The developmental trinity of mind: Cognizance, executive control, and reasoning

Abstract

This paper summarizes research on how cognizance, that is, awareness of mental processes, interacts with executive control and reasoning from childhood to adolescence. Central positions are that (a) cognizance changes extensively with age

(b) it contributes to the formation of executive control, and (c) mediates between executive control and reasoning. Cognizance recycles with changes in executive and inferential possibilities in four developmental cycles: it registers their present state, yielding insight into their operation, allowing their better management

this catalyzes their transformation into the next level. Implications for theory of intellectual development and practical implications for education are discussed.