An analysis of the regulatory activity of eight neurologically impaired/multiply handicapped children and eight normally learning children in two age groups (means 3 years 8 months and 5 years 9 months) was made. The children attempted to resolve conflicts that arose while balancing two wooden blocks, identical in appearance, except that one contained a hidden weight. Differences were found between the two types of learners in their approach to the situation as well as in strategies employed. These differences were greater in the older group. All children showed evidence of regulatory activity, but for the handicapped learners, this was represented as "islands" within a stream of discontinuous activity while for the nonhandicapped children a more continuous integration of ideas was observed. The groups did not differ appreciably in their ultimate recognition of and initial response to the conflict, but the normal children showed a more reflective consideration of constructive alternatives as compared to the more avoidant and inefficient attempts of the handicapped children. (Author/DB)