Dimensions of Change: A Semantic and Mathematical Analysis of Learning and Development

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.

A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond.

“…The approach has been very successful in the field of motor performance and motor development in which mathematically rigorous methods have been used (Thelen, 1995a(Thelen, , 1995bThelen & Smith, 1994;Tnrvey & Fitzpatrick, 1993). However, other domains of development have also been the subject of dynamic systems theory formation and model building: language and communicative development (Elman, 1995;Fogel, 1993;FOgel & Thelen, 1987;McCune, 1995;Ruhland & van Geert, 1998;Sera & Smith, 1987;Smith & Sera, 1992;van Geert, 1991van Geert, , 1993van Geert, , 1995b, cognitive development in general (Bogartz, 1994;Case & Okamoto, 1996;Cooney & Troyer, 1994;K. W. Fischer & Bidell, 1997;Kreindler & Lumsden, 1994;Lewis, 1994Lewis, , 1996Rabinowitz, Grant, Howe, & Walsh, 1994;Smith, 1997;Thelen, 1995b;Thelen & Smith, 1994;van der Maas, 1993;van der Maas & Molenaar, 1992;van Geert, 1991van Geert, , 1993van Geert, , 1994avan Geert, , 1994bvan Geert, , 1995b, and social and emotional development (Camras, 1992;Eckerman & Stein, 1990;Fogel, 1993;Fogel, Nwokah, Dedo, & Messinger, 1992;Fogel & Reimers, 1989;…”

“…The decrease actually rums into a negative number, that is, remote contents are negatively affected. This is a generalization of the support-and-competition notion put forward in a variety of models (e.g., Siegler & Shipley's adaptive strategy choice model [ASCM; 1995]; Fischer's [K. W. Fischer & Bidell, 1997] and my model of connected growers, van Geert, 1993van Geert, , 1994avan Geert, , 1995bor Grossberg's, 1991, ART models). It is important to note, however, that this function is affected by a considerable variety of context-determined, accidental factors.…”

Effects of Speech Practice on Fast Mapping in Monolingual and Bilingual Speakers

“…The initial stage of new word learning (called fast mapping) involves mapping of the auditory word form to its referent (e.g., Carey & Bartlett, 1978). From the perspective of the dynamic systems theory, learning involves an ongoing complex interaction among internal dynamic subsystems, which function within external resources (e.g., de Bot, Lowie, & Verspoor, 2007;Van Geert, 1991, 1994, 1995. From the perspective of the dynamic systems theory, learning involves an ongoing complex interaction among internal dynamic subsystems, which function within external resources (e.g., de Bot, Lowie, & Verspoor, 2007;Van Geert, 1991, 1994, 1995.…”

Complexity in Multilingualism (Research)

“…One crucial point in my argument has been that a rigorous application of dynamic systems theory (or even of random models) seems unlikely in multilingualism research. However, there have been attempts to devise mathematical models of learning and development (e.g., Robinson & Mervis, 1998;van Geert, 1995van Geert, , 2003. The modeling approach that has emerged in related work about second language acquisition is summarized by Lowie, Caspi, van Geert, and Steenbeek (2011).…”