This paper reports a controlled field experiment conducted to determine the effects and interaction of five independent variables with an audiovisual slide-tape program: presence of learning objectives, location of learning objectives, type of knowledge, sex of learner, and retention of learning. Participants were university students in a general studies course. Test scores measuring intended and incidental knowledge were the dependent variables. The major finding supported Ausubel's subsumption theory in that use of learning objectives as an advance organizer presented before the slide-tape programs significantly increased intended learning. No significant loss was found for incidental learning; rather, the tendency was for the learning objectives to improve rather than lessen incidental learning. The use of learning objectives before the presentation had no significant effects on the affective variables measured and students liked the program more than when no learning objectives were used. (Author/RAO)