This study compared the effects of instructor-provided vs. learner-generated analyses of semantic relationships between major concepts on structural knowledge acquisition in an introductory psychology course. One group explained the relationships on instructor-provided graphic organizers; the other group classified relationships between concepts by completing skeletal maps provided by the instructor. Increase in structural knowledge was related to practice effect for both groups; the group that generated analysis scored higher at a near-significant level. Regardless of group, there was a significant relationship between total exam score and frequency of completing the treatment exercises (an indicator of motivation). Eight graphs displaying the statistical findings are included. (Contains 19 references.) (Author)