Abstract
Students of learning and students of development have a similar problem: characterizing change in the behavior of an organism. In both domains of inquiry the problem has been so intractable that rather severe limiting assumptions have been required. Although these assumptions were undoubtedly viewed originally as tactical decisions in the emergence of each discipline, over the years they have resulted in two quite different approaches to the study of behavior change.
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Heth, C.D., Cornell, E.H. (1983). A Learning Analysis of Spatial Concept Development in Infancy. In: Bisanz, J., Bisanz, G.L., Kail, R. (eds) Learning in Children. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9499-0_3
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