The major objectives of this study were: to determine whether information feedback provided during a difficult task would reduce State-Anxiety (A-State) and whether learner control of feedback would lead to further reductions in A-State. Another objective was to attempt to bridge cognitive and affective domains by examining relationships of the task variables of feedback and learner control by examining the relationships of the task variables of feedback and learner control with anxiety and cognitive abilities, specifically reasoning ability (R) and associative memory (Ma). Three objective-related hypotheses were investigated. Prior to taking the CAI course, each subject received a battery of five tests administered to small groups. The course contained a series of eight sets of three examples and three test items, illustrating eight consecutive rules comprising the task. A varimax factor analysis conducted on the ability scores produced two factors, R and Ma. A second analysis of variance, multiple linear regression analysis, a two covariable analysis of covariance, and a single covariable analysis were also performed. It was found that real reductions in A-State can be obtained through increased use of feedback. While feedback generally seems to reduce A-State, high A-State appears to interfere with the learner's capacity to utilize the feedback information effectively in performing the task requirements. Learner control seems to offer definite advantages both in terms of anxiety reduction and performance. (CK)