Educational psychology is that field of psychology which is developing at a fast rate in the U.S.S.R. Although closely connected with general psychology, it has at the same time its own theoretical problems. Its problems do not only result from the logical development of the science itself, but are also determined by practical tasks in the field of mass education. The results of research work done in educational psychology are widely utilized in the practical work of the schools. The purpose of this article is to outline the research carried out in the Institute of Psychology at the Academy of Pedagogical Sciences of the R.S.F.S.R. (Moscow) relating to one of the branches of educational psychology the psychology of learning. One of the main fields of investigation at the Institute is that of the presentation of subject matter to be learned. The rapid development of science and technology gave rise to the necessity of changing the instructional programs of the schools. There arose, of course, the question: what kinds of learning faculties exist in children, and to what extent can they be developed, especially at the elementary learning stage? A study was carried out whereby teaching was organized on the basis of new, experimental programs. Results revealed that children in the new programs have greater possibilities of learning than were offered by the traditional existing programs. Thus, for instance, elements of algebra had been introduced into the course of mathematics for beginners which revealed themselves to be completely understandable to younger pupils. The research workers did not confine themselves to stating the fact of the possibility of learning, but it was thought important to find out how the pupil actually learns. Intuitive learning, with the learner being unable to analyze the learning material, was not enough. It was found, however, to be possible only to introduce certain kinds of knowledge (concepts) into the program for pupils at the higher analytical level, when those pupils were capable to a considerable degree to acquire knowledge independently and apply it in practice. Studying the process of learning under the conditions of new experimental programs, the psychologists helped to do away with the limiting function of the so far widely spread principle of the "accordance of the learning material with the particular aspects of age"; instead the prin-