The Concept of Development: Relevant and Irrelevant Issues

Abstract

When I was invited to discuss the concept of development in learning and cognition, I agreed without hesitation. As I prepared for this discussion, however, I found it repeatedly necessary to attempt to clarify for myself the general concept of It became increasingly apparent that most of the problems, which at first glance seemed uniquely concerned with cognitive development, turned out, upon analysis, to be far more general problems. At last, I concluded that there must be some initial clarification of the general concept of development before the role of the concept in cognition and learning could be fruitfully discussed. Much of what I have to say will be concerned with the general concept, somewhat less with the special application. I am convinced, however, that the problems to be discussed in relation to the general concept are most pertinent to problems associated with cognitive development. The literature has led me to believe that there are only two controversial issues that truly pertain to a general concept of development. There are several other important controversies that have been artificially, and perhaps ideologically, connected to the concept of development. My discussion falls rather naturally into three parts: (1) a discussion of issues that are relevant to the concept; (2) a discussion of issues that, although important in their own right, are largely irrelevant to the concept; and (3) illustrations of the manner in which current behavior theories permit and encourage the introduction and investigation of developmental variables in the cognitive behavior of the child.