The purpose of the experiment was to test the prediction that non-specific facilitated learning of a second prose passage will occur in the situation where an initial passage read by the subjects contained concrete referents designed to increase the comprehension of a difficult to understand second passage. Two-hundred and forty subjects distributed equally in twelve groups read either two successive experimental passages or a control passage followed by an experimental passage and then recalled all of the information they could from the second passage. The results offer substantial support for the predictions and contain implications for enhancing the learning of educational materials. (Author)