Studies were made between performance on tests of mental abilities and concept learning tasks; it is pointed out that the researcher is usually confronted with administering large batteries of tests of mental abilities and then analyzing his results with one of the factor analytic techniques. An information process analysis of tests of mental abilities and concept learning led Costello and Dunham (1971) and Costello (1971) to postulate that three intellectual processes underlie performance on these two types of tasks. After testing, the process measures were found to highly correlate with performance on several tests of mental abilities. Using errors on the concept learning problems as a dependent variable, the following types of relationships should exist: (1) Ss supplied with hypothesis information should perform better on concept learning tasks; (2) There should be a significant treatment group by Hypothesis Generation (HG) interaction, and (3) There should be a significant HG by Hypothesis Evaluation (HE) interaction. Introductory educational psychology students were administered six intellectual process measures. All Ss worked two concept learning problems and each Ss worked one practice problem and one experimental problem. Two one-hour sessions were used to collect the test and concept learning data. The scores of the six process measures were factor analyzed by the principal-axis method. An analysis of variance was performed. Results revealed a significant treatment main effect, a significant interaction between HE and HG variables. (CK)