Two content-independent learning strategies were evaluated to determine their effectiveness in facilitating learning on two types of information-processing tasks, spatial learning and concept learning. The network strategy used imagery with a peg-mnemonic and a hierarchical retrieval system, while the rote strategy elicited a stimulus-response type of learning. A slide-tape instructional program on the human heart was used with 60 college students. The slides used either line drawings with a color background or illustrations in color. Subjects were trained in the use of their strategy by the instructor and they practiced with training slides. The network strategy was more effective for later performance with a concept-learning task. However, the rote strategy did not differ significantly from the network strategy, indicating that even a low-level information-processing strategy is better than no strategy. The network strategy provided learners with an information-processing advantage by allowing more effective information encoding for later retrieval for the spatial learning task. The rote learning strategy apparently acted much like the learners' idiosyncratic learning strategies in the control group. Results imply that learners can benefit from learning strategies of a content independent nature. (Author/LMM)