ABSTRACT
This chapter discusses some research on cognition in learning, instruction, and teaching that represents these beginnings, that combines theory development with practical innovations, and that revises earlier notions about how people learn in educational settings. Educational psychology is the appropriate field for sustaining these close relations between cognitive psychologists and psychologists who focus on improving teaching and instruction. Research and theory on the cognitive processes of learning, instruction, and teaching shows much promise for the development of these simultaneous contributions to psychological theory and to educational practice. The cognitive training programs usually provide the greatest amount of generalization, compared with the behavioral and drug programs. The teaching of cognitive strategies of self-control may improve the achievement of some of the children and may reduce the need to medicate some of them to control their learning disability. The chapter focuses on some of the research in learning and instruction that has educational applications about learning disabilities, mathematics and science, and reading.
