Knowledge in the disciplines takes many forms, as do the processes by which these forms are created and legitimized. This is one of the basic insights to take away from the set of chapters in this section. This insight has a number of implications for the conceptualization and study of epistemic cognition. One is that forms of knowledge within and across disciplines are quite varied, and this variation extends well beyond the dimensions of simple/complex and certain/tentative that have typically been used to characterize the nature of knowledge in research on epistemic cognition (Hofer & Pintrich, 1997). Understanding in the disciplines entails coming to understand the forms of knowledge produced in that discipline and the kinds of warrants used to legitimize them. Consequently, to study epistemic cognition within the disciplines requires attending to how people come to understand disciplinary knowledge forms and their construction, i.e. the epistemic forms and games (Collins & Ferguson, 1993) of a discipline.