The effects of encoding specificity were evaluated for learners: (1) in a typical classroom group learning environment, (2) receiving an audiovisual presentation on an academic subject, and (3) in a group testing environment. Encoding specificity involves the interaction between the encoding phase of memory or the learning context, the stored memory trace, and retrieval cues present at the time of testing for learned information. Traditional encoding specificity studies use a paired associate learning paradigm, process subjects on an individual basis, and use very simplistic learning tasks. The instructional programs used in this study were three slide-tape programs about the parts and operation of the heart (adapted from the Dwyer heart materials), which provided the same to-be-learned target information in the audio portion of the program. Programs varied in the type of cue provided by the slide portion of the program and included: a visual-only slide set containing 37 color visual illustrations with arrows pointing to the part being described; a visual with a verbal label set; and a verbal-only set (no visual information). Testing used either free recall, visually-cued recall, or verbally-cued recall. Test cue type and learning context cues had a significant effect on the ability to perform at the time of testing. Six references are listed. (LMM)