Cognitive development and the acquisition of decision-making skills

This paper sets out to examine what theory and research into cognitive development can tell tts about what types of decision-making skills we should teach at any given age. Piagetian, Information Processing, and ecological psychology theories of cognitive development ave discussed and empirical data is examined. It is concluded that, because of individual differences in the rare of cognitive development, if 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 move 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 ave ecologically valid.