The purpose of the present study was to examine whether inducing self-regulatory processes through a concurrent verbal report technique could improve the performance of adult participants on a concept formation task. This technique consists of instructing participants to state explicitly the reasons underlying each of the steps employed in the process of resolving a task. Moreover, according to Lefebvre-Pinard and Pinard''s (in press) model, self-regulatory processes should be optimized when individuals have access to external feedback indicating success or failure of their cognitive enterprise. To examine and dissociate the respective effect of these two factors, the participants were randomly assigned to one of four experimental conditions in a 2 (with or without concurrent report) .times. 2 (with or without feedback) crossed design. Results indicated that participants who made a concurrent report showed a better performance than those who did not. On the other hand, the presence of feedback seemed to hinder performance. These results are discussed in relation to the recent model of metacognition proposed by Lefebvre-Pinard and Pinard (in press).