Developmental differences in rule learning: a microgenetic analysis

Trial-by-trial strategy assessments and a microgenetic design were used to examine 4- and 5-year-olds' learning of rules for solving balance scale problems. The design allowed us to examine simultaneously the contribution to rule learning of distal variables (qualities and knowledge with which children enter the learning situation) and proximal variables (processes that they execute during learning). Developmental differences in learning arose through two distal variables that were correlated with age--initial rule use and initial encoding-helping older children to execute several proximal processes--noticing the potential explanatory role of a key variable, formulating a more advanced rule, and generalizing and maintaining the rule. Joint consideration of distal and proximal influences seems likely to be generally useful for understanding learning and development.