ABSTRACT
Throughout this book we have been treating particular cognitive skills. The paradigm skill has been that of manuscript editing with a computer, though as Chapters 8, 9, and 10 have shown, the class of tasks to which the analysis applies is considerably broader. Our approach throughout has been to work close to the detailed structure of the tasks, drawing on the general base of modem information-processing psychology, as exemplified in Chapter 2, but not attending to how the models and results fit into a more general picture. It is this integration we now pursue.
