Eighty college students with no computer programing experience were the subjects of a study to determine the effects of the use of advanced organizers and subject control of instruction on performance. Students either received a logical or a scrambled sequence of instructional frames on computer programing, were either allowed to alter the order of the frames or were not, and either received pretraining with a concrete model of a computer or did not. On a test the students who had pretraining with the model and controlled the order of the instructional frames performed better on far transfer items: those with no model pretraning and experimenter controlled instructional frames performed better on straightforward problems. There were no reliable effects due to sequencing of frames. (Author/JY)