THE EFFECTS OF TWO VARIABLES ON PROGRAMED LEARNING WERE INVESTIGATED--(1) MOTIVATIONAL DIFFERENCES AMONG LEARNERS AND (2) THE FORM OF THE LEARNER'S RESPONSE (CONSTRUCTING THE RESPONSE, COMPLETING THE RESPONSE WITH ONE OR MORE LETTERS OF THE ANSWER GIVEN, AND SIMPLY COPYING THE RESPONSE). THUS, DIFFERENT RESPONSE MODES IN TERMS OF THEIR RELATIVE EFFECTIVENESS FOR DIFFERENT KINDS OF LEARNING OUTCOMES WERE COMPARED, AND THE POSSIBILITY OF INTERACTION BETWEEN THE RESPONSE MODES AND MOTIVATIONAL LEVELS WAS EXPLORED. THE PROGRAM USED IN THIS STUDY WAS TITLED "AN INTRODUCTION TO COUNSELING." ABOUT 180 COLLEGE STUDENTS FROM A PSYCHOLOGY COURSE SERVED AS THE STUDY SAMPLE. EACH WAS RANDOMLY ASSIGNED TO TEACHING MACHINES THAT REQUIRED ONE OF THE THREE TYPES OF RESPONSE MENTIONED ABOVE. A FOURTH TREATMENT WAS USED, ALSO, WITH PROCTORS WHO GAVE RIGHT OR WRONG ANSWERS TO STUDENT RESPONSES. ACHIEVEMENT MOTIVATION, GRADE, AND INTELLIGENCE WERE USED AS CONTROL VARIABLES. EACH TREATMENT WAS EVALUATED THROUGH STUDENT TESTING ON A PRE-EXPERIMENTAL BASIS AND TWICE AGAIN AFTER THE SECOND AND SIXTH PROGRAMED LESSON. STUDY RESULTS SHOWED THAT THE EXPERIMENTAL RESPONSE PROGRAM WAS FAIRLY EFFECTIVE IN TERMS OF HIGH CORRECT RESPONSES. THE RESPONSE MODE VARIATIONS USED PRODUCED NO DIFFERENCES IN AMOUNT OF IMMEDIATE OR DELAYED RETENTION. MORE HIGHLY PROMPTED TREATMENTS SHOWED BETTER RESPONSE TIME WITH FEWER ERRORS IN LEARNING. FINDINGS SHOWED MOTIVATION DOES MAKE A DIFFERENCE IN PERFORMANCE WHEN USING THE CONSTRUCTED RESPONSE MODE. STUDENT EVALUATIONS OF THE USE OF THAT MODE WERE DIRECTLY RELATED TO STUDENT PERFORMANCE, AND PREFERENCE FOR THE MODE INCREASED WITH THE AMOUNT OF EXPERIENCE. (JH)