When theories of cognitive development go to school
                             Dan Schwartz
                    School of Education, Stanford

There are a variety of theories that propose people develop
understanding by building up from concrete experience - these might
include theories of embodied cognition, theories that propose a
concrete to abstract shift, and theories that propose children should
have hands-on activities.  Despite my best efforts, I have yet to
witness a child inducing a higher order structure from
perceptual-motor activity alone.  This talk considers some of the
limitations of embodied theories of development, and tests an
alternative that emphasizes the significance of cultural symbol
systems in development and learning.  (If you saw my talk at the
developmental brown bag, this will be too similar to enjoy.)