The general position espoused in these papers is that (a) practice in performing the tasks one wishes to learn is
critical; learning by passively absorbing directions is not effective, but that (b) instruction that only focuses
on practice in the anticipated situations without any generalized instruction or abstractions of principles is
also likely to produce weak performance.
Anderson, J.R., Greeno, J.G., Reder, L.M., & Simon, H.A. (2000). Perspectives on Learning, Thinking,
and Activity. Educational Researcher, 29(4), 11-13.
Anderson, J.R., Simon, H.A., & Reder, L.M. (non-published). Applications and misapplications of
cognitive psychology to mathematics education. [download PDF]
Anderson, J.R., Reder, L.M., & Simon, H.A. (1998). Radical Constructivism and Cognitive Psychology.
In Ravitch, D. (Ed). Brookings Papers on Education Policy: 1998. Washington, D.C. Brookings
Institution, pp.227-255. [download PDF]
Also published in Chile in Spanish Translation (2001). Educaci¨®n: El constructivismo radical y la psicolg¨ªa
cognitiva. Estudios P¨²blicos, 81, pp.89-127.
Anderson, J.R., Reder, L.M., & Simon, H.A. (1997). Situated versus Cognitive Perspectives: Form versus
Substance. Educational Researcher, 26(1), 18-21. [download PDF]
Anderson, J.R., Reder, L.M., & Simon, H.A. (1996). Situated Learning and Education. Educational
Researcher, 25(4), 5-11. [lead article] [download PDF]
Reder, L.M. & Klatzky, R. (1994). Transfer: Training for Performance. In Druckman, D. & Bjork, R.A.
(Eds.) Learning, Remembering, Believing: Enhancing team and individual performance. Washington, D.C.:
National Academy Press. [download PDF]
Charney, D.H., Reder, L.M., & Kusbit, G.W. (1991). Improving documentation with hands-on problem solving.
Proceedings of "Documentation: The First Conference on Quality" sponsored by the Centre for
Professional Writing, University of Waterloo, Canada. [download PDF]
Charney, D.H., Reder, L.M., & Kusbit, G.W. (1990). Goal setting and procedure selection in acquiring
computer skills: A Comparison of tutorials, problem-solving, and learner exploration. Cognition and
Instruction, 7(4), 323-342. [download PDF]