The purpose of this study was to investigate the effect of time-compressed narration and representational adjunct images on a learner's ability to recall and recognize information. The experiment was a 4 Audio Speeds (1.0 = normal vs. 1.5 = moderate vs. 2.0 = fast vs. 2.5 = fastest rate) x Adjunct Image (Image Present vs. Image Absent) factorial design. Three-hundred five research participants were recruited from a public, southeastern university in the United States. Results showed statistically significant differences at 2.5 times the normal audio speed, in which performance on cued-recall and content recognition tasks was significantly lower than other audio speeds. Furthermore, representational adjunct images had a significant positive effect on cued-recall, but not content recognition. Participants in the normal audio speed and image present groups were significantly more satisfied than those in other treatments. Recommendations to various stakeholders are provided. (Contains 6 tables and 6 figures.)