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The present study applies the attributes of computer‐assisted instruction (CAI) to a behavioral experiment in verbal concept learning. The hypothesis states that giving the student freedom to acquire information according to his own cognitive style will facilitate his learning. Twenty‐four freshman medical students were randomly assigned to two groups. The control group was shown definitions of eleven physiological terms in a set order, while the experimental group was allowed to select, or “structure”, the order in which they saw the terms defined. The groups were carried to a criterion of correctly recalling each term one time. Two‐thirds of the subjects in the experimental group showed a desire to structure the terms. However, the two groups showed no statistically significant differences in either the mean number of trials to criterion or in their mean scores on a retention test. The subjects in the experimental group may not have been adequately motivated to become deeply involved in the organizational phase of the learning task. The students' freedom to choose the sequence for presentation of a series of terms apparently did not result in increased efficiency during the rehearsal task. Consequently, CAI tutorial sessions might be more effective if they encourage freedom during the material integration phase rather than during initial acquisition of a rehearsal task.