This exploratory study was conducted to investigate the potential interaction between the media attribute, horizontal screen placement, and a learner's cognitive aptitudes, fluid ability, and visualization. The primary hypothesis tested was that low-ability learners who are without well-developed assembly and control operations should perform better than high-ability students, who may find the visual strategies dysfunctional. The sample consisted of 252 undergraduate students (129 males, 123 females) enrolled in a multiple-section of a radio/television course. Treatments included three versions of a videotaped program that contained 10 simple concepts on sex role indicators. These concepts formed the basis for a visual stimuli set and a 22-item criterion test. Each stimulus was constructed in three versions for left, central, and right screen placement. Stepwise multiple linear regression was utilized to investigate the major hypotheses with the Group Embedded Figures Test, the Advanced Progressive Matrices Test (APM), APM subtest I and II, sex, age, and all possible interactions forming the predictor variables. The resulting equation revealed a highly significant F-ratio with 14 significant interactions accounting for 54% of the total variability. Alternative treatments promoted improved performance for many low-ability learners but actively diminished performance for many high-ability learners and vice versa. Findings of the study affirm the need for future research incorporating additional cognitive factors and alternative media attributes. A list of references and three data tables are provided. (Author/JB)