ABSTRACT
Recent advances in our understanding of human information processing have led to a new class of psychological models of knowledge acquisition. These models contain a specificity of detail never before attempted, details of both the structure of knowledge and the mechanisms by which it is encoded, stored, and retrieved. The models invite us to consider monitoring the way in which an individual learns a particular cognitive skill. To do so requires considerable cooperation between cognitive psychologists and psychometricians to adapt existing statistical procedures of testing to the new form of information to be evaluated.
