This study sought to examine the design of feedback for the correction of errors in computer assisted learning (CAL) courseware materials by investigating the interaction of feedback and cognitive style in a CAL program. Participants were asked to complete a CAL tutorial program comprising 16 problem solving tasks. Each task involved cognitive manipulations of visual information in order to identify the correct response. From the results of the study it was concluded that field dependence predicts performance on problem solving tasks involving the use of visual information. Field dependence predicts the length of first response time, the number of first response errors and the total number of errors made on tasks. Conceptual tempo does not predict performance in terms of response time, error rate or the number of attempts required on problem solving tasks involving the use of visual information. The interaction of feedback (information feedback) and cognitive style improves performance for learners with particular cognitive styles on problem solving tasks involving the use of visual information. Both field dependent and reflective learners performed better with given feedback containing an explanation of errors and strategies for correcting errors, than when given only an indication that an error has been made.