This paper describes the possible effects of feedback on learning (associations) using a connectionist tool, the delta rule. Feedback in instruction can be described in terms of the interaction of stimulus inputs and response outputs, an associationist perspective. Here the delta rule is applied to each instance that an input and an output likely interact; the delta rule is used to describe the direction and magnitude of increase or inhibition of each instance. The total effect for a type of feedback is then described by the combination of the instances that make up that type. The findings of this investigation may provide seminal foundations for understanding feedback effects. The paper focuses on the following topics: an overview of the connectionist approach; implications of lesson item difficulty; delta rule calculations for immediate and delayed feedback; and implications. Several graphs and mathematical calculations illustrate the discussion. (Author/AEF)