Cognitive task analysis grew out of efforts by cognitive psychologists to understand problem-solving in a lab setting. It has proved a useful tool for describing expert performance in complex problem solving domains. This review considers two general models of cognitive task analysis and examines the procedures and results of analyses in three domains. From the standpoint of technique, cognitive task analysis can and should be integrated into systematic instructional design. True integration will require instructional designers to reexamine their theories of learning with an eye toward adopting the learning constructs developed by cognitive psychologists. (Contains 28 references.) (Author)