Cognition and Instruction
ISSN: 0737-0008 (Print), 1532-690X (Online)
Publication Frequency: 4 issues per year
Five-Year Impact Factor: 2.403
© 2014 Thomson Reuters, Journal Citation Reports ® for 2013 ranks Cognition and Instructionin Psychology, Educational and Psychology, Experimental.
Among education journals, Cognition and Instruction’s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical, as is analysis of process data in addition to outcome measures. The study of learning in engineered and ecologically valid circumstances is highly valued, but so is laboratory study that can be seen as necessary to reach fundamental principles that manifestly apply in the "real world" of learning and intellectual performance. Representative but not exclusive topics for articles include:
Research at multiple levels and involving multiple methods is welcomed.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.