ABSTRACT
There are two intersecting themes concerning cognitive diagnosis, instructional treatment, and learning that I wish to consider in this commentary. The themes illustrate the important guiding principles that are shared by what otherwise may be viewed as three highly dissimilar research endeavors. First, like other contributors to this volume, Campione and Brown, Gadd and Pople, and Siegler and Campbell focus their diagnosis not on the static products that result from cognitive performances but rather on the explicit processes that enable variable types and levels of achievement. More specifically, it is strategic control processes such as planning, knowledge deployment, and performance control and monitoring that are targeted.
