Used two orienting tasks (given meaningful associations to stimulus items, and match stimulus items with geometric figures) and two sets of learning materials (a list of 30 nonsense syllables and a list of 30 adjectives). With nonsense syllables an orienting task favorable to learning (associations) favors intentional learners while the figure-matching task produces no difference in intentional and incidental learners. With meaningful material the differences between incidental and intentional learners is independent of the orienting task. (PsycINFO Database Record (c) 2006 APA, all rights reserved)