The hypothesis of redundancy in knowledge of results was examined by manipulating the amount and location of sensory information available to participants performing a coincident anticipation timing task. Either the last 8 lights or the last 16 lights of the visual display were visible to 48 participants. Following an acquisition phase, learning was tested over immediate (5-min.) and delayed (24-hr.) retention intervals. The main finding was that performance was better when knowledge of results was present, regardless of the amount of sensory information available; therefore, knowledge of results was not redundant information for learning this task.