This study investigated the effects of different structures of a synthesizer and formats of the generality component on the application and remember levels of learning. Seventy-three undergraduates participated. Four treatment groups were formed by combining two types of structure (complete versus partial) with two types of format in generality (visual versus verbal statement). A complete synthesizer contained a generality, an example, and some practice. A box-chart diagram was used to represent the visual format of the generality. Results suggest that, although the format of the generality does not make significant differences on either the application or the remember levels of learning, a complete synthesizer seems to benefit remember level learning. When comparing treatment groups with the control group, the post-hoc comparison again shows that complete synthesizers result in significantly better learning than no synthesizer at all. A discussion of the findings concludes the paper. Seventeen references are appended. (Author/RP)