Four conference papers are reviewed in this introduction to a symposium. The first paper is by Clements and Merriman, who make a case for the reflection of Steinberg's information processing componential model of cognitive processes in the LOGO language and computational environment; present a series of experiments that attempted to tailor the environment to aspects of the theoretical model and to assess transfer of componential and metacomponential skills; and speculate on how to structure an ideal LOGO environment to facilitate transfer of cognitive skills. In the second paper, Perkins, Schwartz, and Simmons report their findings from interviews with naive BASIC programmers, including their need for a mental model of the computing process, lack of good problem solving strategies, and problems in personal confidence and control. A metacourse designed to teach metacognitive skills is proposed to address these problems. Fay and Mayer, in the third paper, argue that LOGO mastery is affected by the cognitive misconceptions of naive learners, and provide a computational model of such misconceptions. In the final paper, Webb and Lewis confirm that group learning of programming has positive results and propose a metacourse to promote efficacious group behavior. (MES)