The cognitive revolution began in the 1950s as researchers began to move away from the study of knowledge acquisition and behaviorism to the study of information and the way it is processed. Four factors are discussed in chapter 1 as contributing to the increase in popularity of the "cognitive revolution" (increasing enthusiasm for the cognitive approach). This historical perspective on cognitive psychology includes an examination of cognition as a constructive process, structuralism, functionalism, the association approach to memory, Hermann Ebbinghaus, and measuring retention. Some basic characteristics of memory are also explained. Chapter 2 examines the processing of information. A discussion of the structure of memory includes sensory register, short-term ("working") memory, and long-term memory. A section on mnemonics outlines strategies such as the methods of places, association, and keyword. The nature of forgetting and memory interference are also discussed. Chapter 3 examines representations of knowledge, including network models of long-term memory; procedural and metacognitive knowledge; the conditions of learning; concepts; prototypes; schemata; scripts; and goals and plans. Graphic representations of knowledge are explored in chapter 4. An introduction to concept mapping is offered, and hypermedia and hypertext are examined in depth. Chapter 5 discusses problem solving in terms of behaviorism, Gestaltism, information processing, solution paths. Methods of problem solving are highlighted: random search strategies, heuristic search strategies, proximity search, means-end analysis, pattern matching, and domain-specific problem solving. Artificial intelligence and expert systems are covered in chapter 6. Chapter 7 explores the history of education and educational media. (Contains 153 references.) (MAS)