It is argued in this note that we can take instruction and give it because we instruct ourselves, with a self-rapport as the basic movement of our cognitive activity or thinking. Psychology does not, it is argued, have to explain human curiosity or human understanding; but it can talk about how to and how we deal with these things — that is, their conditions of operation — if it pays attention to the instructional facts. When attention is given to the interactive and social context of cognition, some educationists' criticisms of instructional psychology may be countered, and the psychology of cognition and its development will benefit from being more reality oriented. It is concluded that the empiricism of psychology is not a cold recording of behaviour, but rather a study of instructive plans for action, with both better plans and better action as the goal.
AdamsJ.Sir (1900). The Herbartian psychology applied to education. London: Isbister.
2.
AndersonJ.R. (1985). Cognitive psychology and its implications. New York: Freeman.
3.
BaddeleyA.D. (1976). The psychology of memory. New York: Harper & Row.
4.
BennettN.DesforgesC. (1985). Recent advances in classroom research (British Journal of Educational Psychology Monograph Series No.2). Edinburgh: Scottish Academic Press.
5.
BennettN.DesforgesC.CockburnA.WilkinsonB. (1984). The quality of pupil learning experiences. London: Lawrence Erlbaum.
6.
BereiterC. (1985). Towards a solution of the learning paradox. Review of Educational Research, 55(2), 201–226.
7.
BiggsJ.B.KirbyJ.R. (1980). Emergent themes and further directions. In KirbyJ.R.BiggsJ.B. (Eds.), Cognition, development and instruction. New York: Academic Press.
8.
BrownA.L.CampioneJ.C.BarclayC.R. (1979). Training self-checking routines for estimating test readiness: Generalisation from list learning to prose recall. Child Development, 50, 501–502.
9.
BrunerJ.S.KleinG.S. (1960). The function of perceiving: New look retrospect. In WapnerS.KaplanB. (Eds.), Perspectives in psychological theory. New York: International Universities Press.
10.
BryantP.E. (1982a). Review of The child's conception of language, edited by SinclairA.JarrellaR.J.LeveltW.J.M.Quarterly Journal of Experimental Psychology, 34, 205.
11.
BryantP.E. (1982b). The role of conflict and agreement between intellectual strategies in children's ideas about measurement. British Journal of Psychology, 73, 243–251.
12.
ConwayM.A. (1988). Review of Memory, thinking and language: Topics in cognitive psychology, by J. Greene. Psychologist, 1, 303–304.
13.
CovingtonM. (1985). The role of self-processes in applied social psychology. Journal for the Theory of Social Behaviour, 15(3), 355–383.
14.
DennettD.C. (1987). The intentional stance. Cambridge, MA: MIT Press.
15.
DillonR.F.SternbergR.J. (1986). Cognition and instruction. New York: Academic Press.
FarrR.M. (1987). The science of mental life: A social psychological perspective. Bulletin of the British Psychological Society, 40, 1–17.
18.
FindlayJ.J. (1902). Principles of class teaching. London: Macmillan.
19.
GagneR.M. (1987). Introduction. In GagnéR.M. (Ed.), Instructional technology: Foundations. Hillsdale, NJ: Lawrence Erlbaum.
20.
GlaserR. (1976). Cognitive psychology and instructional design. In KlahrD. (Ed.), Cognition and instruction. Hillsdale, NJ: Lawrence Erlbaum.
21.
GlaserR. (1982). Instructional psychology: Past, present and future. American Psychologist, 37, 292–305.
22.
GreenoJ.G. (1980). The psychology of learning 1960–1980: One participant's observations. American Psychologist, 35, 713–728.
23.
HalesS. (1985). The inadvertent rediscovery of self in social psychology. Journal for the Theory of Social Behaviour, 15(3), 237–282.
24.
HalesS. (1986). Rethinking the business of psychology: Epilogue. Journal for the Theory of Social Behaviour, 16(1), 57–76.
25.
HowellK.W.MoreheadM.K. (1987). Curriculum-based evaluation for special and remedial education. Columbus, OH: Merrill.
26.
JamesW. (1899). Talks to teachers on psychology and to students on some of life's ideals. London: Longmans, Green.
27.
LawsonM.J. (1989). Metamemory: Making decisions about strategies. In KirbyJ.R.BiggsJ.B. (Eds.), Cognition, development and instruction. New York: Academic Press.
28.
LevyP. (1981). On the relation between method and substance in psychology. Bulletin of the British Psychological Society, 34, 265–270.
29.
LonerganB.J.F. (1957). Insight: A study of human understanding. New York: Longmans.
30.
LovieA.D. (1983). Attention and behaviourism — fact and fiction. British Journal of Psychology, 74, 301–310.
31.
LyonsW. (1986). The disappearance of introspection. Cambridge, MA: MIT Press.
32.
MadiganS.A. (1969). Intraserial repetition and coding processes in free recall. Journal of Verbal Learning and Verbal Behaviour, 8, 828–835.
33.
MandlerJ.M. (1984). Stories, scripts and scenes: Aspects of schema theory. Hillsdale, NJ: Lawrence Erlbaum.
34.
NatsoulasT. (1985). George Herbert Mead's conception of consciousness. Journal for the Theory of Social Behaviour, 15(1), 60–76.
35.
NeisserU. (1988). Interview with Ulric Neisser. Psychologist, 1, 448–449.
36.
NisbetJ. (1983). Educational psychology. In HirstP.H. (Ed.), Educational theory and its foundation disciplines. London: Routledge & Kegan Paul.
37.
ParkinA.WoodA.AldrichF.K. (1988). Repetition and active listening: The effects of spacing self-assessment questions. British Journal of Psychology, 79, 77–86.
38.
PintrichP.R.CrossD.R.KozmaR.B.MckeachieW.J. (1986). Instructional psychology. Annual Review of Psychology, 37, 611–651.
39.
PratkanisA.R.GreenwaldA.G. (1985). How shall the self be conceived?Journal for the Theory of Social Behaviour, 15(3), 311–330.
40.
RabbittP. (1988). Social psychology, neurosciences and cognitive psychology need each other (and gerontology needs all three of them). Psychologist, 1, 500–506.
RobinsonE.RobinsonW. (1981). Ways of reacting to communication failure in relation to the development of the child's understanding about verbal communication. European Journal of Social Psychology, 11, 189–208.
43.
RosenshineB.V. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43, 63–69.
44.
RyleG. (1949). The concept of mind. London: Hutchinson.
45.
RyleG. (1971). Thinking and self-teaching. Proceedings of the Philosophy of Education Society, 5, 217–228.
46.
ShuellT.J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411–436.
47.
SkempR.R. (1971). The psychology of learning mathematics. Harmondsworth, MX: Penguin.
48.
SmythJ. (Ed.). (1987). Education teachers: Changing the nature of pedagogical knowledge. Lewes, SX: Falmer Press.
49.
SpenceK.W. (1959). The relation of learning theory to the technology of education. Harvard Educational Review, 29, 84–94.
50.
SullyJ. (1897). The teacher's handbook of psychology. London: Longmans, Green.
51.
ThomsonC.L.HolmbergM.C.BaerD.M. (1978). An experimental analysis of some procedures to teach priming and reinforcement skills to pre-school teachers. Monograph of the Society for Research in Child Development, 43(4), 176.
52.
ToulminS. (1986). The ambiguities of self-understanding. Journal for the Theory of Social Behaviour, 16(1), 41–55.
53.
VygotskyL. (1962). Thought and language (HanfmannE.VakarG. Eds. and Trans.). New York: Wiley.
54.
WheldallK. (Ed.). (1987). The behaviourist in the classroom. London: Allen & Unwin.
55.
WhiteR.T. (1988). Theory into practice I. In FenshamP.J. (Ed.), Development and dilemmas in science education. Lewes, SX: Falmer Press.
