The conference from which the papers in this book are derived addressed the following questions: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? Separate chapters address types of knowledge and purposes of education; schooling and the facilitation of knowing; the language of instruction (the literate bias of schooling); the representation of knowledge in memory; remembering information from text (the "state of schema" approach); the structure of prose; cognitive development and the acquisition of concepts; attitudes, beliefs, and information acquisition; individual differences in processing information; processes in acquiring knowledge; and the acquisition of knowledge in the classroom. Most chapters take the form of a major speech followed by a formal reaction and then by an open discussion. Two discussions of the conference as a whole are also included. (AA)