This study is concerned with rules for arranging stimulus information to facilitate concept learning. The rules that gain support may not apply to all concept learning situations, but are expected to be applicable to situations in which the following four conditions obtain. These are: (a) S must learn several concepts; (b) each stimulus item is a positive instance of one concept and a negative instance of all alternative concepts; (c) every stimulus item is a compound of several variable components, only one of which determines the concept of which the item is a positive instance; and (d) the relevant stimulus component of each concept is unique, rather than including several discriminable values that can occur interchangeably in instances of the same concept.The individual members of a set of stimulus items that meet these requirements can be presented one at a time in a variety of different orders. Under the training procedure used in this experiment, each item, when pre-

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