ABSTRACT
The general goal of the present volume is to lay the groundwork for a more integrated understanding of behavioral and neurological change. Achieving this goal is complicated by the fact that each of these two types of change has been studied in three different theoretical traditions, each with its own methods, its own language, and its own implicit model of the relationship between brain and behavior. In this chapter, we first consider each of these three traditions separately; we then go on to suggest how work from the three traditions can be integrated, and used to help us understand the neurological and cognitive changes that take place in the development of a specific competence-namely, the competence that is involved in comparing two numbers, and deciding which of the two is larger.
