Abstract des Autors

This paper sets out to examine what theory and research into cognitive development can tell us about what types of decision-making skills we should teach at any given age. Piagetian, Information Processing, and ecological psychology theories of cognitive development are discussed and empirical data is examined. It is concluded that, because of individual differences in the rate of cognitive development, it is not possible to provide definitive chronological ages at which different aspects of decision making should be taught. However, it is recommended that the teaching of decision making should follow Piagetian stages, regardless of chronological age, and that deliberate practice is beneficial to the development of decision making skills. It is also concluded, that there is a need for much more empirical research, particularly examining individual differences and the interaction between cognitive, socioemotional, and physical development. Finally, there is, also, a need for longitudinal studies and the use of research designs that are ecologically valid. Verf.-Referat