To explore personal characteristics (achievement motivation and anxiety) which may affect performance on a recognition task, three studies were conducted using a 375-word text on dreaming. In the first study, 54 college students answered questions about the passage either with or without reading the material. Results confirmed that recognition was dependent upon exposure to the text rather than upon knowledge of dreaming. In the second study, students (N=64) completed the EPPS achievement scale, and then read the text while a taped voice read the material. Subjects received the recognition task under one of four instructional sets: semantic focus (concepts and ideas); nonsemantic focus (specific words and phrases); irrelevent focus; or control-no instruction. There were no effects for instructional set on either semantic or nonsemantic recognition items. Both high and low achieving males scored low on the recognition task, while moderate achievers scored higher. Females showed no relationship between achievement motivation and performance. The third study (N=135) manipulated presentation rate (slow or fast) and expectancy (anticipated task difficulty). Slow presentation facilitated males' performance but did not affect females' performance. Achievement motivation facilitated recognition regardless of situation; expectancy affected only performance on the semantic items. (MCF)