title: Cognitive variability.
abstract: Children's thinking is highly variable at every level of analysis, from neural and associative levels to the level of strategies, theories, and other aspects of high-level cognition. This variability exists within people as well as between them; individual children often rely on different strategies or representations on closely related problems presented close in time. Recognizing such variability can help us both describe development more accurately and better explain how cognitive change occurs.
authors.affiliation: Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA. rs7k@andrew.cmu.edu
authors.forename: Robert S
authors.initials: RS
authors.lastname: Siegler
mesh_terms: D002648:Child; D002657:Child Development / Q000502:physiology*; D003071:Cognition / Q000502:physiology*; D006801:Humans; D007206:Individuality; D008960:Models, Psychological; D013850:Thinking / Q000502:physiology*