Psychological and educational researchers have developed a flourishing research program on epistemological dimensions of cognition (epistemic cognition). Contemporary philosophers investigate many epistemological topics that are highly relevant to this program but that have not featured in research on epistemic cognition. We argue that integrating these topics into psychological models of epistemic cognition is likely to improve the explanatory and predictive power of these models. We thus propose and explicate a philosophically grounded framework for epistemic cognition that includes five components: (a) epistemic aims and epistemic value; (b) the structure of knowledge and other epistemic achievements; (c) the sources and justification of knowledge and other epistemic achievements, and the related epistemic stances; (d) epistemic virtues and vices; and (e) reliable and unreliable processes for achieving epistemic aims. We further argue for a fine-grained, context-specific analysis of cognitions within the five components. (Contains 8 footnotes.)