{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,15]],"date-time":"2026-10-15T06:57:21Z","timestamp":1792047441678,"version":"4.4.0"},"reference-count":32,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2000,3,1]],"date-time":"2000-03-01T00:00:00Z","timestamp":951868800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Psychol Sci"],"published-print":{"date-parts":[[2000,3]]},"abstract":"<jats:p> Different theories of development propose alternative mechanisms by which development occurs. Cognitive architectures can be used to examine the influence of each proposed mechanism of development while keeping all other mechanisms constant. An ACT-R computational model that matched adult behavior in solving a 21-block pyramid puzzle was created. The model was modified in three ways that corresponded to mechanisms of development proposed by developmental theories. The results showed that all the modifications (two of capacity and one of strategy choice) could approximate the behavior of 7-year-old children on the task. The strategy-choice modification provided the closest match on the two central measures of task behavior (time taken per layer, r = .99, and construction attempts per layer, r = .73). Modifying cognitive architectures is a fruitful way to compare and test potential developmental mechanisms, and can therefore help in specifying \u201cwhat develops.\u201d <\/jats:p>","DOI":"10.1111\/1467-9280.00222","type":"journal-article","created":{"date-parts":[[2003,3,12]],"date-time":"2003-03-12T18:49:36Z","timestamp":1047494976000},"page":"93-100","source":"Crossref","is-referenced-by-count":33,"title":["Using a Cognitive Architecture to Examine what Develops"],"prefix":"10.1177","volume":"11","author":[{"given":"Gary","family":"Jones","sequence":"first","affiliation":[{"name":"ESRC Centre for Research in Development, Instruction and Training, School of Psychology, University of Nottingham, Nottingham, England"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Frank E.","family":"Ritter","sequence":"additional","affiliation":[{"name":"ESRC Centre for Research in Development, Instruction and Training, School of Psychology, University of Nottingham, Nottingham, England"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"David J.","family":"Wood","sequence":"additional","affiliation":[{"name":"ESRC Centre for Research in Development, Instruction and Training, School of Psychology, University of Nottingham, Nottingham, England"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2000,3,1]]},"reference":[{"key":"bibr1-1467-9280.00222","volume-title":"Rules of the mind","author":"Anderson J.R.","year":"1993"},{"key":"bibr2-1467-9280.00222","volume-title":"Designing abstract visual perceptual and motor action capabilities for use by cognitive models (Technical Report No. 36)","author":"Baxter G.D.","year":"1996"},{"key":"bibr3-1467-9280.00222","volume-title":"Intellectual development: Birth to adulthood","author":"Case R.","year":"1985"},{"key":"bibr4-1467-9280.00222","doi-asserted-by":"publisher","DOI":"10.7551\/mitpress\/5929.001.0001"},{"key":"bibr5-1467-9280.00222","first-page":"263","volume-title":"Developing cognitive competence: New approaches to process modeling","author":"Gentner D.","year":"1995"},{"key":"bibr6-1467-9280.00222","volume-title":"Children's understanding: The development of mental models","author":"Halford G.S.","year":"1993"},{"key":"bibr7-1467-9280.00222","unstructured":"Jones G. 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