The two studies outlined in this report gauged college undergraduates' ability to learn and to recall the content of certain passages when provided with "directed perspectives" or context clues. In the first study, 63 subjects were divided into three groups, were asked to read two stories, and were assigned a perspective (home buyer, florist, etc.) from which to interpret the passages. Subjects then ranked certain identified idea units in each story, according to importance. In the second study, 113 subjects (none of whom was a participant in the original study) were asked to read the same two stories; different groups were assigned different perspectives from which to read. An assessment of recall ability, which was performed both immediately after reading and again a week later, indicated that an idea's importance in terms of a given perspective determined whether the idea would be learned and whether it would be recalled later. Results indicate the presence of high-level schemata which provide a framework for assimilating meaning in a text. Later, these schemata may provide the plan for the recovery of detailed information. Tables of findings are included. (KS)