assistant professor of psychology at the University of Macedonia, Greece. Her research focuses on moral and intellectual development. She published a number of articles in scholarly journals, including The Architecture and Dynamics of Developing Mind in the Monographs of the Society for Research in Child Development (1993, Serial No. 234, with A. Demetriou and A. Efklides).
Kurt W. Fischer earned his Ph.D. from Harvard University. He is Charles Bigelow Professor of Education and Human Development and Director of Mind, Brain, and Education at the Harvard Graduate School of Education. His research combines modeling and measurement to understand how change and variation produce diverse pathways of development and learning. Primary research directions include dynamic growth modeling of change processes, measurement of cognitive and emotional development, microdevelopmental change in real–life learning situations, development in diverse cultures, pathways to psychopathology, brain bases of cognitive change, and pedagogical implications of knowledge about development of cognition, emotion, and brain. Fischer is the author of numerous books, monographs, and scientific articles.
Theo L. Dawson received her Ph.D. from University of California, Berkeley. She is the director of the Developmental Assessment Project in the Graduate School of Education at the University of California, Berkeley. In 1999 she received the APA Division 7 Outstanding Dissertation Award. Her research centers on life–span cognitive development, and she has special interests in the problem of measurement in developmental science, and in methods for modeling complex developmental processes.