Abstract.—A delimitation of the fields of application of conditioning and information‐processing models was attempted. The delimitation was made in relation to two psychological dimensions, a perception‐conception dimension and a selectivity‐of‐attention dimension. It depicted conditioning models as more applicable the more perceptually‐loaded and attentionally non‐selective the lzarning attempts, and information‐processing models as more applicable the more conceptually‐loaded and attentionally selective the learning attempts. Three assumptions were made concerning the intra‐individual coordination of conditioning and information‐processing mechanisms of learning. Conditioning and hypotheses‐testing were, for instance, assumed to be encoding processes functioning in a parallel way and resulting in products, which may fuse when retrieved and use