Abstract
Abstract Two trends of Genevan research represent a change in focus: the expanded study of transitions front one developmental level to another, and the increased study of processes as opposed to structures. Inhelder and her colleagues have reported training studies in detail, indicating successful learning strategies. Initial level of development was found to be an important variable. Studies, however, have concentrated on the transition from preoperational to concrete operational thought, and have neglected formal operations. An emphasis on processes is also evident in theoretical analyses contained in some recent Genevan publications. One of the approaches to process has been the analysis of thought functioning during transitions to new levels of development. Process and structure, however, are seen as closely related and, in general, the role of the processes in cognitive growth has not been clearly defined.
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