The purpose of this study is twofold: (1) to separate variables combined in the forms of Information Feedback (IF); and (2) to identify additional variables in the effect upon retention of 24 hour delay of feedback. In two of the experiments, the effect of IF delay, immediate test conditions, and different forms of IF upon seven day retention, measured by a recall and recognition test, were investigated. Undergraduates were subjects and learning material was a series of 32 multiple choice items, with a definition as a stem and four uncommon words as alternatives. Results revealed that superior retention with delayed IF is due to the fact that after a delay subjects acquire more information and when this information can be used on the retention test, retention is facilitated. Experiment three investigated similar effects but subjects' responses to IF were manipulated. It was concluded that the way in which subjects respond to IF is an important determiner of retention. (Author/EK)