This 5-section report summarizes the results of a project concerned with how novices learn to become creative educational computer users. Based on a cognitive analysis of elementary programming statements in BASIC and calculator language into conceptual units, the project builds on previous research on learning BASIC programming. A general description of the project is followed by a review of the literature on the psychology of computer programming, especially research in cognitive psychology related to beginning programming. The analysis of both a calculator language and BASIC into conceptual units and the evaluation of users' knowledge is then described. Data on the frequency of misconceptions in users' knowledge of calculator and BASIC languages are presented. Focusing on instructional techniques useful in the remediation of specific misconceptions of users' knowledge of calculator and BASIC languages, the final chapters explore the effectiveness of teaching mental models and whether use of the models enhances problem-solving performance. References are included in each section, and an appendix lists additional papers and publications which are products of the project under review (either published or in preparation). (LMM)