The effect on concept learning of requiring the memorization of either examples or nonexamples prior to going through a theoretically effective training program was compared to the performance of groups of seventh and eighth graders who either memorized nothing or memorized subconcepts of the concept definition. Correct classification scores and undergeneralization error scores were the primary dependent variables. With both a disjunctive and a conjunctive concept, no significant treatment differences were found with these variables. The three prior-memorization groups took significantly less time to reach criterion in the training program, but took significantly more total instructional time than did the no-prior-memorization groups. (Author)