The author attempts to show the development of logical-empirical knowledge structures from the raw elements in nature to the structures of knowledge as perceived by the mature student. Eighteen hypotheses are identified which focus on the expected relative natures of perceived knowledge structures of the various agental groups and their relationship to the types of curricula used. These hypotheses are used to provide a context within which to view relevant research. In this review the definition of "psychological structure of knowledge" accepts in principle the underlying theoretical positions of Ausubel and Dyer. A schema is presented illustrating the flow of knowledge structures as they encounter various transformations and interpretations from the raw unstructured events of the environment enroute to those of the mature student, and attention is drawn to the distinction between the processes involved in structuring the various science curricula. A 104-item bibliography is included with the paper. (Author/PEB)