This study was designed to determine the effectiveness of textbook and lecture methods of instruction on student achievement during 10 days of an introductory psychology course. The 48 subjects were randomly assigned to four treatment groups. The same examination was given as pretest and as post-test. The test was concerned with recall of factual data, application of analytical skills, and the use of inductive and deductive reasoning. An analysis of variance of the post-test scores showed that receiving the lecture contributed significantly to student achievement. A reference group of 48 students was randomly divided to determine the effect of pretesting. A t test indicated that receiving the pretest contributed to student achievement on the post-test. [Not available in hard copy due to marginal legibility of original document.] (Author/MS)