The purpose of this study was to compare the performance of students receiving immediate reinforcement and feedback within an autoinstructional system to that of students in the same system but not receiving immediate reinforcement and feedback. Two teachers, randomly selected, and two groups of 24 students, randomly chosen, were the participants. IQ's from the California Test of Mental Maturity were obtained for each student. Data collected on the students came from worksheets developed for the learning module, and from pretests and posttests. The data were analyzed primarily with reference to the effect of the use of reinforcement and feedback. Two multiple linear regression equations were used. One analyzed the contribution of two variables, time needed to complete worksheets and group membership, to predict pretest and posttest scores. The second analyzed these variables along with IQ, to determine their contribution to gain scores. Results showed that time spent in completing the test had no significant effect on pretest or posttest achievement of either group, nor with time spent on workbooks. The IQ related to significant differences in cognitive gains in both systems. The system having immediate feedback produced greater gains. (Author/EB)