A study was made of the comparative media effects upon teaching the component learning tasks of concept learning: classification, generalization, and application. The seven selected methods of presenting stimuli to the learners were: motion pictures with spoken verbal; motion pictures, silent; still pictures with spoken verbal; still pictures, silent; printed verbal and spoken verbal; printed verbal; and spoken verbal. Six hundred and seventeen fifth and sixth grade boys and girls were divided into three mental ability groups and then were randomly assigned to one of the seven presentation modes. The results of the experiment indicated that there was no presentation mode superiority across the three learning objectives; however, the print and spoken verbal modes produced significantly superior performance test scores among modes in the classification objective. This implied that when specific types of learning can be identified, particular presentation modes will produce superior learning effectiveness. The study also points out the need for learning objectives to make a media stimuli taxonomy useful to the design of instructional materials. (MF)