Compared were the performances of 45 normal and 45 slow learners (all in junior high school) on a task of original and relearning of paired associate responses as a result of induced success or failure following each response. Ss were asked to pair stick figures with consonant trigrams and then told their performance was either correct or wrong depending on the treatment condition assigned. The type of S (whether normal or slow learning) x treatment condition interaction was not found to be significant in any of the analyses. (Author/DB)