Previous research has shown that the sequence in which concepts are studied changes how well they are learned. In a series of experiments featuring naturalistic concepts (psychology concepts) and naïve learners, we extend previous research by showing that the sequence of study changes the representation the learner creates of the study materials. Interleaved study leads to the creation of relatively interrelated concepts that are represented by contrast to each other and based on discriminating properties. Blocked study, instead, leads to the creation of relatively isolated concepts that are represented in terms of their central and characteristic properties. The relative benefits of these representations depend on whether the test of conceptual knowledge requires contrastive or characteristic information. These results argue for the integrated investigation of the benefits of different sequences of study as depending on the characteristics of the study and testing situation as a whole.