ideas presented into the eventual instructional design; b) a set of exercises which allows the reader to evaluate his or her understanding of the information presented; and c) a detailed bibliography. With the exception of chapter one, the text is very readable. While the first chapter provides important background, it is a somewhat difficult introduction to a text which is otherwise very comprehensible.

The book is well organized and, whereas it is best viewed as a coherent whole, it could be studied in segments if one wished to explore any one of the cognitive strategies in chapters 2 to 10. The final two chapters could also be studied independently as a description of the instructional design process. This is perhaps more advisable for those more experienced in the field. Those for whom the instructional design process is new would be best advised to consider the text in its entirety.

The book could be valuable to a very broad spectrum of users. For those uninitiated in instructional design there is a wealth of practical information, soundly backed by theory, which is presented in a non-intimidating manner. For the experienced instructional designer this book permits a fresh look at the advances in instructional design resulting from the cognitive evolution. There is truly something for everyone. The authors, despite their emphasis on cognitive theory, advocate an instructional design approach which is eclectic. It has been said that there is nothing more practical than a good theory; this book proves it.

REVIEWER

Beverley Park is a M.Ed candidate in Educational Communications and Technology at Memorial University of Newfoundland, St. John's, Newfoundland.
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