Additional support to a stimulus-response (S-R) association by the use of an extraneous stimulus is called "prompting." Prompting has an effect on learner achievement particularly if the prompting agent is identical on successive S-R trials. This experiment sought to analyze the differences in learner achievement when different prompting stimuli were used on all the trials of the instructional sequence. The experiment was conducted in an industrial arts class that consisted of students, Grade 6 through Grade 9. The students were divided into five test groups and were directed to learn ten basic electronic symbols over six successive trials. Prompting agents appeared in all the trials, however for two of the groups the agents remained unchanged. Contrary to expectation, the study did not detect significant differences in learner performance regardless of the prompting pattern. (MC)