GOALS OF THIS STUDY WERE TO DETERMINE THE INTERACTIONS BETWEEN EACH OF FOUR PERSONALITY CHARACTERISTICS (ANXIETY, COMPULSIVITY, CREATIVITY, AND EXHIBITIONISM), SEX, INTELLIGENCE, AND ACHIEVEMENT (BASED ON COMBINED TEST SCORES OF RECALL, TRANSFER, AND GENERATION OF HYPOTHESES) FROM PROGRAMED INSTRUCTION AND CONVENTIONAL INSTRUCTION. A YEAR OF EXTENSIVE PILOT STUDIES, INCLUDING RELIABILITY AND VALIDITY CHECKS, INVOLVED ABOUT 5000 GRADE 8 STUDENTS. THE EXPERIMENT, ALSO ONE YEAR IN DURATION, INVOLVED 1100 STUDENTS IN GRADE 8 CLASSES, FROM 22 SCHOOLS WHICH WERE EQUATED ON INTELLIGENCE AND SEX AND ASSIGNED AT RANDOM TO EITHER PROGRAMED OR CONVENTIONAL INSTRUCTION IN VOCABULARY DEVELOPMENT (WORD MEANING AND USAGE). PRE-TESTS RATED STUDENTS ON THE FOUR PERSONALITY CHARACTERISTICS, AND INTELLIGENCE. FOUR-WAY ANALYSIS OF VARIANCE WAS PERFORMED TO TEST ALL POSSIBLE INTERACTIONS, AND THE SCHOOLS SERVED AS REPLICATES IN THE ANALYSIS. NO INTERACTIONS PERSONALITY TRAITS, SEX, OR INTELLIGENCE WITH INSTRUCTIONAL MODE WERE STATISTICALLY SIGNIFICANT. THESE RESULTS WERE DISCUSSED IN TERMS OF INSTRUMENTS, DESIGN, AND ANALYSIS TECHNIQUE. (LH)