Because knowledge is constantly in flux, it is important for individuals to accurately incorporate new information into previously developed knowledge structures. Some of the issues surrounding this development of thought are explored in this paper. Although the phenomenon of knowledge integration is relatively common, very little empirical research has been devoted to the topic. The general objective of this study is to examine some of the components involved in the integration of knowledge. Participants for the study were 68 students recruited from undergraduate psychology courses. The students initially learned a body of material formatted as either a knowledge map or as a standard text. After studying this initial information, they were presented with new information that either supported or contradicted what they had previously learned (without having the original materials available). The results indicate that knowledge maps are more effective than text for facilitating the integration of knowledge. (MKA)