"All the notions used in the preceding description are relative . For example, one desired state of the object may represent the final goal with respect to one activity and a subgoal with respect to another. Moreover, a state that emerges as a final goal for one activity may turn into an initial condition or achieving a subsequent goal. "Each goal itself may be simple (unitary) or complex (multiple), the latter consisting of a set of component goals. the final goal (or state to be achieved) often represents a set of component goals (or states)." (Landa, 1983, p. 56)
A conceptual framework of learning on which domain-specific, individualized, theories of learning can be constructed.