An intensive, naturalistic study tracked one six year old's learning for six months and more. The study was inspired by the hope that with concepts of Artificial Intelligence and sufficiently detailed observation, the path of knowledge development could be described through observing significant learning experiences. Included is a reasonably complete record of the child's public calculations, both formal and informal, during the period of the study. An interpretation of addition-related matter from the main body of the study is presented. The interpretive focus is on the learning processes through which a broadly applicable skill emerges from the integration of knowledge based on specific, particular experiences. (Author)