The purpose of this study was to determine how subjects (high school students) of varying conceptual structure (Harvey, Hunt, and Schroder, 1961) would respond to personal and impersonal feedback on a performance task. It was predicted that whereas abstract subjects would show no difference in motivation under the two feedback conditions, concrete subjects would show increased motivation when administered personal feedback. These predictions were confirmed and it was suggested therewith that Conceptual Systems Theory may provide a logical basis for interpreting empirical findings related to social class differences in responding to performance feedback. (Author)