Designed both to chronicle the advances in the field linking cognitive psychology and instructional design and to present challenges for the future, this volume addresses issues of content, process and context of learning.

This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and...

First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.