The second volume in this series is a major contribution to both history education and the developing cognitive psychology of specific disciplines. It consists entirely of the proceedings of an international conference held near Madrid in 1994 on cognition and instruction in history, and is guest edited by Jim Voss and Mario Carretero.Learning and Reasoning in History is divided into four sections: Historical narrative, Students' understanding and use of texts and sources in history, including the way in which such texts are used in facing historical controversies , Students' explanations in history, dealing with both causal and intentional explanatin, The teaching of history and students' understanding of some important substantive concepts. The range and quality of the contributions, many from eminent researchers in the field, and the importance of the issues they discuss, make this book an indispensable tool for anyone interested in history education or cognitive psychology.