The contributions of psychology, theoretically and experimentally, to university teaching are examined from the perspective of educational epistemology. The most basic theoretical contribution that psychology has made to cognitive learning has been the delineation of a unit of thinking, the concept, which acts as an organizer of experience. The methods of evaluating concepts and the different forms of representation in a cross disciplinary study revealed trends across disciplines and baseline variability among learning tasks in different courses. The methods of evaluating concepts include measures of the frequency and familiarity of key concepts, and measures of word associations to the concepts. The methods of representing concepts in a cognitive structure produced tree structures and similarity matrices. These could then be rated for consistency and for the kinds of relationships between concepts. (Author/JN)