Approaches to Instruction The final paper in the volume is an extensive review and summary by Glaser, Pellegrino, and Lesgold, that examines the state Qf cognitive psychology (mainly as reflected in the contributions in this volume) with regard to instructional purposes.

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 Learning.- V. Cognitive Development.- Development of Cognitive Skills.- The Influence of Environmental Structure on Cognitive Development During Adolescence: A Theoretical Model and Empirical Testing.- Cognition, Instruction, Development, and Individual Differences.- On the Meaning of Nonconservation.- Children’s Understanding of Measurement.- Teaching Strategies and Conservation Training.- Imagery and Children’s Associative Learning.- VI. Approaches to Instruction.- Implications of Developmental Psychology for the Design of Effective Instruction.- On the Reciprocal Relationship Between Previous Experience and Processing in Determining Learning Outcomes.- Cognitive Research Applied to Literacy Training.- Some Directions for a Cognitive Psychology of Instruction.