The purpose of this study was to ascertain the relative effects of multi-channel media presentations upon the learning of a psychomotor task by high and low mental ability groups and the amount of time these groups would take to complete the task. Eighty students were randomly selected from the upper and lower 40 percent of the intelligence quotient range of Grade 7 for the investigation. An electrical circuit assembly task analysis was recorded on audio tape and on slides, and this presentation was administered to the subjects, after which a finger dexterity test was given. A two-way analysis of variance for the test scores failed to reveal a significant difference among the various media treatments, although there was a significant difference between mental ability levels on the psychomotor task scores regardless of the treatment. It was concluded that no difference in the amount of interference should be anticipated between the combined channels of communication when the material presented in each channel is redundant. Educators may expect high mental ability students to assemble similar electrical circuits more accurately and in less time than low mental ability students. (MF)