The reemergence of learning theory within instructional research.

Glaser, Robert·1990·American Psychologist
DOI 10.1037//0003-066x.45.1.29

Cited by (7)

  1. Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles
    Cook, Michelle Patrick · 2006 · Science Education
  2. Toward a Workplace Pedagogy: Guidance, Participation, and Engagement
    Billett, Stephen · 2002 · Adult Education Quarterly
  3. Knowledge elaboration: A cognitive load perspective
    Kalyuga, Slava · 2009 · Learning and Instruction
  4. The relation between intellectual and metacognitive skills in early adolescence.
    Veenman, Marcel V. J., Kok, Rosalie, Blöte, Anke W. · 2005 · Instructional Science
  5. Making related errors facilitates learning, but learners do not know it
    Huelser, Barbie J., Metcalfe, Janet · 2012 · Memory & Cognition

See all 192

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: The reemergence of learning theory within instructional research. https://app.cochat.ai/papers/10.1037//0003-066x.45.1.29
The paper
Glaser, R. (1990). The reemergence of learning theory within instructional research. American Psychologist. https://doi.org/10.1037//0003-066x.45.1.29

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.