Preface, PART I: STRATEGIES FOR INSTRUCTIONAL RESEARCH, 1. Promoting Language Skills: The Role of Instruction, 2. Sources of Dependency in Cognitive Processes, 3. Task Analysis in Instructional Design: Some Cases from Mathematics, 4. Adaptive Instructional Systems: Some Attempts to Optimize the Learning Process, 5. Methods and Models for Task Analysis in Instructional Design, 6. Notes on a Cognitive Theory of Instruction, PART II: PROCESS AND STRUCTURE IN LEARNING, 7. Cognitive Objectives of Instruction: Theory of Knowledge for Solving Problems and Answering Questions, 8. Impression Formation, Discrepancy from Stereotype, and Recognition Memory, 9. Comments on Learning Schemata and Memory Representation, 10. Abstract Conceptual Knowledge: How We Know What We Know, 11. Toward a Theory of Instructional Growth, 12. It's the Thought that Counts: New Approaches to Educational Theory, PART III: FUNDAMENTAL PROCESSES IN COMPREHENDING AND UNDERSTANDING INSTRUCTIONS, 13. Verbal Comprehension in Instructional Situations, 14. Understanding Complex Task Instructions, 15. Education and Understanding, 16. Instruction in Difficult Contexts: Comments on Just and Carpenter and Simon and Hayes, PART IV: GENERAL COMMENTS, 17. Cognitive Psychology and Instructional Design, 18. Implications for Instructional Research, 19. Designing a Learner: Some Questions, REFERENCES, Author Index, Subject Index
