ABSTRACT
The role of people participating in that learning, who instruct as well as provide other attributes of task environments for self-instruction, has been to aid the overcoming of a problem. The situations represent extremes of tutor dominance during instructional episodes and the degree to which performance-directed regulation is made possible. Acting as an external regulator a tutor then enters into or cues the child's performance and attempts to define a perturbation for the child. The external regulation fails in its intent to engage learning which will provide generalizable knowledge. The programme of research illustrates a shift from learning which was dependent on the control of a tutor, to learning which came from a child's self-initiated performance. Performance of the skill is so compartmentalized that tasks have little significance, and learners come to rely on tutors for definitions of success or failure.
