Characteristics of cognitive instructional design: The next generation

This discussion of the contributions that cognitive psychology can make to the next generation of instructional design methods begins by comparing behaviorally-based and cognitively-based instructional design systems. Some possible improvements in instructional design are then presented, and it is argued that cognition, or student thought processing, plays a role in learning, and that improvements can occur only when designers actively incorporate findings on information processing into the instructional process. The application of cognitive psychology to the following areas of instructional design is detailed: objectives, kinds of knowledge, learning strategies, evaluation, timing the delivery of components in instructional design, states of knowledge, and criteria for effective evaluation. Finally, the cognitive themes discussed above are incorporated into a simplified instructional design model. The text is supplemented by one figure. (17 references) (EW) Reproductions supplied by EDRS are the best that can be made from the original document