Scripted cooperative learning and individual learning of descriptive information were compared in a 2-x-2 factorial design with 104 undergraduates. Influenced by models of individual learning and cognition, differences were assessed in (1) information acquisition and retrieval, (2) the quality and quantity of recalled information, and (3) the nature of the recalled information. Overall, dyads (pairs of cooperating students) outperformed individuals in individual recall performed immediately after studying and after a 2-day delay. Results indicate that: (1) dyads demonstrated improved learning at the encoding (acquisition) stage of processing, (2) the quality of recall was similar although pairs recalled more propositions, and (3) dyads remembered more micro propositions, but not more macro propositions. It is hypothesized that cooperation between dyads results in a joint focus on the details of information. Three tables, one figure are included. (Contains 23 references.) (Author/SLD)