ABSTRACT
In the preceding chapter, learning was discussed as the most direct way by which psychologists have studied intraindividual change. Interindividual differences in learning are studied by examining age effects in learning. In Chapter Twenty-Two it was also concluded that research aimed at addressing the relationship between learning and development, or using learning as an analogue for development, is often lacking. In that discussion, we considered two kinds of developmental approaches derived from the learning-theory tradition in psychology. One involved the study of different age groups in a relatively unintegrated manner; the other emphasized the analysis of conditions and processes of systematic behavior change.
