title: Development of rules and strategies: balancing the old and the new.
abstract: The experiments described in the lead articles replicate findings from previous studies of development of knowledge about balance scales, add several new findings, and raise four key questions: (a) How can rule use best be assessed? (b) How can we reconcile systematic use of rules with variable use of strategies? (c) When do children begin to use rules? and (d) How do children generate new rules? In this Reflection, we summarize current understanding of development of knowledge about balance scales and consider each of the four questions.
authors.affiliation: Carnegie Mellon University, Pittsburgh, PA 15213, USA. rs7k@andrew.cmu.edu
authors.forename: Robert S
authors.initials: RS
authors.lastname: Siegler
authors.forename: Zhe
authors.initials: Z
authors.lastname: Chen
mesh_terms: D000293:Adolescent; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D006801:Humans; D008606:Mental Processes / Q000502:physiology*; D008960:Models, Psychological; D011340:Problem Solving