The relative effectiveness of including behavioral objectives, classified according to the major levels of cognition, in independent study materials for high school juniors is analyzed in this brief summary of the author's dissertation. The three major questions under consideration are whether: (1) the use of behavioral objectives has an effect upon learning and retention of social studies knowledge and concepts, (2) the effectiveness is the same for all levels of cognition, and (3) the use of behavioral objectives at the various levels of cognition affect both learning and retention in a similar manner. Bloom's "Taxonomy of Education Objectives: Cognitive Domain" served as a guide in the formulation and classification of the objectives and test questions. Ninety-three students in four social studies classes were tested as control and experimental sample groups. The experimental group's instructions contained behavioral objectives for the six levels of cognition and the instructions of the control group did not. The results indicate that behavioral objectives by themselves are virtually useless and perhaps even deleterious unless some activity is provided to ensure that their purpose, value, and intent are made clear to the learner. The highest mean scores are at the comprehension level. Although the experimental group had higher mean scores for learning at the knowledge, comprehension, and synthesis levels, retention at the synthesis level by the control group was better. (DE)