Research was conducted to further investigate the results of an earlier 1985 study (Dwyer, et al.) which found that a moderately externally-paced microcomputer-based instructional program was more effective than either a self-paced or a more aggressive externally-paced condition. Instructional programs (heart parts and verbal labels) were identical to the earlier study; the only overall change was the addition of a 5-second delay after presentation of a visual in which no verbal instructions were presented. Two of the instructional conditions provided an imaging cue which occurred with every five to seven instructional displays in the sequence of 57 displays. Two hundred subjects (freshmen from Ohio State University) were randomly assigned to four instructional conditions, and then randomly assigned to the imagery training and no training groups within their instructional condition. Analysis of variance was conducted on data collected from 168 subjects. Results indicate the visual delay forced the subject to concentrate on the visual display of the heart and labels, thus improving overall information processing. This information supports the hypothesis that putting the learner in complete control of instruction may not be the best teaching method for computer-based instruction. Additionally, the existence of an external control, i.e., a cue to form images, may provide students with needed support. Seven data tables, two figures, and a list of references are provided. (JB)