This study examines the effects of three levels of visual complexity upon the learning of an instructional slide tape program about the functions of a human heart. The three levels of complexity were a simple line drawing in color, an illustration in color, and a realistic color photograph. The effects of visual stimulus complexity upon information processing of field-dependents (fd's) and field-independents (fi's) was also examined on three levels of educational objectives or learning outcomes, i.e., simple list learning, spatial learning, and conceptual learning. The study design was a 2x3 analysis of variance with two levels of cognitive style variable, fd's and fi's, three levels of the visual complexity variable, and the three dependent measures of the learning outcome. Fifty undergraduates in an instructional media course at Ohio State University were randomly assigned to the visual stimulus treatments. Attitudinal questions were presented prior to viewing the instructional program and the three dependent measures were given immediately following the program. Results indicate learning differences between fd's and fi's for different learning outcomes, but further study is needed regarding design of effective visuals for fd's and fi's, interaction time with each visual, and construct of cognitive styles in terms of specific media and learning outcomes. (CHC)