Date of Original Version



Book Chapter


From Ebbinghaus onward psychology has seen an enormous amount of research invested in the study of learning and memory. This research has produced a steady stream of results and, with a few "mini-revolutions" along the way, a steady increase in our understanding of how knowledge is acquired, retained, retrieved, and utilized. Throughout this history there has been a concern with the relationship of this research to its obvious application to education. The first author has written two textbooks (Anderson, 1995a, 1995b) summarizing some of this research. In both textbooks he has made efforts to identify the implications of this research for education. However, he left both textbooks feeling very dissatisfied -- that the intricacy of research and theory on the psychological side was not showing through in the intricacy of educational application. One finds in psychology many claims of relevance of cognitive psychology research for education. However, these claims are loose and vague and contrast sharply with the crisp theory and results that exist in the field.

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Published In

R. Glaser (Ed.), Advances in instructional psychology (Vol. 5). Mahwah, NJ: Erlbaum, 5.