In training people to perform auditory identification tasks (e.g., training students to identify sound characteristics in a sonar classification task), it is important to know whether or not training procedures are merely sustaining performance during training or whether they enhance learning of the task. Often an incorrect assumption is made that superior performance during training is synonymous with a high level of learning. Two experiments were run in which the pacing of stimulus complexity and the fading of informational feedback (IF) were systematically varied. It was found that: (1) the pacing of stimulus complexity during training serves to enhance the learning effectiveness of IF; (2) Continuous IF serves primarily to sustain performance, while fading IF enhances learning; and (3) The learning enhancement effect of IF is greatest when judgments of a stimulus dimension are made on a previously learned absolute scale, while the performance sustaining effect of IF is greatest when judgments of a stimulus dimension are made on a novel, relative scale. (Author)