DIMENSIONS OF CHANGE - A SEMANTIC AND MATHEMATICAL-ANALYSIS OF LEARNING AND DEVELOPMENT

P VANGEERT*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

16 Citations (Scopus)

Abstract

To examine the distinction between learning and development, two different approaches are employed. The first, a semantic approach, distinguishes five dimensions along which development and learning can be compared. Learning and development are seen as two vaguely specified locations in this semantic space. This space provides a framework for expressing semantic but, more importantly, also dynamic connections between the two concepts. The second approach is based on a mathematical nonlinear growth model. This model contains various parameters, one of which specifies the difference between classic learning curves and developmental curves. The article concludes with the question of the extent to which the conceptual continuity between learning and development corresponds with an empirical continuity. It is argued that what matters is not the difference between learning and development, but the set of dynamic relationships that forms the key to their understanding.

Original languageEnglish
Pages (from-to)322-331
Number of pages10
JournalHuman Development
Volume38
Issue number6
Publication statusPublished - 1995

Keywords

  • DEVELOPMENT
  • DYNAMIC SYSTEMS
  • GROWTH CURVE
  • LEARNING
  • MATHEMATICAL MODEL
  • NATURAL KINDS
  • NOMINAL KINDS
  • SEMANTIC ANALYSIS
  • SEMANTIC SPACE

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