The present study investigated whether giving reality information and the category names of the to-be-learned materials affect incorporating of the materials into subject's preexisting knowledge. Forty university students were instructed that they were to learn real facts, while 43 university students were instructed that they were to learn rtificial facts. Actually, the subjects in both groups learned unfamilliar real facts. Half of the materials consisted of category names with two attributes, and the remaining half consisted of three attributes. Immediately following the learning phase, the subjects received a recall test, a recognition test, and a matching test. They were given the tests again after 1-week interval. The results indicated that giving real information and/or providing category names facilitated the learning of the materials. These results were discussed in terms of incorporation process of new information into preexisting knowledge.