Are there developmental pathways for learning that provide continuity from early learning through adulthood with measurable intervals for assessment and with transitions for learning that are understandable, stable, identifiable, communicable, flexible, and affordable to implement? If so, what are the foundations for learning that enable students to logically progress from more basic events to more complex constructs? "This question is" of particular importance to developmental science. "Cognition" is the term used for integrating life experiences into conscious meaningful events. The model for Cognitive Dimensions explored here shows promise as one approach to this problem, using data from narrative analysis and STEAM exercises as the basis for study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]