A riveting operation was presented to 90 Grade 7 industrial arts students through the use of a slide-tape program to compare the amount of transfer from three learning tasks to a transfer task and to ascertain the effect of different amounts of practice on transfer. The students were randomly selected and alternately placed into nine groups. The learning tasks were varied in complexity from easy to moderate to difficult, while the amount of practice on the learning task was: no practice, one trial, and four trials. A completion time score was recorded for each student and also a quality score as judged and recorded by three judges. There were no statistically significant differences at the .05 level in group mean scores representing the amount of transfer due to the initial level of complexity in the learning task, different amounts of practice time, or interaction of practice time and task, nor in learning task performance due to different amounts of practice or to the interaction of practice time and task complexity. There was a statistically significant difference in group mean completion scores that represented the amount of transfer due to the different amounts of practice time. Limitations, implications, and problems for further research are reported. This Ph.D. thesis was submitted to the University of Missouri. (GR)