1 Children's Use of Cognitive Strategies, How to Teach Strategies, and What to Do If They Can't Be Taught -- Definition of Strategies -- Three Areas of Strategy Application -- The Components of Proficient Strategy Use -- Strategy Instructional Research -- Research on Strategy Shifts, Specific Strategy Knowledge, and Monitoring -- What to Do for Learners Who Cannot Be Taught Efficient Strategy Use -- Concluding Comments -- References -- 2 Memory in Very Young Children -- The Problem of Methodology -- The Issue of Retention -- The Kinds of Information to Be Remembered -- Some Lingering Concerns -- References -- 3 Social Contexts and Functions of Children's Remembering -- Prevailing Accounts of Memory Development -- The Nature of Strategies for Remembering -- Social Contexts of Memory Development -- Interpersonal Guidance in Remembering -- Cultural Practices -- Cognitive Consequences of Everyday Remembering -- Conclusions -- Toward a Theory of Functional Remembering -- References -- 4 Memory Development in Cultural Context -- Research Treating Memory and Culture as Separate Variables -- Research Integrating Memory Tasks in Cultural Context -- Theoretical Perspectives on the Sociocultural Context of Remembering -- Summary -- References -- 5 Figure and Fantasy in Children's Language -- Background -- Measures and Materials -- Interpretation: Many Competencies -- Method -- Results and Discussion -- References -- 6 Studying Student Cognition During Classroom Learning -- Classroom Settings -- Method and Methodology -- Conclusion -- References -- 7 Some Methodological and Statistical "Bugs" in Research on Children's Learning -- Bugs Associated with Developmental Comparisons -- Other Bugs in Research on Children's Learning -- A Final Bug and Victual -- References -- Author Index.