ABSTRACT
Learning theory has an intrinsic focus on behavior change, and consequently provides at the outset the most powerful psychological concepts aimed at studying a process of development. The central question for our purposes (for example, Baer, 1970, 1973; Lerner, 1976; Sutton-Smith, 1970) is whether learning is identical to development or, at least, whether development can be conceptualized as consisting of some kind of accumulation of units of learning. In many ways this question, again, reflects metatheoretical differences and touches on questions of homology (see Chapter Nineteen on simulation).
