Cognitive Psychology and Instruction

Front Matter....Pages i-xiv
Learning....Pages 1-2
A Building Block Model of Cognitive Learning....Pages 3-12
Cognition and Instruction: Toward a Cognitive Theory of Learning....Pages 13-26
Learning by Example....Pages 27-38
Notes Toward a Theory of Complex Learning....Pages 39-48
Comprehension and Information Structure....Pages 49-49
Memory Processes and Instruction....Pages 51-65
Schema-Directed Processes in Language Comprehension....Pages 67-82
Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials....Pages 83-90
Knowledge Transfer in Learning from Texts....Pages 91-99
On Remembering How to Get There: How We Might Want Something Like a Map....Pages 101-110
Some Reflections Concerning the Role of Imagery in Memory and Learning Processes....Pages 111-119
Perceptual and Memory Processes in Reading....Pages 121-122
Speech Processing During Reading....Pages 123-151
Assessment of Perceptual, Decoding, and Lexical Skills and Their Relation to Reading Proficiency....Pages 153-169
A Functional Analysis of Reading Disability: The Utilization of Intraword Redundancy by Good and Poor Readers....Pages 171-179
Learning to Read: Visual Cues to Word Recognition....Pages 181-189
Studying Individual Differences in Reading....Pages 191-202
Memory for On-Going Spoken Discourse....Pages 203-210
Precursors of Reading: Pattern Drawing and Picture Comprehension....Pages 211-220
Developmental Changes in Hemispheric Processing for Cognitive Skills and the Relationship to Reading Ability....Pages 221-227
Problem Solving and Components of Intelligence....Pages 229-230
Theoretical Advances of Cognitive Psychology Relevant to Instruction....Pages 231-252
Progress Towards a Taxonomy of Strategy Transformations....Pages 253-267
Teaching Problem Solving: The Effect of Algorithmic and Heuristic Problem-Solving Training in Relation to Task Complexity and Relevant Aptitudes....Pages 269-275
Componential Investigations of Human Intelligence....Pages 277-298
Eye Fixation and Strategy Analyses of Individual Differences in Cognitive Aptitudes....Pages 299-308
Hypothesis Testing Strategies and Instruction....Pages 309-319
The Characteristic Demands of Intellectual Problems....Pages 321-329
Mental Arithmetic: Short-Term Storage and Information Processing in a Cognitive Skill....Pages 331-338
Cognitive Styles and Differential Learning Capacities in Paired-Associate Learning....Pages 339-347
Cognitive Development....Pages 349-350
Development of Cognitive Skills....Pages 351-373
The Influence of Environmental Structure on Cognitive Development During Adolescence: A Theoretical Model and Empirical Testing....Pages 375-387
Cognition, Instruction, Development, and Individual Differences....Pages 389-403
On the Meaning of Nonconservation....Pages 405-411
Children’s Understanding of Measurement....Pages 413-417
Teaching Strategies and Conservation Training....Pages 419-428
Imagery and Children’s Associative Learning....Pages 429-438
Approaches to Instruction....Pages 439-440
Implications of Developmental Psychology for the Design of Effective Instruction....Pages 441-463
On the Reciprocal Relationship Between Previous Experience and Processing in Determining Learning Outcomes....Pages 465-473
Cognitive Research Applied to Literacy Training....Pages 475-493
Some Directions for a Cognitive Psychology of Instruction....Pages 495-517
Back Matter....Pages 519-525