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The present research focused on the transfer of information from a learning situation to a problem solving task. In particular, the effect of relational processing upon the transfer of information to the solution of insight problems was considered.The design of the study was a five by two factorial design. Within this design the independent variables were five levels of relational processing, ranging from full relational processing (essay) to individual item processing (deleted letter list) and two levels of instruction, informed and uninformed. The dependent measure was the number of insight problems correctly solved. The problems consisted of ten statements which did not make sense unless one part of the sentence was modified. The subject's task was to supply the necessary information needed to make sense of the sentence.The results showed no effect for type of instruction and there was no interaction between the type of instruction and level of relational processing. There was a significant effect due to level of relational processing. More specifically, the essay condition lead to the greatest amount and individually processed items lead to the lowest amount of information transfer. Further, it was suggested that the relationship between relational processing and the transfer of information was linear. These findings were interpreted as indicating that relational processing was a significant factor in explaining the transfer of information. / Department of Educational Psychology

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1966. / Bibliography: leaves [43]-45. / vii, 45 l tables

Published also as Thesis (Ph. D.)--University of Chicago. / Studies from the Psychological Laboratory of the University of Chicago.

Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 113-114.

Published also as thesis (Ph. D.)--University of Chicago. / Studies from the Psychological Laboratory of the University of Chicago.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1933. / Typescript. Includes bibliographical references (leaves 58-61).

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The problem of this study was to compare the number of trials required for obese and normal subjects to master the first new concept in a set of cards and the degree of negative transfer exhibited by the two groups on a second new concept in that same set once the first concept had been acquired.