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This paper reports several experiments that investigated how performance feedback in a computer-based training environment affected students ' acquisition of cognitive skills requiring substantial practice. College students worked on category-search or electronic troubleshooting tasks. Problems were presented, responses were recorded, and performance feedback was given using microcomputers. The studies examined the impact of receiving information about (1) temporal trends in one's own performance (i.e., intrapersonal feedback alone), and (2) temporal trends in both one's own and others ' performance (i.e., joint interpersonal and interpersonal feedback). In regard to intrapersonal feedback alone, the effects on students ' learning of different types of "absolute " performance information (e.g., weighted versus unweighted averages of reaction times on previous trials) were assessed. Results indicated that these manipulations had only wea