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Abstract
General‐case learning is examined within the context of a logical analysis of what is to be taught and how it is taught. Given a few assumptions about the capabilities of the learner, the analysis of cognitive learning is shifted from a behavioural analysis of the learner to a logical analysis of the structural basis for generalisation—samenesses and differences—that lie in the teaching examples. Basic requirements for inducing generalisations are detailed and a variety of examples presented to illustrate the applications of the analysis.