Discusses metacognitive and associative models of children's strategy discovery and use. Contends that models based on only one type of mechanism cannot entirely account for observed variability and constraint revealed by microgenetic studies of children's strategy change. Proposes a new model of children's strategy development in which…

This paper summarizes our present knowledge and understanding of the processes and outcomes of learning. The basic idea about learning is that the outcomes of learning (e.g., propositional knowledge, procedural skills, and mental models) reflect differences in learning processes (e.g., encoding skills, attention allocation, and hypothesis…