This analysis considers several major areas in which cognition research would seem to have pregnant implications for the conscious design of social studies texts and sketches the ways in which the structure of texts might be shaped if research were applied. The first area discussed is matching texts to significant user characterics. There are at least four learner characteristics that may be profitably considered and which are typically ignored in text design. These are locus of control, conceptual tempo, cognitive style, and predominant mode of learning that is associated with the student's level of maturation. The first three of these characteristics can be measured through paper and pencil tests. Concerning the last characteristics, the instructional implication of research shows that, as children develop, they should be phased through activities that emphasize learning through acting upon phenomena, learning through visual forms of materials, and finally, learning through abstract or symbolic forms. The second area discussed is facilitating retention of key material. Ancient mnemonic techniques such as the pegword device could be incorporated into texts. A number of investigators have established the value of the systematic use of imagery in retaining information. The third area discussed is matching instructional models to learning objectives. The overall structure of texts may be shaped by the conscious use of instructional models. Established models exist and each implies a different organizational pattern for subject matter for efficient learning. (Author/RM)