Delineates the continuing controversy between development and learning, and notes the evidence accumulating for some type of continuum in the processes. Introduces 10 research papers on reconceptualizing the intersection of the two processes and states the arguments for debate and presentation. (ET)

Suggests that the study of microdevelopment offers a potentially powerful way to relate learning and development where similar changes occur but in differing time frames. Microdevelopment analyzes short-term changes as developmental functions. Individuals and groups function at widely different developmental levels and grow in diverse nonlinear…

Nonuniversal theory can be used to reframe the learning-development dichotomy into a spectrum of important changes, ranging from small-scale learning events to large-scale developmental shifts. Using the universal-to-unique continuum as an organizing framework, several change mechanisms can be identified as necessary for movement through…

Draws on recent work leading to new conceptions of learning, induction, transfer, and strategy acquisition. Contends learning is no longer simply the acquisition of behaviors, but also includes storing knowledge about relations in the world, and acquiring structural representations and mental models. Sees learning and the growth of processing…

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…