The sequences of learning sets (intersequence) and instructional events (intrasequence) were empirically validated for a hierarchy of concept and rule using skills. Experiments with high school students showed no differences between empirical and reordered inter- or intrasequence on time to mastery; nor was there a difference in the number of skills mastered between the empirical and reordered intersequence groups. The data suggest the use of examples allowed learners to acquire higher-order skills even though they did not at the same time demonstrate mastery of subordinate skills. Effectiveness of the instruction indicates that the events included are more critical than their sequence. (Author)