Twenty-two college students in science education were given an adjunctive computer-assisted instruction (CAI) program by means of typewriter consoles and computer-controlled colored slide presentations of critical information. Students were pretested, told how to respond at the student console, taught by the Harvard CAI System, and posttested. The time spent by each student was recorded, as were all errors. Performance on CAI was related to: (a) scores on a standardized biology test, (b) the Welch Science Process Inventory (SPI) Test, (c) the first semester biology course grade, and (d) an attitude questionnaire. Instruction reduced the range of errors subjects made on a test of knowledge from 18 (2 to 20) to 14 (1 to 15) points. However, the range of correct responses increased from 6 (2 to 9) to 9 (7 to 16). Students who took longer made fewer errors (r = -.56). No relationship was found between gain made in knowledge from the lesson and the time a student spent to make that gain (r = -.03). Those students who had high Welch SPI test scores and biology test scores took more time to learn than those whose scores were lower. Attitude toward content and number of errors made while learning were significantly related (r = -.60); however, attitude and gain were not correlated significantly. (Author)