Cognitive Psychology and Instruction

I. Learning.- A Building Block Model of Cognitive Learning.- Cognition and Instruction: Toward a Cognitive Theory of Learning.- Learning by Example.- Notes Toward a Theory of Complex Learning.- II. Comprehension and Information Structure.- Memory Processes and Instruction.- Schema-Directed Processes in Language Comprehension.- Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials.- Knowledge Transfer in Learning from Texts.- On Remembering How to Get There: How We Might Want Something Like a Map.- Some Reflections Concerning the Role of Imagery in Memory and Learning Ill.- III. Perceptual and Memory Processes in Reading.- Speech Processes During Reading.- Assessment of Perceptual, Decoding, and Lexical Skills and Their Relation to Reading Proficiency.- A Functional Analysis of Reading Disability: The Utilization of Intraword Redundancy by Good and Poor Readers.- Learning to Read: Visual Cues to Word Recognition.- Studying Individual Differences in Reading.- Memory for On-Going Spoken Discourse.- Precursors of Reading: Pattern Drawing and Picture Comprehension.- Developmental Changes in Hemispheric Processing for Cognitive Skills and the Relationship to Reading Ability.- IV. Problem Solving and Components of Intelligence.- Theoretical Advances of Cognitive Psychology Relevant to Instruction.- Progress Towards a Taxonomy of Strategy Transformations.- Teaching Problem Solving: The Effect of Algorithmic and Heuristic Problem-Solving Training in Relation to Task Complexity and Relevant Aptitudes.- Componential Investigations of Human Intelligence.- Eye Fixation and Strategy Analyses of Individual Differences in Cognitive Aptitudes.- Hypothesis Testing Strategies and Instruction.- The Characteristic Demands of Intellectual Problems.- Mental Arithmetic: Short-Term Storage and Information Processing in a Cognitive Skill.- Cognitive Styles and Differential Learning Capacities in Paired-Associate