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In this interview, Richard E. Clark discusses issues regarding cognitive task analysis, guided experimental learning, and "gap analysis." He further elaborates on "well-structured" and "ill-structured" domains of knowledge and the integration of these terms within a constructivist perspective. He is currently Professor of Educational Psychology and Technology in the Rossier School of Education at the University of Southern California, Los Angeles, and a Contributing Editor of this magazine. He is also Director of the Center for Cognitive Technology (http://cogtech. usc.edu; e-mail: clark@usc.edu).
