Two independent variables associated with the design of instruction for coordinate concept learning were investigated. The purpose of the study was to focus on the transition in memory between conceptual knowledge formation and procedural knowledge development. The first variable, display time interval, controlled the amount of instructional display time of each interrogatory example; the second variable, content sequence, sequenced examples according to response-sensitive decision strategies effecting incorrect solutions. Data analysis showed that adaptive-controlled display time groups needed fewer examples and less instructional time and performed better on the posttest and retention test than did the learner-controlled groups. For the second variable, the combined generalization/discrimination strategy resulted in better on-task learning efficiency and test performances than each of these strategies separately. Findings are discussed in reference to concept teaching using a two-phase concept-learning theory.