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== Overview ==

=== Fischer's dynamic skills ===

According to Fischer, 2008:132), {{quotation|Cognitive development moves through ten levels between 4 months of
age and early adulthood. The levels from childhood to adulthood, which are most relevant for education, are summarized in
[the table below].}}
{| class="wikitable"
|+ Developmental levels during the school years: optimal & functional (Fischer, 2008)
|-
! Level !! Optimal (years) !! Functional (years)
|-
| Rp1 Single Representations || 2 || 2-5
|-
| Rp2 Representational Mappings || 4 || 4-8
|-
| Rp3 Representational Systems || 6 || 7-12
|-
| Rp4/Ab1 Single Abstractions || 10 || 12-20
|-
| Ab2 Abstract Mappings|| 15 || 17 to 30
|-
| Ab3 Abstract Systems || 20 || 23-40, or never for many domains
|-
| Ab4/P Single Principles|| 25 || 30-45, or never for many domains
|}

Spurts and drops in performance that occur for optimal performance at specific ages

[[image:fischer-spurts.gif|frame|none|Cyclical spurts for cognitive development under optimal conditions (Fischer, 2008)]]

{{quotation|Three adult levels (levels 10, 11, and 12) correspond to the abstract mappings (10), abstract systems (11), and single principles (12) levels of Fischer’s (1980 and 2006) dynamic skill scale}} (Dawson and Heikkinen, 2009)

[[image:dawson_spiral_000.gif|frame|none|The Developmental spiral in 11 stages (Dawson & Heikkinen, 2009)]]

Fischers skill levels can be mapped to other work.

[[image:dawson_table1_001.jpg|frame|none|The relation between Fischer’s skill levels and the levels of other longitudinally validated systems. (Dawson & Heikkinen, 2009)]]

== Links ==

; Wikipedia links

* [http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development Neo-Piagetian theories of cognitive development]

* [http://en.wikipedia.org/wiki/Cognitive_development Cognitive development]

* [http://en.wikipedia.org/wiki/Piaget%27s_theory_of_cognitive_development Piaget's theory of cognitive development]

; Introductions

* [http://www.uknow.gse.harvard.edu/learning/learning002a.html What's the brain got to do with it?] (Harward, Graduate School of Education)

* [http://www.uknow.gse.harvard.edu/learning/learning003a.html How education can change the brain] (Harward, Graduate School of Education)

== Bibliography ==

* Theo Dawson and Katie Heikkinen (2009). Identifying within-level differences in leadership decision making, ''Integral Leadership Review'', Volume IX, No. 5 - October 2009. [http://www.archive-ilr.com/archives-2009/2009-10/2009-10-13-article-dawson-heikkinen.php HTML]

* Fischer, Kurt W. and Samuel P. Rose (1998). Growth Cycles of Brain and Mind, ''Educational Leadership'' (''How the Brain Learns''), Volume 56 | Number 3, Pages 56-60

* Fischer, K. W., & Bidell, T. R. (1997). Dynamic development of psychological structures in action and thought. In R. M. Lerner (Ed.) & W. Damon (Series Ed.), Handbook of child psychology: Vol 1. Theoretical models of human development (5th ed., pp. 467–561). New York: Wiley.

* [http://gseweb.harvard.edu/%7Eddl/articlesCopy/Fischer_Lindsley_2009_pp262-264.pdf Fischer, Kurt W., Lindsley, Robert (2009). Cognitive Theories. In Shweder, Richard A., (Ed.), The Child: An Encyclopedic Companion. pp 262 - 264. The University Of Chicago Press.]

* [http://gseweb.harvard.edu/%7Eddl/articlesCopy/FischerGroundwork.MBE2009.3.1.pdf Fischer, K. W. (2009). Mind, Brain, and Education: Building a scientific groundwork for learning and teaching. Mind, Brain, and Education, 3 , 2-15.]

* [http://gseweb.harvard.edu/%7Eddl/articlesCopy/FischerCyclesCognBrain.EducBrainCUP.pdf Fischer, K. W. (2008). Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education. In A. M. Battro, K. W. Fischer & P. Léna (Eds.), The educated brain (pp. 127-150). Cambridge U.K.: Cambridge University Press.]

* S. Morra, C. Gobbo, Z. Marini, and R. Sheese, Cognitive Development: Neo-piagetian Perspectives. Psychology Press, 2007.

* van Geert, P. (in press). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review.

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