Cognitive/information processing psychology and instruction: Reviewing recent theory and practice

With increasing frequency, constructs developed within the field of cognitive/information processing psychology are being employed in the development of instructional theory. This article attempts to organize a broad range of developments in instructional psychology which have this common origin. Particular emphasis is placed on the applicability of constructs such as data structures and procedures. Recent developments in instructional psychology are discussed relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision-making. Implications for future theory and practice are considered. © 1979 Elsevier Scientific Publishing Company.

Duke Scholars

Author John P. Gallagher Fuqua School of Business