ABSTRACT
The cognitive study of learning and instruction in history, as with the cognitive study of virtually any subject matter domain, tends to focus on how the particular subject matter is acquired and how individuals reason within the context of that domain. The former type of study typically involves performing a given manipulation to determine whether that manipulation facilitates learning as compared to a control condition. The study of reasoning in the domain in question may consist of determining how individuals solve problems or provide explanations and how such performance may be facilitated.
