PSYCHOLOGICAL AND EDUCATIONAL FACTORS INVOLVED IN THE TRANSFER OF TRAINING WERE STUDIED BY USE OF PROGRAMED SELF-INSTRUCTION USING TEACHING MACHINES. THIS MEDIUM WAS CHOSEN BECAUSE IT PROVIDES LABORATORY-LIKE CONDITIONS SUCH AS STABILIZED METHODS, AND STIMULUS CONTROL INCLUDING CONTROL OF TEACHER PERSONALITY, PLUS A STEP-BY-STEP RECORD OF THE STUDENT'S BEHAVIOR. THIS REPORT COVERS THE ACTIVITIES OF THE FIRST 7 MONTHS OF A 10-YEAR PROJECT. THE PRIMARY OBJECTIVES OF THE 2-YEAR PERIOD OF PHASE I WERE (1) TO DETERMINE THE RELATIONSHIPS BETWEEN TRANSFER AND LEARNING, PROBLEM SOLVING, AND INDIVIDUAL DIFFERENCES, (2) TO DETERMINE THE IMPLICATIONS OF EXISTING KNOWLEDGE OF TRANSFER FOR EDUCATION AND EDUCATIONAL MEDIA, (3) TO CONDUCT PILOT EMPIRICAL RESEARCH ON TRANSFER, AND (4) TO PREPARE A RESEARCH PLAN FOR PHASE 2. REPORTS OF PROJECTS UNDERTAKEN IN THE 2-YEAR PEROD OF PHASE 1 WERE INCLUDED. THEY WERE (1) A STUDY OF THE TRANSFER EFFECTS OF WRITTEN INSTRUCTIONS TO TASK PERFORMANCE AND OF TASK PERFORMANCE TO TASK PERFORMANCE, (2) LEARNING HOW TO LEARN UNDER SEVERAL CUE CONDITIONS, (3) THE EFFECTS OF SEQUENCE AND STRUCTURE ON COMPLEX CONCEPT FORMATION, (4) THE USE OF A MODEL AND A GENERALIZED PREVIEW TO FACILITATE THE LEARNING AND RETAINING OF COMPLEX SCIENTIFIC MATERIALS, AND (5) SOCIAL REINFORCEMENT IN A PROGRAMED LEARNING TASK. (GD)