The studies described in this report were concerned with the effect of active student behaviors, such as note-taking, listening, verbal responding, and test-taking, and the effect of individual differences on the transformation, storage, and retrieval of information. The roles of such individual characteristics as personality, background, and aptitude were explored in two studies. The motivational facets of instruction were the subject of two other studies. Four studies were conducted in an effort to determine the nature of the interaction of instructional treatments with the dynamic properties of individual difference variables. Six studies were completed which relate to the structuring of instructional activities by the teacher and student and to the use of instrumental activities by students. Social-context factors were examined in three studies. (JY)