Two aptitude treatment interaction questions were investigated: (1) relationship between prior learning and instructional method, and (2) interaction between anxiety and the opportunity to rewind instructional tapes. Students from five educational psychology classes (112 undergraduate) were shown video modules under either of two conditions: (1) individually, with the option of rewinding the module as desired, and (2) in groups, without a rewind option. Before beginning the first module, the Test Anxiety Scale and Worry-Emotionality Scale were administered, followed by a pretest dealing with material to be covered by the modules then administered. The Worry-Emotionality Scale was later readministered, and a posttest was given. Data was analyzed by multiple regression analyses. As predicted, students low in prior achievement learned significantly more in the individual condition than in groups, and high anxiety students achieved more with the option to rewind than without. The results provide support for the formulation that prior learning is an important construct for aptitude-treatment interaction research and educational practice; also supported is the hypothesis that being able to review instructional content is beneficial to high anxiety students. (Author/GK)