Four sections of introductory psychology were involved in a study of aptitude-treatment interactions. Two sections were taught with a high-structure curriculum, and two with a low-structure curriculum. Students' preference for structure was measured with the Inventory of Beliefs (IOB). During eight weeks of instruction, observers recorded students' verbal behavior in class, and selected students were questioned outside class about their thoughts in class, using the method of stimulated recall. Two achievement tests and one course satisfaction scale were administered during the experimental period. Correlations were tested by comparing regression slopes of dependent variables on IOB scores in the high- and low-structure sections. No correlations were found with achievement, satisfaction, verbal behavior, or thoughts in class. However, when the data were subjected to a two-factor analysis of variance (structure X IOB), a significant correlation did appear. This post-hoc analysis suggests that there may have been a significant relationship that was masked by imprecision in the regression analysis. (Author/MSE)