Two assessment endeavors were undertaken to determine the relative impact of alphanumeric and graphic instructional mediators upon intentional and incidental learning outcomes in applied instructional contexts. The intent of these investigations was to determine the feasibility of embedding strategic organizational cues within instruction to improve intentional learning outcomes in contexts where direct interactive feedback opportunities are limited. Results indicated that alphanumeric and graphic displays both provided organizational frameworks for subjects to use in immediate recall exercises, and that facilitation effects for alphanumeric and graphic displays were not maintained in delayed recall exercises. (18 references) (Author)