By 1960 there was a strongly developed theory of learning in which learning was considered as change of behavior. Neobehaviorist theories and then formal stochastic models analyzed processes in which probabilities of responses are altered. In the 1960's we began to analyze learning as discrete change between states of knowledge or stages of processing that differ in qualitative characteristics; stochastic models were used to represent these states and stages. In addition, the processes and structure of human memory were studied in detail. In the 1970's we have developed detailed analyses of the organization of knowledge for understanding language and solving problems, using programming languages as formalisms for representing models that simulate human performance. A prospect for the 1980's is the analysis of learning considered as acquisition of knowledge, in which basic processes will involve modification and combination of cognitive structures; this development is likely to include and profit from analyses of learning tasks used in school instruction. (Author)
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