THE THEORY AND THE RESEARCH RELEVANT TO INSTRUCTIONAL DESIGN ARE DISCUSSED IN THIS PAPER, A CHAPTER FROM THE 65TH YEARBOOK OF THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION, PART II. GENERALIZATION, CONCEPT FORMATION, AND "PROCESS" OBJECTIVES ARE DISCUSSED IN A SECTION DEVOTED TO THE ANALYSIS OF SUBJECT-MATTER OBJECTIVES OF INSTRUCTION. THE IMPORTANCE OF ADEQUATELY ASSESSING PREINSTRUCTIONAL STUDENT BEHAVIOR IS TREATED. KINDS OF BEHAVIORAL OPERATIONS IN LEARNING AS WELL AS SOME CONDITIONS THAT INFLUENCE LEARNING ARE DISCUSSED. PROCEDURES FOR EVALUATING ACHIEVEMENT ARE ANALYZED. THE AUTHOR CONCLUDED THAT MODERN EXPERIMENTAL PSYCHOLOGY HAS RARELY BEEN A SIGNIFICANT INFLUENCE IN THE DEVELOPMENT OF TEACHING MATERIALS AND TEACHING PROCEDURES. IN ADDITION, HE HYPOTHESIZED THAT THE EDUCATIVE PROCESS AND INSTRUCTIONAL PROCEDURES WILL BE INFLUENCED BY RESEARCH AND MARKED CHANGES WILL OCCUR IN SCHOOL OPERATIONS. CHANGES THAT ARE LIKELY TO OCCUR ARE THE ROLE OF THE TEACHER, INDIVIDUALIZING INSTRUCTION, CAREFUL EXAMINATION OF INSTRUCTIONAL MATERIALS FOR EDUCATION EFFECTIVENESS, AND IMPROVEMENT IN EVALUATION INSTRUMENTS AND TECHNIQUES. THIS ARTICLE IS PUBLISHED IN THE SIXTY-FIFTH YEARBOOK OF THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION, PART II. (RS)