TWO STUDIES ON LEARNING SET FORMATION IN CONTINUOUS, DISCOURSE-PROGRAMED MATERIAL WERE CONDUCTED. ONE STUDY WAS CONDUCTED WITH 315 COLLEGE STUDENTS, THE OTHER WITH 141 SIXTH-GRADE STUDENTS. THE MAJOR INDEPENDENT VARIABLE WAS THE NUMBER OF PROGRAMED UNITS ADMINISTERED. THE DEPENDENT VARIABLES WERE PRE- AND POST-ACHIEVEMENT TEST SCORES AND ERROR RATE. PROGRAMS PRESENTED TO THE SIXTH-GRADERS WERE ORDERED WHILE THOSE FOR THE COLLEGE STUDENTS VARIED. NO EVIDENCE OF LEARNING SETS WAS FOUND FOR THE SIXTH-GRADERS BUT ACHIEVEMENT AND ERROR RATE FOR THE COLLEGE STUDENTS VARIED AS A FUNCTION OF THE NUMBER OF PREVIOUS PROGRAMS EXPERIENCED, INDEPENDENT OF ORDER PRESENTATION. THE EFFECTS OF THE COLLEGE STUDY WERE POSITIVE FOR THE FIRST THREE PROGRAMS BUT TENDED TO BECOME NEGATIVE FOR THE LATER ONES. IT IS SUGGESTED THAT THE FINDINGS MIGHT BE A FUNCTION OF THE INTERACTION OF COGNITIVE, MOTIVATIONAL, AND ATTITUDINAL FACTORS. (PM)