As stated in the Introduction, our purpose for this book is to provide strategies for instruction, or guidance, drawing upon empirically based principles or heuristics from the psychological literature describing how we learn. The premise is that there is a necessary triadic relationship between psychology, training, and education. The descriptive laws of psychology provide the basis for how cognitive development, learning, meta-cognition, and other psychological organizing principles intrinsically relate to one another; therefore, they can provide the basis for prescriptions of instructional strategies. Both training and education can inform new psychological research possibilities based upon evidence from their applications. Ideally, there should be an ongoing cybernetic relationship amongst all three disciplines.


Instructional Strategy Psychological Literature Advanced Organizer Term Transfer Interpersonal Domain 


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© Springer Science+Business Media, LLC 2007

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