This chapter describes current research in cognitive psychology and considers how this work may be applied to the design of instructional materials. The nature of knowing--and of meaningful knowing--are examined, and findings from psycholinguistics and pattern recognition are integrated to provide an understanding of concept and memorization learning. It is suggested that meaningful learning involves the relating of new content to previously learned content or previously integrated experience. Suggestions are made for the design of instructional materials to bring about such meaningful learning. Three figures are provided. (26 references) (Author/EW)