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Conducted 2 experiments with 30 Ss (ages 20–50 yrs) to investigate the effects of providing information about the diagnostic process during training in fault diagnosis. Ss solved 3 sequences of problems based on 3 matrices. Each problem consisted of the selection of one item from a list of possible solutions by the computer program and its identification by S on the basis of information obtained by interacting with the program. In all problems, Ss could refer to a list of possible solutions and to a key explaining the meanings of abbreviations of indicator tables and readings. One group of Ss received both terminal and process information during a demonstration, and examples of" good," redundant, and extra questions and premature diagnoses were given. The other group received only information as to whether their diagnoses were correct. Results demonstrate that the provision of process information is beneficial in …