This dissertation seeks to determine the extent to which learning debugging in the context of LOGO programming improves children's debugging in other programming and nonprogramming contexts. The approach involves detailed task analysis of debugging (in the form of a computer simulation model), development of model-based instructional guidelines for teaching children debugging skills they do not learn "by discovery," and assessment of the debugging skills children are able to transfer to other programming and nonprogramming tasks. Twenty-two 8- to 11-year-old students took two 25-hour LOGO courses. Half of the students were taught debugging in the context of a LOGO graphics course first and then a LOGO list-processing course. The other half were taught debugging in the same two mini-courses, but in the reverse order. The performance of children taking tests in the first mini-course was compared with the performance of children taking the same tests in the second mini-course. Assessments of students' debugging skills revealed that the debugging strategies learned from explicit instruction in the first computer programming mini-course had a positive impact on children's debugging in both new programming and nonprogramming situations. (Author/PCB)