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Book Reviews: Affect + Cognition = Mathematical Problem Solving

transfer is a major instructional concern. This chapter shows that we have come far from Thorndike's early view of transfer. It also shows the considerable care required to develop an appropriate domain model, which necessarily differs from models in other domains. For instance, Frederiksen and Warren base instruction on their analysis of component reading skills. Resnick and Omanson base instruction on mathematical principles. Neither of these subjectmatter conceptions is based primarily on empirical analysis. Therefore, a critical dimension of instruction, that is, what concepts or procedures to teach, seems ever to remain the object of rational rather than empirical judgment. The analyses of reading and mathematics in this book show the richness of interpretation that cognitive psychology has brought to instruction. Robert J. Steinberg's work on the componential analysis of human abilities is well known in psychology. His chapter in this book, "The Psychology of Verbal Comprehension," summarizes issues and approaches in the psychology of reading and then develops a theory of verbal comprehension. The theory describes cues and interactive variables that contribute to comprehension (based on meaning derived from context). Acquisition, realtime processing of verbal concepts, and metacomponents are all discussed, but the overall picture is not easily taken in. The headings in the chapter reflect the complexities of comprehension. Subtheories are followed by molar subapproaches, which are followed by molecular subapproaches. Nevertheless, the theory has obvious links to instruction. Higher level categories of the model, like context cues (for instance, temporal, spatial, and functional cues), mediating variables (for instance, word repetitions), and knowledgeacquisition components (for instance, encoding and comparison) are components of ordinary instruction that should be familiar to teachers. Studies are reported that confirm parts of the theory and extend it to strategic skills, such as strategies for using adjunct information. There are many things the theory does not cover; nevertheless, it is an important contribution that integrates classroom concerns with cognitive analysis.