This research studied the effects of computer-presented organizational/memory aids on problem solving behavior. The aids were either matrix or verbal charts shown on the display screen next to the problem. The 104 college student subjects were randomly assigned to one of the four conditions: type of chart (matrix or verbal chart) and use of charts (optional or required). Students did eight problems in each of two sessions--an initial task and a transfer task. All subjects used the charts in the initial task and most did so in the transfer task. Matrix charts were perceived to be more useful than verbal charts although group performance scores were not significantly different. The higher the score, the greater the probability that the chart was used. Performance scores on the transfer task improved significantly for students in optional conditions who were not at ceiling performance on the initial task. Subjects at different performance levels demonstrated knowledge of different strategies. (Author)