認知與教學關注的是知識獲取過程與教學的關系，包括閱讀、寫作、數(shù)學、課程設計與改革、推理等。《選擇》首先著眼于認知心理學和教學、閱讀和寫作方面的問題。討論的重點是知識獲取的過程，教學的認知處方，閱讀的認知成分，閱讀中的教學，寫作中高階心理活動的獨特性，以及在高階技能的大背景下的知識轉化過程。該出版物還提供關于第二語言和數(shù)學的信息。這篇課文是關于科學、社會研究和藝術的。主題包括與課程設計相關的心理學研究、科學課程改革、社會研究和社會科學的課程和教學組成部分、幼兒個體風格的證據(jù)、教育考慮和風格概念。然后，文章探討了音樂和推理。對于從事認知與教學關系研究的讀者和認知心理學家來說，這一選擇是一個有價值的數(shù)據(jù)來源。

Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning.The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics.The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning.The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction.