This review of the research on the cognitive effects of computer-assisted instruction begins with an overview of the ACCCEL (Assessing Cognitive Consequences of Computer Environments for Learning) research program at the University of California at Berkeley, which consists of several interrelated studies examining the acquisition of such higher cognitive skills as strategic planning knowledge, inductive reasoning, and deductive reasoning in computer learning environments. The context and theoretical issues in computer environments for learning are also discussed, including claims about such environments, distinctive features of these environments, and pedagogical and learning theories related to software design. Among the subject areas covered in this comprehensive literature review are: (1) individual differences in aptitude and ability and ATI (aptitude treatment interaction) research, including cognitive styles and affective factors; (2) problem solving and knowledge states; (3) instructional psychology; (4) planning; and (5) computer-assisted instruction, computer tutors, and artificial intelligence. Characteristics of software selected for study--WUMPUS, Creative Play, Rocky's Boots, Yellow Light, and Pattern Discovery--are described, and a discussion of the implications of the research reviewed for the design and implementation of future research concludes the report. An 11-page bibliography is provided. (MES)