Addresses Nelson's commentary on Ward, Vela, and Hass' study of children's category learning (both of which are in this issue). Discusses the issue of whether a holistic processing view provides a better account of children's learning than does an analytical view. (PCB)

Comments on this issue's article by Ward, Vela, and Hass on children's category learning. Suggests that aspects of the authors' methodology may have led them to underestimate holistic processing. (PCB)

Describes the slot-filler model of taxonomic knowledge development in which preschoolers derive "slot-filler" categories from event schemas. Maintains that the model has received considerable support across methodologies, ages, and sociocultural contexts. Argues that Krackow and Gordon's theorizing and methods could not lead to reliable,…

Maintains that recent theoretical and methodological advances have sparked renewed interest in studying children's learning. Describes consistent and interesting findings regarding how children learn and intriguing proposals regarding mechanisms underlying learning. Argues that increasing the focus on children's learning promises practical…