The Corrective Feedback Paradigm (CFP), which has been refined and expanded through use on the PLATO IV Computer-Based Education System, is based on instructional design strategies implied by stimulus-locus analyses, direct instruction, and instructional feedback methods. Features of the paradigm include adaptive feedback techniques with discrimination training and increasing ratio review. Within the context of this computer-based instructional drill paradigm, a study using the PLATO IV system examined the effects of several types of corrective feedback and review procedures on students' posttest achievement and time to mastery. Subjects were 102 college seniors enrolled in an educational psychology course, who were randomly assigned to one of 6 drill treatment groups. The task involved learning 20 English-Japanese (transliterated) word pairs. Planned orthogonal comparisons demonstrated the statistical superiority on posttest performance of increasing ratio review and adaptive feedback with discrimination training, with no significant differences in time to mastery. The most important instructional implication of CFP is that it allows the use of a drill format to teach generalizable concepts. This report lists 20 references. (Author/LMM)