The author introduces some constructs that provide a linkage between the Piagetian theory of cognitive development and curriculum analysis: externalization and automatization; the intellective unconscious; and the logical substructure of the task. He then offers some examples of developmental analysis of secondary level curriculum materials.…

Stresses the development of complex cognitive processes during adolescence and sees the challenge of the curriculum in the question of greater match between the learner's cognitive level and the material to learned. (JOW)