Reviews prior research on learning from instruction, presents an illustrative analysis of one relatively well studied area of research, and proposes a procedure that probabilistically increases control over theoretically significant cognitive causes of instructional effects. A 30-item reference list accompanies the text. (Author/JL)

Describes BACEIS (Behavior, Attitudes, Cognition, Environment viewed as Interactive Systems), a comprehensive theoretical model that includes internal and external factors affecting the development, retention, and transfer of thinking and learning skills. Uses of the model in instructional design, to guide research, and to critique existing…

Provides overview of significant facets of Error Factors (EFs)--promoters of underlying confusion in learning--discussing main types of EFs, sources of EFs in learning contexts, factors influencing frequency of EFs, use of tests and exercises, and effects of EFs and their mistreatment. Forty-seven sources are listed. (EJS)

Describes a conceptual schema based on four basic requirements of the learner--stimulation, order, strategy, and meaning. These basic learner requirements are subdivided to describe the instructional environment necessary to provide an optimum fit between the learner and the environment. Fourteen references are cited. (Author/CHC)

Examines spatial concepts required by young children for the understanding and manipulation of turn commands in Logo, and reviews the literature on children's Logo learning and the psychological-cognitive development of spatial concepts. Geometric concepts, alternative frames of reference, and the use of Turtle graphics are also discussed. (39…

Summarizes information processing models of the mind based on a literature review; describes a prototypical model of college learning; examines links between mental models and cognitive errors; reviews cognitive science students; and identifies six factors contributing to cognitive error production. (104 references) (Author/MBR)

New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done…

Research on intelligent tutoring systems is discussed from the point of view of providing moment-by-moment adaptation of content and form of instruction to the changing cognitive needs of individual learners. Implications of this goal for cognitive diagnosis, subject matter analysis, teaching tactics, and teaching strategies are analyzed. (Author)

Discusses recent developments in instructional psychology relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision making, which use constructs developed within the field of cognitive/information processing psychology. (Author/WBC)

Describes the fragmentary recall of aural and visual messages and discusses the implications for instructional design. Topics discussed include cognitive processes; the characteristics and selection of various media and the relationship to fragment processing skills; classroom activities based on fragmentary recall; and direction for further…