It is our view that these cognitive and motivational conflicts are mutually reinforcing,
thus exaggerating the effect either problem might separately have on early and longterm
learning. These paradoxes are not defects in human learning to be remediated. They are
fundamental properties of learning. If learning were not at least this complex, then designing learning environments would be a trivial design problem (Thomas and Carroll,
1979). Our discussion is based on studies of the learning and routine use of word
processing systems, and we speculate on potential programmatic tradeoff solutions to the
paradoxes in this domain and generally.
![[削除済みユーザ]](https://secure.gravatar.com/avatar/695023b4efd563721d13716b1457bc73.png?d=identicon&mode=crop&r=PG&s=42)