This study examines the use of "full processing" as a teaching model in basic speech communicaton courses. Full processing has four sequential components: a theoretically and factually based lecture, a transition discussion period, a simulation game, and a postgame discussion that relates the simulation game to the lecture material. The study's subjects were 180 freshmen enrolled in ten sections of a basic speech course on group roles in small-group discussion. Each experimental section was assigned to one of five treatment conditions: full processing, lecture/game, lecture only, lecture/discussion, or game only. An additional class served as a control. After the instructional phase, students took an examination of course material based on Bloom's taxonomy of objectives for the cognitive and affective domains. When compared with students in the four partial-treatment conditions, students taught by the full-processing method showed greater learning achievement in the cognitive domain, especially at the highest levels (analysis, synthesis, and evaluation). No conclusions could be drawn from examination scores in the affective domain. The study concludes that the full-processing model enhances meaningful learning more effectively than do other, partial teaching strategies. (Author/RL)