The purpose of research was to identify differences in the transfer task performance when set achievement criteria, versus lack a criteria in the training. The population was 12 adolescents, who were assigned to two experimental conditions. In the first condition, the requirement to pass the transfer tests was to achieve 90% correct in identifying the relations of identity and difference. In the second condition participants were exposed to training without having to meet a criterion of achievement. The results indicate that achievement to establish a criterion for considering the establishment of learning, facilitating the effective implementation of transfer tasks, while not establishing required standards in training, appears to not ensure the establishment of learning, thus contributing to the explanation performance ineffective in the transfer tasks.