ABSTRACT
The purpose of this chapter is to consider the relationships among some of the issues raised in these different areas and to suggest a direction in which the people might move in order to develop a workable integration of these various concerns. Implications of learning theory and cognitive theory for education are sometimes discussed, but the specifics of how these implications are to be translated into instructional procedures for use in a particular situation are usually stated in very vague terms. In considering the role of individual differences both in cognitive learning theory and in adapting instruction to the needs of individual students, some consideration must be given to the types of individual differences that are most appropriate for these concerns. The need to develop a viable instructional theory should not detract from the equally important tasks of developing a theory of teaching and especially a theory or technology of design.
