The supplantation approach of this study hypothesized that media attributes may serve to bridge the processing link between learner aptitude capacity and the demands of a concept attainment task. Subjects were 492 males aged 16-21, drawn from a College of Technical and Further Education in Melbourne, Australia. All subjects were trade apprentices, predominantly from the automotive department. Classification of five types of diesel fuel injectors was used as the concept attainment task. The study utilized a treatment-by-blocks design. The aptitude block was composed of two levels: extreme field-independent individuals and extreme field-dependent individuals. Three treatment variables combined to form eight treatments. Each treatment contained either color or non-color cueing, plus simple or complex line-drawings on filmstrips accompanied by either an inductive or a deductive verbal presentation on audiotape. Two immediate posttest measures were used: an identification line-drawing test and an identification-transfer test (realia test) that used real fuel injectors. Analysis of variance revealed interactions which suggested that treatments were differentially effective in meeting the differing task requirements of a transfer and a non-transfer posttest measure. (Author/LMM)