Three studies were performed to investigate the effects of training versus instructions in the acquisition of cognitive learning strategies. Groups of undergraduate students were taught to use one or more strategies. The amount and type of training differed for each of the experimental groups. Strategies taught included the method of loci, imagery, verbal elaboration, and grouping. Study and test materials included serial, free recall and paired-associate word lists as well as reading passages. The results partially support the need for training, which includes practice and feedback, to facilitate the acquisition of cognitive learning strategies. However, the amount of training necessary to optimize learning appears to be dependent upon several factors, such as the difficulty level of the materials with which the strategies will be used and the types of tests used to assess what has been learned. (Author)