This volume presents and discusses current research that makes the
connection between cognitive theory and instructional application.
Addressing two general issues, the first set of chapters specifies
the relation between cognitive theory and the development and
evaluation of instruction, while the second set deals with the
questions involved in understanding and assessing cognitive skills.
The outstanding feature of these chapters is that they all present
in-depth discussions of the theoretical issues underlying
instructional decisions. Many present specific implementations that
provide examples of concrete applications of theory. In addition,
the settings for implementing these examples span a broad range of
instructional areas and environments, illustrating the generality
and transferability of the application of theory to practice.
General
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