Reports on students' study and drawing of five electronic circuit diagrams. Concludes that the success of the students depended upon the amount of detail in the instructional diagrams. (RT)

Uses two studies to examine developmental and task effects in estimation problems. Results are discussed in terms of student and task characteristics and the implications of such variables on information processing model of learning. Implications for science teaching, learning problem diagnostics, and science curricula are also discussed. (TW)