Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser

Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser

Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser

Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser

Synopsis

Celebrating the 20th anniversary of the Learning Research and Development Center (LRDC) at the University of Pittsburgh, these papers present the most current and innovative research on cognition and instruction. Knowing, Learning, and Instruction pays homage to Robert Glaser, founder of the LRDC, and includes debates and discussions about issues of fundamental importance to the cognitive science of instruction.

Excerpt

Writing the preface of a book is always a time of particular pleasure for an author or editor. It marks the end of a period of labor that, if one is fortunate, has resulted in some degree of new understanding and mastery. It is also an occasion to reflect on the efforts of those who have made the venture possible and to express thanks and recognition. I have multiple reasons to welcome this moment of reflection, for this volume honors Robert Glaser, a close colleague for many years. Initial planning for this volume also marked the 20th anniversary of the Learning Research and Development Center (LRDC), an institution Glaser founded and has led over the course of an influential career. Finally, publication of this volume recalls a conference at which the papers included here were first presented, a meeting of unusual intellectual liveliness at which issues of fundamental importance to the cognitive science of instruction were debated.

It is difficult to know where to begin in saying why a festschrift for Bob Glaser seemed a virtual necessity. His scholarship is extensive, and his influence on both the science of learning and the development of a field of application for this science has been immense. Bob has shown laboratory and experimental psychologists how their work could make a difference in the world and has lured several into new careers. He has taught educators to demand and to build a scientific base for their efforts.

Reviewing nearly 40 years of Bob's publications, I was struck by an extraordinary combination of continuity--several themes mark his work from the beginning to the present--and of responsiveness to new trends and promising ideas. Bob began his publishing life as a student of measurement theory and human performance. A behavioral psychologist, he en-

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