nois; Michael I.Posner, Department of Psychology, University of Oregon; Leona Schauble, School of Education, University of Wisconsin, Madison; Herbert A.Simon, Department of Psychology, Carnegie Mellon University; Patrick Suppes, Professor of Philosophy (emeritus), Stanford University; and Richard F.Thompson, Neurosciences Program, University of Southern California.

We thank the following individuals for their participation in the review of How People Learn: Bridging Research and Practice: Dorothy Fowler, Lacey Instructional Center, Annandale, VA; Ramesh Gangolli, Department of Mathematics, University of Washington; Richard Lehrer, Department of Educational Psychology, University of Wisconsin-Madison; Michael Martinez, Education Department, University of California, Irvine; K.Ann Renninger, Program in Education, Swarthmore College; Thomas A.Romberg, National Center for Research in Mathematical Sciences Education, University of Wisconsin-Madison; and Patrick Suppes, Center for the Study of Language and Information, Stanford University.

Although the individuals listed above provided constructive comments and suggestions, it must be emphasized that responsibility for the final content of this volume rests entirely with the authoring committees and the institution.

John D.Bransford, James Pellegrino,

Rod Cocking, and Suzanne Donovan

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