Compare and contrast Piaget’s, Vygotsky’s, and the Information Processing theory’s approach to the mechanisms of cognitive change (i.e., Piaget: disequilibrium, cognitive conflict, equal-status peer discussion, change through self-discovery, opportunities to practice new schema; Vygotsky: guidance by more knowledgeable person in ZPD assisting with things child can’t do independently, increasing internalization of self-guidance, reliance; Information Processing: selective attention, automaticity/fluency; transfer of skills, metacognition).