I Introduction
   A. Symbolism, and Cognitive Development
    B. Reflection, regulation and control of symbolic skills

II. The Expansion of Symbolic Thought
   A. Development of pretense (pp. 325-326)
   B. Development of a "theory of mind"
            1.  Egocentrism
            2.   Appearance-reality
            3.  False Belief
   C. Development of literacy
   D. Development of Logic
                   1. Conservation
                    2. Classification
   E. Development of mathematics (pp. 438-442)

III. Control of symbolic thought: Reflection, Regulation, and
   A. Theories of how symbolic thought expands
   B. Piaget’s Constructivism: Symbolic thought becomes more logical  
                    1. Preoperational Thinking (pp. 324-336)
                    2. Concrete Operational Thinking (pp. 438-442)
                    3. Criticisms
                                                a. Social bassis of Knowledge (p. 230)       
                                                b.   Information Processing (pp. 438-442)
                                                c. Innate Structures on Mind (pp. 239-242;195-196)    
   C. Vygotsky’s Social Interactionism:  Symbolic thought becomes consciously self-regulated  (pp. 337-340)
                    1. Private Speech
                    2. Features of Social Interactions
                    3. Criticisms
    D. Information Processing:  Symbolic thought becomes better controlled  (pp. 340-345)
                    1. The components of change
                                                 a. Speed & Capacity
                                                 b. Strategies
                                                 c. Knowledge
                                                 d. Metacognition
                    2. Examples
                                        a.   Attention
                                        b.   Memory
                    3. Criticisms
    E. Nativism: Core knowledge undergoes elaboration and conceptual change (pp. 345-349)
                    1. Child-as-scientist metaphor
                    2. Domains
                                                a. Psychology
                                                b. Physics
                    3. Criticisms

IV  Schooling and Cognitive Development
    A.  Schools as contexts for development
    B.  Preschools
    C.  Elementary Schools