The first section of this report reviews traditional memory studies, which have provided much of our information concerning memory development. Major strengths and weaknesses of memory-development studies are illustrated by comparison with recent research into children's problem-solving skills. The report concentrates on one area of general concern to both the problem-solving and memory-development literatures, that of self-regulation and control, which may be the area of the most fundamental difference between the experienced and the naive learner. A final section considers alternative methods and problems in studying developmental change in this area. (AA)