Understanding learning theory and the development of cognition as a science provides the groundwork for making sense of two theories of learning: Gagne's theory of instruction and constructivism. Driscoll starts the book with a brief description of learning theory, followed by a brief description of behaviorism and how it led to the development of other approaches to psychology and learning theory. After the introduction, Driscoll spends all but the last three chapters on an in-depth discussion of cognition. The final three chapters discuss Gagne's theory of instruction, constructivism, and the importance of developing a personal theory of learning.

The first section of the book provides a definition of learning and learning theory. "Learning is a lifelong activity (p. 3)," an activity that has intrigued scientists and philosophers, who, since Plato, have developed various learning theories. A learning theory is a "set of laws or principles about learning" (p. 3), which "comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes" (p. 9). Driscoll discusses learning and learning theories as they relate to behavior, cognition, development, biology, motivation, and instruction.

After introducing learning and learning theories, Driscoll focuses on behaviorism, treating it as the antithesis of cognition. While acknowledging B. F. Skinner for his contributions to psychology, Driscoll paints a picture of scientists unsatisfied with the behaviorist movement. Radical Behaviorism, a movement lead by B. F. Skinner, emphasized behavior as the basis for human psychology. The restrictive natures of Skinner's approach lead some scientist to seek different ways to explain learning. In particular, scientists proposed other approaches to the study of learning, such as cognition and neurology.

Driscoll devotes all but the last three chapters to an in-depth discussion of cognition. Each chapter of the book focuses on cognition as it relates to another area, such as Chapter 6, Cognitive and Knowledge Development (pp. 169-204). Additionally, each chapter focuses on the works of one or two prominent scientists in the field.

Part III, Learning and Cognition (pp. 65-165), is the most important part in the book because it builds the foundation for understanding cognition. Part III consists of three chapters: Chapter 3, Cognitive Information Processing (pp. 67-110); Chapter 4, Meaningful Reception Learning (pp. 111-137); and Chapter 5, Schema Theory and Mental Models (pp. 139-165).

In Chapter 3, Driscoll develops a theory of cognitive information processing to explain how humans learn. The information processing theory treats the human learner like a computer. Information is received, processed and stored or returned as an output. Human memory is explained in terms of its major functions: sensory memory, short-term memory and long-term memory. Information flows from sensory memory through short-term memory and, if it is deemed worth saving, into long-term memory. How learned information is retrieved and the implications of cognitive information processing for instruction finish Chapter 3.

In Chapter 4, Driscoll discusses cognitive structures; in particular, how people create a structure or integrated body of knowledge and how anchoring ideas provide entry points for connecting new information with that structure (pp. 113-114). Knowledge is built over time, with new ideas being added to old ideas. Meaningful learning requires that new information be integrated with the old; and that the new information be retained. New information can be integrated if it provides the learner with an illustrative example of something previously learned, which is referred to as a derivative subsumption. If new information modifies or extends previously learned information, it is referred to as a correlative subsumption. If old information can be subsumed under the new information, this is superordinate learning. If the new information relates to a broad range of previously learned information, this is combinatorial learning. The chapter ends with ways educators can integrate the concepts of learning in classrooms.

The last chapter in Part III, Chapter 5, covers schema theories and mental models. A schema is defined as a basic cognitive data structure for holding packets of information in memory. A "schema theory is a theory of how these packets are represented and how that representation facilitates the use of the knowledge in particular ways" (p. 145). Schema-based processing, then, must address how schemata are created and used. The remainder of the chapter is devoted to mental models, which are interpretive representations that drive people's behavior when they interact with other people, the environment, or the artifacts of technology (p. 152). While mental models are schema-based they are fuzzy. That is, mental models are distorted by human perceptions and demands of the task at hand. As a result, mental models are not accurate and stable. Understanding schema theory and mental models is important for the instructional designer in order to facilitate knowledge transfer.

Driscoll provides in-depth coverage of learning and development, learning and biology, learning and motivation, and learning and instruction in Parts IV through VI. The final section of psychology of learning for instruction, Part VII, covers learning and instruction.

After such an in-depth coverage of learning, the last two chapters are more of a discussion of Gagne's Theory of Instruction and Constructivism. Possibly the chapters are meant to pique the reader's interest so they will further investigate the subjects.

This book provides the reader with an understanding of how the study of cognition came about and the implications of cognition for educators, instructional designers, and other people interested in the process of learning. In particular, Part III, Learning and Cognition, is the most important section of the book for those interested in cognition.

Reviewers notes:

1. The copy of the book I reviewed had two errors in the table of contents, Part VI was labeled Part IV and Part VII was labeled Part VI.
2. On page 23, the descriptions of the parts of the book does not match the part numbers. One way to correct the problem is to add I to each of the part numbers in the description (i.e., Part I becomes Part II, Part II becomes Part III, etc.).
3. There are other typographical errors in the book, however, the two items mentioned above were the most distracting.