This paper explores the thesis that advances in computer applications and artificial intelligence have important implications for the study of development and learning in psychology. Current approaches to the use of computers as devices for problem solving, reasoning, and thinking--i.e., expert systems and intelligent tutoring systems--are reviewed. Some characterizations of cognitive development as the construction of an invariantly ordered sequence of universal stages are followed by a review of recent challenges to these universal descriptions. Major challenges to developmental psychology posed by the coupling of human and computer intelligence are discussed. These challenges, which range from conservative to radical in their implications, include the use of computers as tools to help children with proximal development, microworld pedagogic systems, pedagogic cognitive trace systems, pragmatic cognitive tools for higher level achievements, and systems for the coevolution of human-computer intelligence. A 62-item reference list is provided. (MBR)