This Monograph formulates a comprehensive theoretical system that integrates information processing, individual differences, and developmental approaches to the study of the mind. Supporting this system is a longitudinal study that explores relations among information processing efficiency, working memory, and thinking of children 8 to 16 years of age. Results demonstrate that how efficiently one processes information is the main factor underlying the development of working memory. Working memory itself is the main factor underlying individual differences in thinking. Moreover, the study revealed the existence of alternative development pathways. For some cognitive development proceeds at a fast and stable rate; for other the rate is fast and unstable; and, for others it is slow and stable. These individual differences in the development depend upon the dynamic combination of the conditions of processing efficiency, working memory, and thinking.
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