This article concerns the limitations of behavioral performance analysis as it is currently conceptualized by many educational technologists, presents a new paradigm for classifying responses, and suggests a more holistic model for human performance analysis that incorporates elements of developmental, behavioral, and cognitive psychology. (Author)

Defines the components of self-regulation ability--learners' ability to participate actively in their learning: as strategic knowledge, self-efficacy, ownership, mastery orientation, and self-reflection. Presents guidelines for promoting self-regulation ability through instructional design that incorporates these components. (AEF)

The intent of this article is to: (1) characterize appropriate content for drill activity, and (2) describe various cognitive levels of drill exercises that may be used in a learning situation. The overall purpose is to establish a rationale and guidelines for the appropriate use, rather than misuse, of drill exercises. (Author/ER)

Discusses whether educational technology has kept pace with recent developments in the related fields of psychology and communication science. Addressed are several areas in cognitive psychology: the process of selective perception, semantic encoding, the effects of previous learning, and the influence of metacognitlon. (RAO)

Defines cognitive computer tools as software programs that use the control capabilities of computers to amplify, extend, or enhance human cognition; suggests seven ways in which computers can aid learning; and describes the "Learning Tool," a software package for the Apple Macintosh microcomputer that is designed to aid learning of…

Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction. (RAO)

The method presented provides a systematic approach for communicating information about interrelationships between concepts taught in a psychology course. Students who did not receive the information through traditional instructional methods received enhanced scores on tests of structural understanding. Five references are listed. (MER)

A model designed to help students learn basic concepts, principles, and theories, and to develop higher cognitive abilities. (DAG)

Examines the educational potential for intelligent agents as cognitive tools. Discusses the role of intelligent agents: managing large amounts of information (information overload), serving as a pedagogical expert, and creating programming environments for the learner. (AEF)