ABSTRACT
The idea that knowledge is organized has played a central role in the fields of cognitive psychology and cognitive science. Substantial empirical work from early studies on verbal learning (e.g., Tulving, 1962) to more recent studies of human expertise (Chi, Glaser, & Farr, 1988) supports the belief that structure itself underlies knowledge. However, rather than depending on empirical support, the importance of organization to knowledge is perhaps best viewed as axiomatic. It is this basic presupposition that underlies the work described in this chapter.
