THIS EXPERIMENT WAS DESIGNED TO INVESTIGATE (1) THE AMOUNTS OF INFORMATION COMMUNICATED BY THE KNOWLEDGE OF A PRINCIPLE AS OPPOSED TO THE KNOWLEDGE OF CUES AND (2) THE EFFECTIVENESS OF THE KNOWLEDGE OF A PRINCIPLE AS OPPOSED TO THE KNOWLEDGE OF CUES AT DIFFERENT STAGES OF LEARNING. THE FOUR GROUPS MAKING UP THE EXPERIMENTAL DESIGN WERE A CUE GROUP WHO KNEW THE SET OF FOUR POSSIBLE CUES AND THE NUMBER OF REQUIRED CUES, A PRINCIPLE GROUP WHO KNEW ONLY THE PRINCIPLE, A FULL INFORMATION GROUP WHO KNEW BOTH CUES AND PRINCIPLE, AND A NO INFORMATION GROUP WHO KNEW NEITHER CUES NOR PRINCIPLE. EACH OF THE FOUR GROUPS CONTAINED 13 UNDERGRADUATE PSYCHOLOGY STUDENTS. A BOOKLET OF STIMULUS PRESENTATIONS, ANSWER SHEETS, AND A QUESTIONNAIRE WERE DISTRIBUTED TO ALL SUBJECTS BEFORE INSTRUCTIONS WERE GIVEN. DEPENDING UPON THE GROUP TO WHICH THE SUBJECT BELONGED, ONE OF FOUR SETS OF INSTRUCTIONS WAS THEN READ BY EACH SUBJECT. WHILE IT WAS CONCLUDED THAT THE CUE GROUP PERFORMED BETTER THAN THE PRINCIPLE GROUP, THE DIFFERENCES BETWEEN THE TWO GROUPS WERE NOT SIGNIFICANT. THE SUBJECTS IN THE PRINCIPLE GROUP WHO REACHED AN ARBITRARY LEVEL OF SUCCESS LEARNED THE RELATIVE IMPORTANCE OF RELEVANT CUES BETTER THAN COMPARABLE SUBJECTS IN THE CUE GROUP. (GD)