The authors identify areas, issues and problems which are emerging as a result of the contact between scientific endeavors and technological developments in education. Through their review of the literature, a characterization and momentary definition of the field of instructional psychology are provided. Their reporting of the literature is often illustrative and not exhaustive. Many areas are not covered, so as to permit some depth in those which are: (1) the analysis of tasks; (2) early education; (3) instruction in Piagetian concepts; (4) learning and individual differences; (5) behavior modification; and (6) learning from written prose. An extensive bibliography (346 entries) concludes the review. (TL)