The authors offer a detailed and systematic critique of Piaget's theory of cognitive development, examining it in relation to other theories of development. Chapter 1 points out some of the problems in building and evaluating scientific theories and considers contrasting approaches to cognitive development (including those which focus on perception, language, and logical development). Chapter 2 provides a resume of Piaget's theory with sections addressing the sensorimotor stage, preoperational stage, concrete operational period, formal operational stage, and descriptions of competence in stage hierarchy. A third chapter looks at the theory's concurrent validity by reviewing studies which offer alternative accounts of some of Piaget's work on preoperational thought. With respect to predictive validity, some of the general claims of the theory (such as the claim of universal sequence of stages) are explored in relation to studies from cross cultural psychology. Chapter 4 focuses on the problems of appraising an account of competence. Chapter 5 discusses learning and the development of cognition; while a final chapter summarizes the shortcomings of Piaget's work. The authors conclude that some of the theory is as yet untested, that much has been tested and found lacking, and that many aspects of the theory appear untestable. -- from http://eric.ed.gov/?id=ED189738 (March 31, 2016).