This report, addressed to the broad audience of cognitive scientists, examines research on cognitive change. In the introduction, background considerations are made, previous research is reviewed, and the report itself is outlined. The first chapter, "Finding Goals Outside the Laboratory," discusses how laboratory tasks can obscure research goals and talks about different research settings. "Bases for a Theory of Learning in Interaction," the second chapter, covers the essentials of a theory that can adequately account for the appropriation process that happens in teacher-student interaction. "Misappropriating Cognitive Processes" is the topic of the third chapter, which discusses the problem of correctly coding cognitive processes in a classroom. The fourth chapter is concerned with "Learning and Assessment" and an analysis of the concept of a "zone of proximal development" for assessing children while in interaction with adults. Chapter 5, "But It's Important Data!: Making the Demands of a Cognitive Experiment Meet the Educational Imperatives of the Classroom," contains discussion with the teacher whose classroom was used for experiments; conflicts inherent in the teacher-researcher relationship are covered. Chapter 6, "Long Division of Labor: In Support of An Interactive Learning Theory," illustrates how the "zone" is actively constructed in the teacher-child interaction. The seventh chapter offers "Conclusions" and implications of the work for researchers and for educators. (CJ)