Most critics of information-processing models have not faulted the standard theory for being entirely wrongheaded but, rather, for being incomplete and thereby distorting the picture of human development. My purpose in this section is to describe (1) refinements of classical information processing theory proposed since the mid-1970s and (2) further conditions of human experience that need to be organized in future models if they are adequately to account for cognitive development. the discussion is organized around two questions: (1) What revisions of the original information-processing model have appeared in recent times? (2) What suggestions for the improvement of information-processing theory can be derived from comparing computers and humans?