This study used an eclectic, qualitative research design to explore the effects of visual and verbal variables on affective response and cognitive learning in four different groups of students. The four design imperatives of the study were: (1) both of the primary learning senses (sight and hearing) had to be included in the study; (2) the inquiry was to be extended into both the affective and cognitive domains; (3) the final design had to have holistic integrity; and (4) every effort had to be made to prevent this study from turning into another "Medium A versus Medium B" study. The sight and hearing continua used in the design of four different slide-tape presentations were modified from the Wileman Typology and employed to treat the range of various kinds of visual and auditory images involved in instruction as a single variable. Data on cognitive achievement were collected through the use of a pretest, a posttest, and a post posttest designed for this study and subjected to statistical analysis using commercial software. Findings showed that significant differences existed among the four treatment groups in the degree of cognitive achievement, and that there were also significant differences among the groups in the degree of affective response. (12 references) (CGD)