THE MERITS OF VISUAL AND AUDITORY STIMULI AT EACH STAGE OF THE LEARNING PROCESS WERE PRESENTED IN THIS WORKING PAPER. SPECIAL ATTENTION WAS GIVEN TO THE DIFFERENCES IN RESPONSES REQUIRED AT EACH STAGE AND THEIR CONTROL BY THE NATURE OF THE LEARNING TASK. THE PROBLEM WAS APPROACHED BY A CONSIDERATION OF THE BASIC PROPERTIES OF WORDS AND PICTURES AND AN ANALYSIS OF THE RESPONSES REQUIRED FOR LEARNING. A REVIEW OF EXPERIMENTS AND LITERATURE SHOWED A LACK OF RELEVANT EXPERIMENTAL DATA. THIS ANALYSIS ACCOUNTED FOR FOUR SETS OF VARIABLES -- STIMULUS, RESPONSE, TASK, AND AUDIENCE. THE SPECIFICATION OF THE SEQUENCE OF RESPONSES WAS DETERMINED BY THE NATURE OF THE LEARNING TASK, AND MOTIVATED, CUED, AND REINFORCED BY STIMULUS VARIABLES, AUDIENCE VARIABLES DETERMINED THE ABILITY TO MAKE THE REQUIRED RESPONSES TO THE STIMULI, WHICH WERE GENERAL INTELLIGENCE, SPECIAL APTITUDES, AND PREVIOUSLY ACQUIRED KNOWLEDGE. THE ANALYSIS SHOWED THE ASSESSMENT PROBLEMS OF VISUAL, AUDITORY, AND AUDIOVISUAL STIMULI. MORE LABORATORY EXPERIMENTS WERE SUGGESTED TO EXPLORE THE RELATIONSHIPS OF SENSORY DOMINANCE LEARNING AND RETENTION. (RS)