A model of human information processing is summarized and discussed in terms of the implications of the model and its associated technologies for curriculum research and development. Description of the model focuses on its input and output systems and its memory systems, i.e., long-term memory (LTM). Semantic networks are described as a representation of LTM, particularly the work of Lindsay, Norman, and Rumelhart at San Diego. Curricular implications discussed include analysis of disciplinary knowledge and the use of concept maps to represent that knowledge, cognitive objectives expressing the changes intended in a student's cognitive structures or processes, curriculum organization decisions, content analysis, and finally, evaluation of student learning (particularly what is involved in answering a typical classroom or test question). Conclusions regarding the potential and actualized contributions of cognitive science for curriculum research and development are then discussed. (Author/VT)