ConclusionsThe purpose of this article is to illustrate the distinctive perspective that underlies research on student thought processes during instruction. In this perspective, it is assumed that learning results from instructiononly after that instruction has beenconsidered by students. These considerations or cognitions are thought tomediate the effects of instruction and, in turn, influence learning, performance, and transfer.The cognitive approach to research on instruction is offered as a supplement to behaviorist strategies, not as a replacement. It is highly likely that some learning occurs with minimal cognitive mediation and behaviorist instructional methods are recommended as ideal when near transfer (context bound) learning is desired. Yet, it is also the case that the cognitive view of learning provides significant alternative views of certain behaviorist-inspired instructional models. Evidence was presented for cognitively-inspired alterations in our understanding of such familiar instructional variables as motivation, the relationship between CBI and learning, learner control, the transfer of learning, hemispheric dominance, and anxiety. In each case, an analysis of student thought processes have extended the robustness of the principles available to support instructional theory and design.
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