The purpose of this study was to ascertain the extent to which the conditions of auditory lead and auditory synchronization have an effect on student performance, and to investigate the extent to which the strength of grip of the learner has an effect on manipulative task performance. Fifty-two seventh grade boys without prior instruction in industrial arts were divided into two groups on the basis of a strength-of-grip test. Random assignment within each group was made alternately to two audio-visual treatment conditions. In one condition, the audio and visual presentations of a film were synchronized and in the other, the audio was made to lead the visual presentation by three seconds. An achievement test was constructed to ascertain the effects of the treatment variables on student cognitive achievement, and a rating scale was developed for rating the student-produced products. A 2-way analysis of variance was used to test the effects of treatment conditions and the level of strength of grip. Data revealed that the group who had auditory leading visual showed superiority, and that strength of grip was not an important factor in subsequent performance. (Author/GEB)