College students received either one half of the objectives for a certain test or no objectives at all. The subjects with objectives performed better than those without on posttest items referenced to their objectives (relevant learning) and less well on items not covered (incidental learning). Findings conflict with previous research. (Author/SE)

The primary finding of this study was that performance increments found with whole presentations of instructional objectives could be achieved with part presentation of objectives and text. In fact, the part presentations resulted in ever greater intentional learning than whole presentations. (Author/BJG)

Subjects received either specific or general objectives before or after the four sections of the audiotaped lecture. A control group received no objectives. Results on the use of objectives with written text showed that the before position increased intentional learning more than the after position. Incidental learning was significantly higher…