A study of 30 psychology students replicated and extended the findings of Frese et al. (1991) on the superiority of error training, a procedure in which trainees are exposed to many errors. The hypothesis was that error training would lead to exploration and this would increase performance. The error training group performed better than the group that received training in which they were not allowed to make any errors. Students in both the error training and the error avoidant groups performed better if they explored. Exploration was done in contrast to the instruction in the error avoidant group. The data suggest that it is necessary to look into the question of whether errors instigate exploration. © 1994, Taylor & Francis Group, LLC. All rights reserved.