This paper discusses questions pertinent to a definition of cognitive structure as the knowledge one possesses and the manner in which it is arranged, and considers how to select or devise methods of describing cognitive structure. The main purpose in describing cognitive structure is to see whether differences in memory (or cognitive structure) are related to subsequent differences in performance. This purpose influences the discussions of both models and dimensions of cognitive structure and current methods of assessing cognitive structure. The model of cognitive structure discussed is a static one, consisting of four units or elements: propositions, images, episodes, and intellectual skills. These elements, in turn, affect the nine dimensions of cognitive structure considered: extent, precision, internal consistency, accord with reality, variety of types of element, variety of topics, shape (or form of organization of cognitive structure), ratio of internal to external associations, and availability. Among the current methods of assessing cognitive structure that are discussed are school tests, word associations, graph construction, general interviews, and restricted interviews. Future developments in methods of describing cognitive structure include refining procedures for converting responses obtained by present methods to a vector of dimensional scores, or inventing new methods, each directed at a single dimension. (LC)