Promoting Language Skills: The Role of Instruction
p. 3
Sources of Dependency in Cognitive Processes
p. 48
Task Analysis in Instructional Design: Some Cases from Mathematics
p. 51
Adaptive Instructional Systems: Some Attempts to Optimize the Learning Process
p. 83
Concluding Remarks
p. 106
Methods and Models for Task Analysis in Instructional Design
p. 109
Notes on A Cognitive Theory of Instruction
p. 117
Process and Structure in Learning
p. 121
Cognitive Objectives of Instruction: Theory of Knowledge for Solving Problems and Answering Questions
p. 123
Impression Formation, Discrepancy from Stereotype, and Recognition Memory
p. 161
Comments on Learning Schemata and Memory Representation
p. 177
Abstract Conceptual Knowledge: How We Know What We Know
p. 197
Toward A Theory of Instructional Growth
p. 223
It's the Thought That Counts: New Approaches to Educational Theory
p. 235
Fundamental Processes in Comprehending and Understanding Instructions
p. 243
Verbal Comprehension in Instructional Situations
p. 245
Understanding Complex Task Instructions
p. 269
Education and Understanding
p. 289
Instruction in Difficult Contexts: Comments on Just and Carpenter and Simon and Hayes
p. 291
General Comments
p. 301
Cognitive Psychology and Instructional Design
p. 303
Implications for Instructional Research
p. 317
Designing A Learner: Some Questions
p. 325
References
p. 333
Author Index
p. 349
Subject Index
p. 355
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