IN A SERIES OF THREE STUDIES, THE RELATIONSHIP BETWEEN PACING MODE AND PERFORMANCE BEHAVIOR WAS INVESTIGATED. (REFER TO ACCESSION NUMBERS ED 003 199, ED 003 200, AND ED 003 201 FOR THE DETAILED REPORTS.) THE INVESTIGATION POINTED OUT THAT SELF-PACING CAN BE NONADAPTIVE, AND THAT UNDER SOME CIRCUMSTANCES, INSTRUCTION CAN BE MORE EFFECTIVE WHEN IT IS FIXED RATHER THAN SELF-PACED. CONCLUSIONS WERE THAT THE BEST EVIDENCE AS TO WHETHER INDIVIDUALIZATION HAD BEEN ACHIEVED CAME FROM AN INSPECTION OF DEPENDENT VARIABLES (INDICATING HOW EFFECTIVE AND EFFICIENT LEARNING HAD BEEN) AND NOT FROM THE INDEPENDENT VARIABLES (THE NUMBER OF SEPARATE OR INDIVIDUAL TREATMENTS PROVIDED THE STUDENTS). EVIDENCE FROM THE THREE STUDIES SUGGESTED THAT INDIVIDUALIZATION CAN OCCUR EVEN WHEN STUDENT WORK-PACE IS NOT INDIVIDUALLY SELECTED. (JC)