Retention of verbal material presented in a normal linear manner was compared to retention of the same material presented in simultaneous messages for this study. The subjects were 180 undergraduates, and each was randomly assigned to one of the nine experimental groups formed by combinations of presentation--linear, two simultaneous messages, or four simultaneous messages--and posttest condition--immediate or delayed one week. Results of analyses of the 40-item multiple choice posttest showed that learning occurred under all conditions with the greatest learning in the linear condition and the least learning with four simultaneous messages, and that the difference in amount retained among the three presentation conditions was less as the retention period was longer. Since investigation of the mean scores indicates that performance levels in the three treatment conditions became more similar as time passed, the study lends support to the hypothesis that subjects use a focusing strategy when presented with large amounts of information which initially limits learning but which aids retention. No evidence was found for ear asymmetry or ear order recall, and no significant sex differences were found. (SH)