Differences in the rate of successive acquisition of four concepts as a result of two presentation conditions and their interaction with the learner's preferred strategy was investigated. (Authors)

Subjects of several ages were asked to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior was consistent across tasks. With one notable exception, behavior was consistent. (Author/BJG)

Results with short-answer essay items suggested that a logical presentation sequence is important, even if sentences have been constructed to be sequence independent. (Authors)

Results suggest that familiarity may be a useful variable in Attribute X Treatment interaction research. (Author)

Objective rules of sequencing were applied to elementary level instructional material to determine their effect on time, errors made during instruction, and posttest errors. Results are discussed in terms of the application of the rules to various types of instructional material. (Author/BJG)

Study goals may be less effective when the sequence of the list of goals does not match the sequence of goal-relevant information in a reading passage. In a study using undergraduates, learning of goal-relevant information was lower when the study goals and text sequences did not match. (Author/GDC)