• Working memory is limited in terms of how much information can be processed at a time. While adults can hold 7 chunks of information on average in working memory, five-year old children can hold 4 or 5, and nine-year old children can hold 6 chunks of information at a time. Design of artefacts and applications needs to account this in determining the complexity of tasks for children.

• A number of strategies are used by children to store information in long-term memory which become more prominent as their age increases. Some strategies which could be used include – clustering information, linking concepts with visuals, selecting most relevant part of information to store, rehearsal, etc. Design could be informed to use some of these strategies in learning applications.

• Understanding symbols emerges in around 3 years. While pre-schoolers can understand simple maps, they have difficulty in understanding the representational nature of maps e.g. the colour of an object in reality and its representation in map could be different which would be confusing for children. These representational characteristics would be more comprehensible by maintaining uniformity as much as possible in the design applications.

• Pre-schoolers generally concentrate on only one aspect of a task and neglect others. Furthermore, pre-schoolers generally focus on the current status of the task, overlooking the past and future possibilities. However, older children in elementary schools can perceive an array of information aspects of a task as well as information about previous events or states, in a problem-solving task. Thus, design applications need to present information accordingly to children, based on their age-group when problem-solving is involved.

While pre-schoolers are more likely to make qualitative assessments to solve problems or make decisions, elementary school children would more likely be making quantitative assessments, which is important to consider in designing feedback for applications.