To examine the influence of two variables--prompting versus confirmation, and verbalization--on learning, 60 high school subjects used programed instruction under six randomly assigned treatment conditions to learn to write computer programs. The rules group periodically wrote out the programing rules; the naming group subjects named the rules; the computer-programing-only group wrote the programs without any verbalization. In addition, subjects were required to write their answers to the programed instruction questions either after (prompting) or prior to (confirmation) being given the explicit information requested. The effects of the conditions were measured on criterion tests. In all cases intelligence levels of subjects were related to test scores; no intelligence-learning condition interaction effects appeared. During learning the prompting condition was superior; on the criterion tests the confirmation group was superior. On the verbalization variable the rules group performed worse than the other two. The rules group also revealed the greatest test score variance. There was no significant difference between the computer-programing-only and the naming groups. (KB)