A study was undertaken to assess the efficacy of the spaced lecture as a possible alternative to the traditional lecture method. The spaced lecture separates note-taking from intensive listening. Two hundred male and female freshman and sophomore students at a junior college in Georgia in fall 1978, in intact classes, were administered three main effects: note-taking versus no note-taking; outline provided versus no outline; and spaced lecture versus traditional lecture. Four dependent variables were derived: immediate recall, delayed retention, high importance material, and low importance material. Findings reveal, after statistical analysis of the results, that either note-taking or an outline is essential to recall, regardless of material presentation by the teacher. It appeared that note-taking and outline serve as processing strategies. Several areas for further study are suggested: notes as external storage for further memory; effects of fast speech rate in lecturino-; length of the space in spaced lecture; length of the lecture itself; number of lecture segments; nature of the outline; effects of student attitude; video or live lecture; concept versus fact learning; and high versus low ability and note-taking. It is suggested that the present study did not completely settle the question of the value of notes themselves, although they did not interfere with recall and did aid in external processing. It appears that "passive" listening to lectures does not produce superior learning. (MSE)