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Cognitive processing capacity (CPC) and learning-mode effects on prose learning were studied in two experiments. The results of the first experiment showed high-CPC students to have a distinct advantage over low-CPC students. Also, programmed instruction (PI) was found to be better than control, chunking study outline, and adjunct questions on immediate and delayed posttests. However, substantial CPC and performance correlations and poor long-term retention indicated that PI may not be best for low-CPC students. A second experiment confirmed this possibility. A viable alternative was found to be a chunking PI (CPI), which combined the best features of PI and chunking study outline. Also, the CPI overcomes some of the common criticisms leveled against other types of PI.

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