Investigating cognitive change as a dynamic process

Abstract

In this introduction to the special issue ‘Dynamic aspects of cognitive development and learning’ we emphasize the current need for studies that address, in depth, the dynamic aspects of cognitive development and learning. We integrate cognitive development and learning into the concept of cognitive change. We then reflect on the scope and limitations of certain procedures that are implemented to turn these processes of cognitive change into limited objects of empirical research. This reflection will allow us to ask ourselves about the potential and validity of studies resulting from these procedures to inform educational and health-related practices. After presenting some methodological alternatives to explain cognitive change in a more productive way, we present the six studies that make up this special issue. The selection seeks to offer a rich repertoire of ideas; data collection, analysis and visualization methods; and evidence and explanations of situated processes of change in an evolutionary-educational arc extending from the first months of life in the context of familiar interactions, to adult learning.