The influence of formal, substantive, and contextual task properties on the relative effectiveness of different forms of feedback in multiple-cue probability learning tasks.

A study was conducted to compare the level of achievement reacted with cognitive and outcome feedback under three conditions which varied the congruence between task properties implied by task content and actual task properties. When task content provided no task information, the level of achievement with cognitive feedback was higher than that reached with outcome feedback, even with perfect task predictability.