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This thesis, using Berry & Broadbent's (1984) computer-person interaction task, shows that three different learning goals result in three different learning modes. Experiment 1 demonstrated this effect: a pattern search goal resulted in explicit rule learning; a control task goal, as used in previous studies, resulted in instance learning where all instances are entered into a look-up table irrespective of whether the instance had been performed correctly or incorrectly; a dual goal, consisting of a combination of the last two goals, resulted in instance learning where only correct instances were entered into a look-up table. Experiment 2 refuted one explanation of the learning goal effect - it is not due to an indirect effect of altering the range of interactions that subjects see. Therefore, it must be due to a direct cognitive effect. Experiment 3 explored this direct effect showing that, in terms of Klahr and Dunbar's (1988) Dual Space model, a pattern search goal encourages the search primarily of rule space whereas a control task goal confines subjects to a search of instance space. The positive effect of self- explanations on both instance and rule learning was also demonstrated. Experiment 4 showed that subjects with the dual goal learn purely implicitly - all goal groups with a concurrent task of random number generation produced identical results to those of Experiment 1's dual goal group. Experiment 5 examined the leaning goal effect on memory. Surprisingly, pattern search learners may still learn instances and dual goal subjects may still memorise instances on which they make errors. Control task learners' abilities are a simple reflection of their memories. Experiments 6a and 6b showed that only near transfer of leaning occurs for control task instance learners. However, far transfer also occurs for pattern search learners, but only when the task transferred to is less complex, or of comparable complexity.

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Previous research has highlighted a different pattern in the use of grammatical forms to successfully maintain coherent discourse by individuals with Down's syndrome. To maintain coherent discourse both linguistic and non-linguistic information must be integrated and maintained in a mental representation of current discourse. The ability of children with Down's syndrome to use such a mental representation has been assessed in this study. The ability of adults with Down's syndrome to comprehend and produce a range of grammatical forms was initially assessed, using a grammaticality judgement task, an imitation task, and a spontaneous speech sample. Results indicated that the production and comprehension of pronouns was found moderately difficult. The successful use of a pronoun depends on the ability to use a mental representation to retain information about its antecedent in order to assist correct interpretation and avoid ambiguity. A narrative task was used to investigate the use of referential forms by children with Down's syndrome and typically developing children. The effects of certain contextual features on the use of referential forms were investigated: the status of each character and the number of characters in the story; the method of presenting the story; and the position of a listener while the story was narrated. When narrating a story typically developing children distinguished the status of characters in the stories by consistently using different referential forms for each. As age increased this strategy was used more successfully and flexibly. Children with Down's syndrome did not use referential forms in the same way as typically developing children. It is likely that this is a consequence of a difficulty in maintaining information about the whole story-where many sources of information must be accessed, integrated and maintained in a mental representation. At a local level within the story, children with Down's syndrome used referential strategies successfully, demonstrating an ability to integrate limited amounts of information about characters in a story. The inability to maintain information in a mental representation across longer periods of discourse indicates the importance of short term memory in language production.

This thesis presents five studies which examine the role of autobiographical memory in social problem-solving. All studies examined social problem-solving ability with the Means-End Problem-Solving (MEPS; J. J. Platt & G. Spivack, 1975) task, during which participants were required to attend to the memories retrieved during solution generation. Memories were categorized according to whether they were specific, categoric or extended. Studies 1 and 2 examined MEPS performance and cueing task performance in non-clinically and clinically depressed groups respectively. The results supported the general hypothesis that social problem-solving skill is a function of autobiographical memory retrieval as measured by the cueing task and by the types of memories retrieved during the MEPS. Study 1 highlighted the role of specific memories in successful problem-solving while Study 2 showed a more prominent relationship between categoric retrieval and poor problemsolving. Studies 3&4 examined the role of the central executive in memory and problem-solving by manipulating resource availability using a- dual task paradigm. Results indicated that the central executive may play a role in social problem-solving. As regards autobiographical memory retrieval, the role of the central executive appeared to be differentially involved in the cueing task and during the MEPS since a greater cognitive load was required to disrupt performance on the cueing task. Studies 3&4 also suggested gender differences in the use of autobiographical memory during problem-solving with females more reliant on a specific memory database and detailed problem-solving style. Finally Study 5 aimed to improve social problemsolving skills in a clinically depressed group by encouraging specific retrieval during the MEPS. The results showed the retrieval manipulation to be successful although this did not have any apparent effect on MEPS performance.