This study examined the effects of four characteristics of instructional objectives presented to the student prior to reading, upon intentional and incidental learning. The most salient result was produced by providing instructional objectives to the student prior to the text. The main findings were that (a) density increases (Proportion of intentional to total sentences) resulted in a reduction of intentional learning but did not affect incidental learning; and (b) specifically stated objectives produced more intentional learning than did general objectives. Incidental learning was influenced by density and specificity of directions. This suggests that presentation of objectives will not interfere with incidental learning. (Author)