Information coordination tasks are tasks that require concurrent performance of two or more component tasks and the subsequent coordination of component information. In this experiment, different procedures, componential and contextual, were used to train separate groups of college campus community members (n=35 and n=33) in a coordination task involving dynamic spatial and verbal components. Within and between group analyses indicated that posttraining performance improved and that improvement was equivalent across treatments. However, individual differences analyses indicated that the treatments promoted different ability-performance profiles, which were related to differential dependencies on working memory resources. The differential dependence on working memory appears to be related to the functional consistency of information in different treatments. Further analyses indicated that both treatments foster the coordination of the dynamic spatial information within the relative arrival time task. Sensitivity to relative velocity, working memory capacity, verbal processing ability, and gender mediated whether or not individuals became coordinators of dynamic spatial information. Broad implications include the importance of combining mean and individual differences analyses in studies of human cognition. Fifteen tables and 16 figures present study data. One appendix provides details of analysis procedures. (Contains 37 references.) (SLD)