Beyond competence: The significance of performance for conceptual development |
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| Affiliation: | 1. Department of Psychology, University of Konstanz, Germany;2. Neurological Rehabilitation Center Kliniken Schmieder, Konstanz, Germany;1. Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA 01003, USA;2. Harvard Medical School, New England Primate Research Center, Southborough, MA 01772, USA;3. Behavioral Sciences, Fitchburg State University, Fitchburg MA 01420, USA;1. Department of Family Medicine and Community Health, University of Massachusetts Medical School, 55 Lake Avenue North, Worcester, MA 01655, United States;2. Department of Social and Preventive Medicine, University of Montréal, 3875 St. Urbain, 1st Floor, Montreal, Quebec, H2W 1V1, Canada;3. Centre de Recherche du Centre Hospitalier de l’Université de Montréal, Tour St-Antoine, 850 St-Denis, Montreal, Quebec, H2X 0A9, Canada |
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| Abstract: | Conceptual constraints must change with age if they are to account for children's acquisition of kinds of knowledge that do not fall within the initial constraints. A bi-directional relation between competence and performance is therefore hypothesized, such that cognitive competences not only guide performance but also are shaped by it. This hypothesis offers a solution to the difficulties that current competence models have in accounting for developmental change. Goals are proposed as a potential source of changing constraints because they change with age, they shape what children do, and they also influence what children learn from what they do. These ideas are illustrated with examples drawn primarily from research on children's quantitative concepts. |
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