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The purpose of this paper is to outline some methodological implications for a new theory of workplace learning proposed by Hager and Halliday (2002), who set out a relationship between context, judgement and learning. Learning is seen as concerned with judgements that are potentially fallible but also contextually sensitive. This approach was based on philosophical foundations and was not intended to provide a testable model, however, it has direct implications for the ways in which we structure learning situations (e.g., whether and how learners are able to combine discrete pieces of information). This paper sets out their approach as a Perceptual-Judgemental-Reinforcement approach to adult learning and outlines a specific research methodology for investigating the claim that judgements are based on implicit and explicit factors. The methodology is based upon social judgement theory and multiple-cue probability learning for examining the context of judgement.