AN INVESTIGATION WAS MADE OF THE RELATIVE EFFECTIVENESS OF THREE FEEDBACK TECHNIQUES IN TELEVISION TEACHING--"MICROPHONE FEEDBACK,""VICARIOUS FEEDBACK," AND "ELECTRICAL SIGNAL FEEDBACK." THE TECHNIQUES WERE STUDIED IN TERMS OF THEIR RELATIVE EFFECTS ON LEARNING, RETENTION, AND ATTITUDE TOWARD TELEVISED INSTRUCTION. EIGHTY SUBJECTS WERE SELECTED AT RANDOM FROM AMONG THE TOTAL, UNDERGRADUATE ENROLLMENT OF AMERICAN UNIVERSITY. TWENTY SUBJECTS WERE ASSIGNED TO EACH OF FOUR GROUPS--(1) A CONTROL GROUP WHICH WAS GIVEN NO OPPORTUNITY FOR FEEDBACK, (2) A "VICARIOUS FEEDBACK" GROUP WHICH HAD NO DIRECT MEANS OF COMMUNICATING WITH THE TEACHER BUT WAS THEORETICALLY REPRESENTED BY A STUDIO CLASS, (3) A "MICROPHONE FEEDBACK" GROUP WHICH COULD DIRECT QUESTIONS TO THE TEACHER, AND (4) AN"ELECTRICAL SIGNAL FEEDBACK" GROUP WHICH USED A DEVICE THAT PROVIDED LIMITED, IMMEDIATE, DIRECT COMMUNICATION WITH THE TEACHER. THE SUBJECTS WERE ADMINISTERED TESTS AND GIVEN AN ATTITUDE QUESTIONNAIRE BEFORE AND AFTER EXPOSURE TO FIVE TELEVISION LECTURES OF ABOUT 50 MINUTES. ANALYSIS REVEALED THAT TEACHER FEEDBACK HAD NO SIGNIFICANT EFFECT ON LEARNING AND THAT STUDENT ATTITUDE TOWARD TELEVISION INSTRUCTION WAS NOT AFFECTED BY TEACHER FEEDBACK. (JC)