Performance.
(There must be a response which indicates that the learner can distinguish stimuli that differ on one or more physical dimensions. Often, this is an indication of same or different.)

Internal Conditions.
(On the sensory side, the physical difference must give rise to different patterns of brain activity.)

External Conditions.
(Continuity is necessary in that the response must follow the stimulus within a short time.).
(Reinforcement is of particular importance to discrimination learning and is made to occur differently for right and wrong responses.)

Performance.
(The student identifies a class of object properties, including object positions, by "pointing to" two or more members of the class.)

Internal Conditions.
(In acquiring a concrete concept, discriminations must be recalled. Thus, an individual who is learning the concept two must be able to discriminate a variation in object quality)

External Conditions.
(Instances of a concept are presented, varying widely in their nonrelevant characteristics, and the individual is asked to identify each by pointing or picking out from a group.)

Performance
(An individual is said to have learned a defined concept when he can demonstrate the meaning of some particular class of objects, events, or relations. )

Internal Conditions.
(To acquire a concept by definition, the learner must retrieve all of the component concepts included in the definition, including the concepts that represent relations among them.)

External Conditions.
(A defined concept may be learned by having the learner watch a demonstration.)

Performance.
(The rule is demonstrated by showing that it applies to one or more concrete instances.)

Internal Conditions.
(In learning a rule, the learner must retrieve each of the component concepts ofthe rule, including the concepts that represent relations.)

External Conditions.
(The external conditions for learning rules involve the use of verbal communications. The rule may be communicated to the learner verbally, although not necessarily in a precise manner.)

Performance
（Performance requires the invention and use of a complex rule to achieve the solution of a problem novel to the individual. When the higher-order rule has been acquired, it should also be possible for the learner to demonstrate its use in other physically different but formally similar situations.）

Internal Conditions
（In solving a problem, the learner must retrieve relevant subordinate rules and relevant information.）

External Conditions
（The learner is confronted with an actual or a represented problem situation not previously encountered. Cues in the form of verbal communication are at a minimum or may be absent entirely.）

Rehearsal Strategies
（By means of these strategies, learners conduct their own practice of the material being learned.）

Elaboration Strategies
（In using the techniques of elaboration, the learner deliberately associates the item to be learned with other readily accessible material.）

Organizing Strategies
（Arranging material to be learned into an organized framework is the basic technique of these strategies.）

Comprehension Monitoring Strategies
（These strategies, sometimes referred to as metocognitive strategies, pertain to the student's capability of setting goals for learning, estimating the success with which the goals are being met, and selecting alternative strat- egies to meet the goals.）

Affective Strategies
（These techniques may be used by learners to focus and maintain attention, to control anxiety, and to manage time effectively.）

Other Organizational Systems
（West, Farmer, and Wolff (1991) organize cognitive strategies into families including chunking, spatial, bridging, and multipurpose. Each of these broad categories includes subclasses of cognitive strategies.）

Performance.
(The performance of cognitive strategies cannot be observed directly but must be inferred from performances calling for the use of other intellectual skills.)

Internal Conditions.
(Prior knowledge (that is, intellectual skills and verbal information) relevant to the subject matter to be learned or thought about must be retrievable, just as is true for other intellectual skills.)

External Conditions.
(Strategies may often be suggested to learners by verbal communications or demonstrated to them in simple form.)

METACOGNITION.
(The internal processing that makes use of cognitive strategies to monitor and control other learning and memory processes is known generally as metacognition)
(One is that they may be acquired by learners through the communication of metacognitive knowledge that is, by verbal information) followed by practice in their use.)
(The second view proposes that metacognitive strategies
arise from the generalization of a number of specific task-oriented strategies, usually after a considerable variety of problem-solving experiences by the learner.)

Model 1 makes the assumption that general problem-solving skills (such as those mentioned previously) can be directly taught and will exhibit generalization to other situations.

Model 2. maintains that general problem-solving skills can be taught but not directly. Instead, general strategies are most likely to develop indirectly by generalization from task-specific strategies.

Model 3 argues that direct instruction in general problem-solving strategies is effective in establish- ing only weak strategies that help problem solving very little, even though they are broadly generalizable.