The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Cognitive Conceptions of Learning
Open accessAbstract
Although cognitive psychology currently represents the mainstream of psychological and educational thinking, it is only recently that much concern has been shown for learning as such — that is, concern for the factors and/or variables that influence changes in human performance, knowledge structures, and/or conceptions. This article examines current thinking about learning within the framework of cognitive psychology and how a new, cognitive conception of learning can guide future research on both learning and instruction. Similarities and, differences between behavioral and cognitive conceptions of learning are discussed, along with issues such as the active (rather than passive) nature of learning, the concern for understanding (i.e., comprehension), the role of prior knowledge, the cumulative nature of most forms of human learning, and the role played by cognitive analyses of performance. Several cognitive theories of learning are presented as examples of how cognitive psychology has influenced research on learning.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282
REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY
Bartlett, F. C., & Burt, C. (1933) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1933.tb02913.x · Cited by 7,475
Plans and the structure of behavior.
Miller, G. A., Galanter, E., & Pribram, K. H. (1960) · doi:10.1037/10039-000 · Cited by 4,630
Acquisition of cognitive skill
Anderson, J. R. (1982) · Psychological Review · doi:10.1037/0033-295x.89.4.369 · Cited by 3,663
How many memory systems are there?
Tulving, E. (1985) · American Psychologist · doi:10.1037/0003-066x.40.4.385 · Cited by 1,909
Education and thinking: The role of knowledge.
Glaser, R. (1984) · American Psychologist · doi:10.1037/0003-066x.39.2.93 · Cited by 1,272 · cited 4×
“…controversy remains over the relative importance of domainspecific knowledge and general, domain-independent learning strategies (e.g., Block, 1985; Glaser, 1984; Sternberg, 1985), it is generally recognized (e.g., Glaser, 1985; Keil, 1984) that both are important in most learning situations.”
BackgroundInfluentialLearning as a generative process 1
Wittrock, M. C. (1974) · Educational Psychologist · doi:10.1080/00461527409529129 · Cited by 834
Accretion, Tuning and Restructuring: Three Modes of Learning
Rumelhart, D. E., & Norman, D. A. (1976) · doi:10.21236/ada030406 · Cited by 609
Gagne, R. M. (1962) · Psychological Review · doi:10.1037/h0042650 · Cited by 442
Toward a theory of cognitive aptitude for learning from instruction.
Snow, R. E., & Lohman, D. F. (1984) · Journal of Educational Psychology · doi:10.1037//0022-0663.76.3.347 · Cited by 327
Cited by
Enhancing teaching through constructive alignment
Biggs, J. (1996) · Higher Education · doi:10.1007/bf00138871 · Cited by 4,084
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103778 · Cited by 3,585
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning?
Putnam, R. T., & Borko, H. (2000) · Educational Researcher · doi:10.2307/1176586 · Cited by 3,338
The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F
Biggs, J., Kember, D., & Leung, D. Y. P. (2001) · British Journal of Educational Psychology · doi:10.1348/000709901158433 · Cited by 2,122
(2010) · Cited by 1,886
Metadata
- Authors
- Shuell, T. J.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1986
- Volume
- 56
- Issue
- 4
- Pages
- 411
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2134652709
- Cited by
- 1,116
- References
- 10
- FWCI
- 17.56
- Type
- journal article
- Language
- en
- Open access
- hybrid
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Cognitive Conceptions of Learning. https://app.cochat.ai/papers/10.2307/1170340
- The paper
- Shuell, T. J. (1986). Cognitive Conceptions of Learning. Review of Educational Research. https://doi.org/10.2307/1170340
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.
