ABSTRACT
The chapters in this section are very closely related. All of them are concerned with the application of ideas of cognitive psychology—ideas still in the state of rapid development—to the problems of instruction. For example, all are concerned, at least in part, with the processes by which new information is stored on long-term memory and with the implications of these processes for instruction. In pursuing this concern, the authors draw on what is now one of cognitive psychology’s most active areas, the modeling of semantic memory. The area includes work by such authors as Quillian (1969), Schank (1972), Anderson and Bower (1973), Kintsch (1972), and, of course, the Norman, Rumelhart, and LNR group (1972), represented in this volume by Norman, Gentner, and Stevens. Further, Greeno makes use of goal structures embodied in a production system representation in a manner similar to recent work of Newell and Simon (1972).
