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The author examines the relationship between training methods and factors of cognitive ability in order to determine whether a match between these variables will increase learning. Lecture-based and case-study-based training were conducted using a repeated-measure design. Predictive validity of verbal comprehension, verbal reasoning, and general reasoning abilities for learning from the two training methods were examined by way of MANOVA and multiple regression. Results indicate that knowledge gained in lecture-based training was significantly related to verbal comprehension ability, and knowledge gained in case-study-based training was significantly related to general reasoning ability. The article discusses implications for designing training programs and for future research.