Two word lists were prepared for recall experiments. One consisted of moderately associated word pairs, the other of unrelated words. Each list was presented to 11 different groups of subjects (22 groups in all). The control group was simply instructed to remember the words; five groups performed orienting tasks but were not informed that they would have to recall the words; five groups performed the tasks and were informed about subsequent recall. Two orienting tasks required that subjects process the meaning of the words; two tasks required syntactic processing; and one task required processing the orthography of the word. Semantic tasks yielded much greater recall and greater organization of recall than the nonsemantic tasks. Intention to learn was important only with the associated list. Results were discussed in terms of processes involved in tasks rather than responses involved in tasks.