The focus of the presentation pertains to the informational consequences of knowledge of results. Knowledge of results is assumed to be corrective in that the learner is informed that a previous response(s) was wrong. Provided the learner has an opportunity to rehearse or practice following feedback, the feedback procedure or session is in a sense a study trial. Consequently, subject variables (individual differences) and task variables would be expected to interact with mode and type of feedback. An emphasis on the interaction of informative feedback with task and subject variables would appear to be a fruitful avenue for future research in productive learning. It is believed that such an approach would prove to be successful provided there is a consideration of the errors following feedback as well as correct performance. A model of multiple-choice processing is developed in order to provide a context for the consideration of the role of informative feedback. A consideration of the analysis of errors and their usefulness in the understanding of the processing of feedback is provided. (Author/MV)