The aim of research in cognitive development is to understand the origins of human knowledge and to provide an account of cognitive change. Theorizing regarding these issues is rooted in the nativist-empiricist debate. This article traces changing views in that debate, from the beginnings of psychology, through the cognitive revolution, Piaget, and alternatives to Piaget, including nativism, Vygotskyan theory, and information-processing work. The last section presents current theorizing and outlines various modern versions of nativism, constructivism, and empiricism. WIREs Cogn Sci 2013, 4:479-491. doi: 10.1002/wcs.1245 For further resources related to this article, please visit the WIREs website.
Conflict of interest: The author has declared no conflicts of interest for this article.
© 2013 John Wiley & Sons, Ltd.