Proceedings of the Annual Meeting of the Cognitive Science Society

Researchers (see Siegler, 1987; Newell, 1973) have demonstrated the dangers of aggregating data over strategies. In this paper, we provide a current demonstration of this point using our recent work in the study of cognitive skill acquisition as a case study. Moreover, we call particular attention to the relation between cognitive modeling and microanalysis as driving forces toward a more thorough understanding of the role of strategies in cognitive skill acquisition.