Using schema theory as a contextual framework, three studies were conducted to examine the effects of two triggering mechanisms on transfer of learning across two noncontiguous passages: similar terminology for shared concepts and a brief review of the first passage read immediately before the second passage. The first two studies served to pilot the treatments and dependent measures used in the third and more complete experiment. Treatment materials for all three studies were two passages about computers. The first passage presented concepts about the parts of and their location within a computer and the second passage taught seven commands found in many programming languages. The dependent measures were similar for the studies, and included measures of comprehension of primary and secondary points content. Results produced conflicting evidence. The theoretical assumption that familiarity with technical terminology and a single organizing structure were prerequisites for comprehension and transfer were supported by the second study but not the third. Evidence from the second and third studies suggest that weak organizing schemata can actually impede positive transfer and rote learning. Twenty-six references are listed. (LMM)