Fifty-eight undergraduate and graduate student volunteers participated in a factorial experiment designed to test hypotheses about the effects of two levels of information organization and four types of adjunct prequestion treatments on performance on specific amount items and two types of items organized in the same manner as the graphical stimuli used. Significant organization x item type and prequestion x item type interactions suggest that these variables may differentially facilitate performance on the kinds of items used in this experiment. Potential implications for the educational use of graphical displays and suggestions for future research are presented and discussed. (Author)