Abstract
The past decade has seen considerable theoretical advances with respect to the representation of knowledge in memory. These advances have yielded a much clearer picture of the knowledge structure that is to be established in the instructed subject (Rumelhart, Lindsay, & Norman, 1972; Schank, 1975a). There have also been advances in understanding the importance of inference procedures, as well as the influence of previous knowledge upon the processing of new information (Abelson, 1975; Minsky, 1968, 1975; Schank, 1975b). However, these insights and advances are fragmentary in several important respects, particularly with regard to advancing instructional theory. Although a reasonably clear understanding of knowledge representation has emerged, there have been few theoretical and experimental advances in the understanding of knowledge acquisition and utilization. There is little that offers promise towards a theory of cognitive learning.
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Frijda, N.H. (1978). Memory Processes and Instruction. In: Lesgold, A.M., Pellegrino, J.W., Fokkema, S.D., Glaser, R. (eds) Cognitive Psychology and Instruction. Nato Conference Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2535-2_7
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DOI: https://doi.org/10.1007/978-1-4684-2535-2_7
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