Scientific advancements in cognitive science and instructional technology extend the behaviorally-oriented learning paradigm of instructional design and management in three major areas: (1) analysis of information-to-be-learned; (2) means of evaluating learners; and (3) linkage of learning theory to instructional prescriptions. The two basic types of analysis of information-to-be-learned--content analysis and task analysis--both identify the external structure of the information without regard for how it might be stored in human memory. Cognitive science suggests that a context analysis should also be conducted and the concepts and their organization for employment identified to provide a means for sequencing instruction so that it improves the use of knowledge in problem solving. While learner evaluation in the behavioral paradigm focuses on observable student performance, evaluation in the cognitive paradigm takes on diagnostic functions. The implications for instructional design lie in the cognitive paradigm concepts of diagnosis of learning needs during instruction, and measures of achievement within the context of meaningful and complex situations. The instructional design model that is presented focuses on the planning of a learning environment which enables students not only to acquire knowledge, but also to improve their cognitive abilities to employ and extend their knowledge. Computer programs that are domain specific and provide for self-directed learning seem to offer excellent instructional strategies for meeting the goals of a curriculum that emphasizes higher-level thinking strategies. (11 references) (BBM)