Abstract
This chapter discusses information processing tendencies in cognitive learning—empirical studies. Piaget's theory concerns cognitive development and developmental epistemology. Cognitive development has a direction. Through intensive and detailed study of the acquisition of various concepts, the underlying structures of thought that allow attainment of these concepts can be determined. From a biological viewpoint, all regulations during development go beyond the mere maintenance of equilibrium. They originate through compensation for perturbations arising either in the organism or its environment and result in new constructions. Similarly, in psychological development, incomplete systems or partial systems that conflict with one another are enlarged or integrated through regulatory mechanisms. An important aspect of such mechanisms resides in post-hoc corrections that modify action schemes. There is an interaction between the knowing subject and the objects that are to be known. Objects can only be known, in closer and closer approximation, through the activity of the subject himself.
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