A SEQUENCE OF LEARNING TASKS WHICH USED NONVERBAL STIMULI TO INTRODUCE CONCEPTS OF VECTOR SPACES WAS CONSTRUCTED. THE SAMPLE WAS 20 CHILDREN FROM GRADES 5 AND 6 WHO WERE MATCHED ON THE BASES OF INTELLIGENCE, READING, AND ARITHMETIC ACHIEVEMENT. EACH STAGE OF THE PROGRAMED SEQUENCE WAS PRESENTED TO EACH SUBJECT AS A CONCEPT-FORMATION PROBLEM. FOLLOWING EACH LEARNING TASK, THE SUBJECT DREW HIS ANSWER IN A SIMILAR FRAME. THE FIVE SEQUENCES AVERAGED 11 STAGES EACH. THE TOPICS TREATED WERE VECTORS AS OPERATORS, VECTOR ADDITION, SCALAR MULTIPLES, COMMUTATIVITY, AND ASSOCIATIVELY OF VECTORS. DATA RECORDED FOR EACH STAGE WERE--(1) NUMBER OF EXEMPLARS TO CRITERION (TWO CORRECT RESPONSES), (2) MEAN TIME PER RESPONSE, AND (3) MEAN ACCURACY OF RESPONSE. CONCLUSIONS WERE THAT (1) COMPARATIVE PENETRATIONS (TRIALS TO CRITERION) ON THE FIRST 3 STAGES SHOWED VERBAL TASKS WERE LOWER, (2) NONVERBAL TASKS REQUIRED FEWER TRIALS TO CRITERION, AND (3) VERBAL STIMULI WERE REGARDED AS HIGHLY REDUNDANT IN RELEVANT DIMENSIONS FROM CONTROLLING RESPONSES. FURTHER INDICATIONS WERE THAT NONVERBAL SEQUENCES COULD BE EMPLOYED IN TEACHING CERTAIN CONCEPTS. EVALUATION OF THE RESULTS BY THE CRITERIA OF TRIALS-TO-TIME, TIME, AND ACCURACY FAVORED USE OF THE NONVERBAL SEQUENCES. (RS)