This resource defines and refines two major theoretical approaches within developmental science that address the central issues of development-connectionism and dynamical systems theory.

For most of the vast span of human history, economic growth was all but nonexistent. Then, about two centuries ago, some nations began to emerge from this epoch of economic stagnation, experiencing sustained economic growth that led to significant increases in standards of living and profoundly altered the level and distribution of wealth, population, education, and health across the globe. The question ever since has been--why? This is the first book to put forward a unified theory of economic growth that accounts for the entire growth process, from the dawn of civilization to today. Oded Galor, who founded the field of unified growth theory, identifies the historical and prehistorical forces behind the differential transition timing from stagnation to growth and the emergence of income disparity around the world. Galor shows how the interaction between technological progress and population ultimately raised the importance of education in coping with the rapidly changing technological environment, brought about significant reduction in fertility rates, and enabled some economies to devote greater resources toward a steady increase in per capita income, paving the way for sustained economic growth. Presents a unified theory of economic growth from the dawn of civilization to today Explains the worldwide disparities in living standards and population we see today Provides a comprehensive overview of the three phases of the development process Analyzes the Malthusian theory and its empirical support Examines theories of demographic transition and their empirical significance Explores the interaction between economic development and human evolution

One of the most active fields of educational research in recent years has been the investigation of problem-solving performance. Two opposing views of current research -- one suggesting that there are more differences than similarities within different domains, and the other stating that there is great similarity -- lead to a variety of questions: * Is problem solving a single construct? * Are there aspects of problem-solving performance that are similar across a variety of content domains? * What problem-solving skills learned within one context can be expected to transfer to other domains? The purpose of this book is to serve as the basis for the productive exchange of information that will help to answer these questions -- by drawing together preliminary theoretical understandings, sparking debate and disagreement, raising new questions and directions, and perhaps developing new world views.

Concern about psychology’s fragmentation is not new, but there has for the past decade been increasing calls for psychologists to acknowledge to the costs associated with fragmentation and to search for ways to unify the discipline. A New Unified Theory of Psychology introduces a new system that addresses psychology’s current theoretical and philosophical difficulties. The new theory consists of four interlocking pieces that together provide—for the first time—a macro-level view that clarifies the nature of psychology’s problems and offers a clear way to unify the various elements of the field. The unified theory provides the field of psychology with a well-defined subject matter, allowing both academic and professional psychologists will be able to develop a shared language and conceptual foundation.

The first edition of Toward a Unified Ecology was ahead of its time. For the second edition, the authors present a new synthesis of their core ideas on evaluating communities, organisms, populations, biomes, models, and management. The book now places greater emphasis on post-normal critiques, cognizant of ever-present observer values in the system. The problem it addresses is how to work holistically on complex things that cannot be defined, and this book continues to build an approach to the problem of scaling in ecosystems. Provoked by complexity theory, the authors add a whole new chapter on the central role of narrative in science and how models improve them. The book takes data and modeling seriously, with a sophisticated philosophy of science.

Instruction is an effort to assist or to shape growth. In devising instruction for the young, one would be ill advised indeed to ignore what is known about growth, its constraints and opportunities. And a theory of instruction - and this book is a series of exercises in such a theory - is in effect a theory of how growth and development are assisted by diverse means.

Newell introduces Soar, an architecture for general cognition. A pioneer system in AI, Soar is the first problem-solver to create its own subgoals and learn continuously from its own experience. Its ability to operate within the real-time constraints of intelligent behavior illustrates important characteristics of human cognition.