ERIC Number: ED263136
Record Type: Non-Journal
Publication Date: 1985
Reference Count: N/A
Cognitive Science and Instruction. 1985/13.
Resnick, Lauren B.
This report addresses how the influence of cognitive science is developing and what future directions it may take as a theory of instruction. The discussion of the recurrent findings and the prevalent themes emerging in cognitive science includes: limited-capacity learners; the role of prior knowledge in learning--schema theories of reading and problem solving; learning as coherence-building; learning as theory change; learning as invention-sensible constructions on limited data; and self-monitoring and learning. The following applications to a cognitive theory of instruction are considered; adapting instruction to limited-capacity learners; schemata for learning--the question of instructional representations; the problem of coherence--taking learner's theories of the world into account; and improving learning skills--teaching strategies for learning. (PN)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.