The paradigm of theoretical behaviorism which rests on the premise of a passive organism is discussed. It is argued that the learning-theory movement promoted scientific understanding of the active organism which, in an ideological sense, it tended to deny. (MS)

Discusses the work of S. H. White, W. F. Overton and D. M. Baer. (MS)

A pretheoretical model of cognitive development is proposed which is based on the empirical establishment of Gagne's cumulative learning sequences. (Author)

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)

Examines current conceptualizations of the mechanisms used to explain cognitive and social development and possible common mechanisms linking the two areas. Considers these mechanisms for both a mechanisric and the two areas. Considers these mechanisms from both a mechanistic and an organismic perspective. Presents a developmental model which…

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…

This paper represents a call for the rehabilitation and liberalization of the term learning. Preliminary steps for a revived theory of development and learning are described, including a consideration of such topics as compatibility or naturalness, accessibility and flexibility of learning, and processes of induction. Specific recommendations for…

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)