The theory of conceptual fields is a developmental theory. It has two aims: (1) to describe and analyse the progressive complexity, on a long- and medium-term basis, of the mathematical competences that students develop inside and outside school, and (2) to establish better connections between the operational form of knowledge, which consists in…

The relationship between learning, development and ability factors is considered. (ST)

Explains the place of learning in human development from the perspective developmental contextualism, where development involves changing relations between the developing person and his or her changing context. Demonstrates that learning is no more nor less important than other focal functions at a given level; any impact is through being part of…

The philosophies underlying the learning and structural theories used in psychology are described in this article. It is argued that a dialectical view provides some ways to breach the chasm between learning theory and the study of human development. (Author/DB)

Calls for a coalition of different research methods and strategies to better understand learning and development. Describes two such strategies: (1) testing-the-limits decomposing age-graded differences in upper limits of plasticity; and (2) experimental simulation of development, a coordinated sequence of theory-guided research steps. Both…

Several different conceptions of the relationship between learning and development are considered in this article. It is argued that dialectical and ecological developmental orientations might provide a useful basis for synthesizing the contrasting frameworks of the operant, information processing, learning theory, and knowledge acquisition…

Nonuniversal theory can be used to reframe the learning-development dichotomy into a spectrum of important changes, ranging from small-scale learning events to large-scale developmental shifts. Using the universal-to-unique continuum as an organizing framework, several change mechanisms can be identified as necessary for movement through…

Sees learning as a component of development. Explains how cognitive growth can result from dialectical interactions among modes of learning and attentional mental capacity, and that these modes and components of attention relate to contextual function areas which, being neuropsychological units, can be clarified as to function by connectionist…

Argues that what matters is not the difference between learning and development, but the dynamic relationships that form the key to understanding. Examined two models of these relationships: (1) a semantic approach, distinguishing five dimensions along which learning and development can be compared; and (2) a mathematical nonlinear growth model…

Criticizes the operant approach to the study of life span development from a theoretical behaviorism view. It is argued that the operant approach is too limited in its scope to enhance significantly the conceptualization and understanding of life span development. (Author/DB)