It is generally believed that transfer decreases with expertise. Several existing models explain this by different forms of chunking, but each is specific to a particular task. The new PRIM theory of cognitive skill transfer allows a more generalized approach to study this phenomenon. To demonstrate this, I present a model of the Frensch (1991) experiment of transfer that explains why a short training period does not differentiate between three types of training in terms of the amount of transfer, but a longer training period does. Keywords: Learning, Skill acquisition, Transfer, Production compilation.