This report describes a computer drill called the Corrective Feedback Paradigm (CFP) and summarizes a research study which examines the effects of the CFP on posttest and time to mastery achievement. The CFP, which embodies the use of such principles as mastery learning, increasing ratio review, and discrimination training, is capable of being implemented on any computer-assisted instruction system, including micro-based systems. In this analysis of the program, 120 college seniors were required to learn 20 English-Japanese transliterated word pairs. Treatment groups were then examined according to the type of corrective feedback given, and the type of training and review procedures used. Results indicated that increasing numbers of ratio review techniques should be employed in computer drills, and that discrimination training should be provided after error feedback. Examples of CFP drills on reading comprehension and constitutional history are included, as well as recommendations for the future design of optimized drill paradigms. (MER)