A series of changes in psychology, often dubbed as a cognitive revolution, has lead to the emergence of modern cognitive psychology. The new paradigm, deeply influenced by computer science, models human cognition as information processing. Although it is not easy to apply the theories mostly devised in the world of laboratories to education, this new paradigm has had a growing impact on the research into the real processes of learning and instruction. Under conception of cognitive pedagogy, this book describes a possible approach for the application of the results of the cognitive movement to the real questions of education. In this framework, knowledge becomes the central concept and basic questions of cognitive pedagogy can be arranged around it: how the structure of knowledge can be described, how it develops and what conditions influence its growths. The book asserts that a wider range of factors, like the personality of the learner, the social context of instruction, the individual differences and the nature of teaching material, must be taken into account when models and concepts of cognitive psychology are applied to the school processes for the formation of human knowledge.