The study described in this report involved associate's degree recipients who were traditional age and enrolled full-time at a two-year college before pursuing their same majors at a four-year liberal arts college. Based on their majors, students were placed into four discipline categories: fine arts and humanities, mathematics and sciences, social sciences, and professions. The authors analyzed students' preand post-transfer GPAs using a 2 x 4 mixed model ANOVA to determine that no significant differences existed among mean community college GPAs relative to students' majors, and no significant difference existed between twoand four-year college GPAS for the entire sample. The ANOVA did indicate, however, an interaction between location and major on students' GPAs: Tukey's HSD tests revealed a significant decline in the mathematics and sciences mean GPA from the community college to the four-year institution. The authors conclude by defining avenues for further research.

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This study replicates and extends prior investigations of scripted cooperation and knowledge maps by examining (a) their independent and interactive effects on procedural knowledge acquisition and (b) the transfer of these effects to individual learning. One hundred four subjects, randomly assigned to knowledge map/dyad, knowledge map/individual, text/dyad, and text/ individual conditions, studied two acquisition procedures in the experimental conditions and a transfer-text procedure in an individual, unscripted manner. Subjects completed delayed freerecall tests over each procedure. During acquisition, knowledge maps had positive effects on recall of main and intermediate ideas. There were no significant treatment effects on transfer recall. The instrumental uses and limitations of knowledge maps are discussed.

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