ABSTRACT
The revolution in basic research and theory in psycholinguistics and related areas of cognitive psychology that began shortly after the publication of Chomsky's Syntactic Structures (1957) 1 has had a profound influence on conceptions of applied problems (e.g., language and communication disorders; the assessment of linguistic and communicative knowledge and performance capabilities; reading, writing, second-language learning, and learning from texts and lectures). As a result of this influence, we have witnessed changes in applied research and educational and clinical practices that reflect the view that applied problems should be approached from the standpoint of basic research and theory in psycholinguistics (developmental, experimental, and social) and related areas of cognitive psychology (perception, memory, problem solving, conceptual behavior; in other words, information processing generally).
