In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional sequence. The second study used college psychology students to examine concept learning under the variables of prompting and sequencing. The findings indicated that the prompted/sequenced treatment resulted in less time to complete the task and with fewer errors. The third study used seventh and eighth graders to study the effect of prior memorization of either examples or non-examples on concept formation. While there were no significant results, the three prior-memorization groups spent less time reaching criterion in the training program, but took significantly more total instructional time than did the no-prior-memorization group. (WH)