Learning from text aided by information-processing techniques of embedded questions and increasingly complex prescriptive feedback was examined relative to achievement, time-on-task, and efficiency. Undergraduates (n = 150) were randomly assigned to one of five treatments which varied along a feedback complexity range. After pretesting, Ss completed a selfpaced text unit of soil ecology, followed by a posttest and delayed retention test. Significant differences in instructional time and learning efficiency were observed which were not linearly related to feedback complexity. Between group and achievement differences were marginally significant. Knowledge of human information processing and/or how to apply it to learning from text requires further refinement.