Cover page -- Halftitle page -- Title page -- Copyright page -- Title page -- Copyright page -- Contents -- Preface -- I INSTRUCTIONAL ISSUES -- 1 Toward a Cognitive Theory of Instruction -- A BRIEF HISTORY OF PSYCHOLOGICAL THEORIES OF INSTRUCTION -- COGNITIVE TASK ANALYSIS: NEW DEFINITIONS OF CAPABILITIES TO BE DEVELOPED THROUGH INSTRUCTION -- COGNITIVE THEORIES OF ACQUISITION -- A COGNITIVE THEORY OF INTERVENTION -- CONCLUSION -- REFERENCES -- 2 In Search of a Model of Instructional Research in Reading -- A PLAN FOR DISCOVERING A MODEL OF READING INSTRUCTION -- EXTRAPOLATIONS FROM GENERAL THEORIES OF READING -- EXTRAPOLATIONS FROM EXISTING PRACTICE -- PROCESS-PRODUCT RESEARCH -- PROGRAM EVALUATIONS -- KEEP -- INSTRUCTIONAL EXPERIMENTS -- HAVE WE FOUND A MODEL OF READING INSTRUCTION? -- ACKNOWLEDGMENT -- REFERENCES -- 3 ChiId as Coi nvestigator: Helping Children Gain Insight into their own Mental Processes -- WHERE COGNITIVE INQUIRY MAY HELP -- OPEN INQUIRY -- MODEL-BASED INQUIRY -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- 4 Forms of Understanding in Mathematical Problem Solving -- STRUCTURAL UNDERSTANDING -- UNDERSTANDING A GENERAL FORMAL PRINCIPLE -- CONCLUSIONS -- ACKNOWLEDGMENTS -- REFERENCES -- 5 Investigating and Applying Developmental Psychology in the Science Classroom -- INITIAL STUDIES OF THE DEVELOPMENT OF ADVANCED REASONING -- DO HIGH SCHOOL SCIENCE COURSES HELP STUDENTS DEVELOP INTELLECTUALLY? -- CAN ADVANCED REASONING BE TAUGHT? -- A FURTHER ATTEMPT TO TEACH AN ADVANCED REASONING ABILITY -- TEACHING ADVANCED REASONING IN THE SCIENCE CLASSROOM -- WHO WILL PROFIT FROM INSTRUCTION IN REASONING AND WHO WILL NOT? -- DO ADVANCES IN REASONING GENERALIZE BEYOND THE SCIENCE CLASSROOM? -- STATISTICAL RELATIONSHIP WITH ACADEMIC ACHIEVEMENT -- THE CONFOUNDING WITH INTELLIGENCE -- PARTIALLING OUT FLUID INTELLIGENCE