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The relationships between Piaget's theory and education are discussed. The accumulated data from studies based upon the theory are examined in terms of (i) shared assumptions which govern the interpretation of replication studies, (ii) the extent to which a stage can be meaningfully defined, and (iii) the nature of the developmental process proposed by the theory.It is concluded that Piaget's search for generalities in cognitive development has been unsuccessful, and that an approach based upon a skill-integration model might be more profitable.

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