A framework is presented for characterizing competence for cognitive tasks, with a detailed hypothesis about competence for counting by typical 5-year-old children. It is proposed that competence has three main components that are called conceptual, procedural, and utilizational competence. Conceptual competence, which is discussed in greatest…

This study assessed the ability of third, fifth, and seventh graders to learn a problem-solving heuristic scheme and apply it to grade-appropriate tasks. A framework was utilized that focused on metacognitive aspects of task performance such as planfulness, strategy selection, monitoring, and evaluation. It was expected that use of the scheme…