The present study investigated the effect of the subject's information responsiveness as it interacted with training in feedback utilization on discrimination learning. A picture-sequencing test was developed to differentiate preexperimentally among 77 preschool subjects, ranging in age between 4–3 and 5–4 yr., as being either high or low information responders. The subjects were then randomly assigned to view a slide-tape program dealing with either feedback (treatment) or phonic discrimination (control). Subjects were subsequently administered a social responsiveness task. All subjects were administered a 48-trial, concept-identification task. The results indicated that high responsiveness to information and training in use of feedback produced improved social responsiveness but not improved learning on a concept-identification task.
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