AN EXPERIMENT WAS REPORTED WHICH DEMONSTRATES THAT GRAPHICS ARE MORE EFFECTIVE THAN SYMBOLS IN ACQUIRING ALGEBRA CONCEPTS. THE SECOND PHASE OF THE STUDY DEMONSTRATED THAT GRAPHICS IN HIGH SCHOOL TEXTBOOKS WERE RELIABLY CLASSIFIED IN A MATRIX OF 480 FUNCTIONAL STIMULUS-RESPONSE CATEGORIES. SUGGESTIONS WERE MADE FOR EXTENDING THE CLASSIFICATION SYSTEM TO OTHER INSTRUCTIONAL MEDIA, INCLUDING MOTION PICTURES AND EDUCATIONAL TELEVISION. THE INFORMATION DYNAMICS CORPORATION DISCUSSED THE OPTICAL AND MECHANICAL REQUIREMENTS FOR GRAPHIC TEACHING MACHINES IN THE THIRD PHASE. PHASE THREE IS REPORTED IN ED 003 615. (RS)