ABSTRACT
The problems of teaching and of learning center around the problem of representation. The study of complex learning differs from the more conventional study of learning in that its emphasis shifts to the development of appropriate organization and representation of the information being acquired, rather than the simple formation of associative bonds that is the major interest of most existing psychological learning theories. Kosslyn and Jolicoeur examine a major unsolved aspect of representation: the representation of mental images. The work of Anderson, Kline, and Beasley starts the reader toward the development of complex learning, examining the changes in mental structures that occur during the course of the stages of accretion in learning. And the work of Kosslyn and Jolicoeur tells the reader something about the representation for images, the long-neglected aspect of representation.
