The research interests of developmental and educational psychologists concerned with children's learning appear to be converging. Simultaneously, the study of children's learning is at a significant crossroads. In the last decade, research has progressed rapidly and has moved from a problem to a variable orientation. If there is to be a significant impact on teaching practices and on the understanding of children's learning abilities, greater effort must be expended in designing studies that tap the unique characteristics of the child. Examples of characteristics that impose limiting conditions on the application of existing learning theories are discussed. Individual differences in children clearly lead to different approaches to learning, and need to be studied further. A recent experiment in paired-associates learning indicated important differences according to sex. The ways in which incentives influence learning at different levels is another area for research. The role of instructions or verbalizations in children's learning is not fully understood. Other areas of needed research are also suggested. (KP)