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Category learning in recent years by researchers of great concern , there are two forms of category learning , learning and reasoning were classified learning . Most previous studies on the classification of learning , but learning little research on reasoning , inference learning as an important part of category learning , in life there are many application value. Experiment 1 College sophomore 80 human subjects , using two ( immediate feedback , delayed feedback ) × 2 ( rule-based tasks , information integration task ) × 4 ( single rule policies, rules, plus exceptional strategy, information integration strategy , other strategies ) hybrid design , explore the conditions in both categories , the type of feedback and learning tasks for reasoning learning. Experiment 2 College sophomore another group of 70 human subjects , experimental design and experimental procedure is basically the same experiment to explore the conditions in four categories , the type of feedback and learning tasks for reasoning learning. In this study, the following conclusions: ( a ) in achieving learning standards, students in the use of strategies differ . In the study the number of rounds , the information integration strategy than the rule plus exception policy , a single rule strategy and other strategies used to learn the number of rounds are less ; in test accuracy , the information integration strategy than the rule plus exception policy , a single rule policies, and other strategies quiz correct rates are high . ( 2 ) in achieving learning standards, students in the rule-based information integration tasks and learning tasks significantly different between rounds , rule-based learning task than the number of rounds of information integration learning rounds . ( 3 ) In the information integration task conditions, the students immediate feedback to learn the number of rounds is less than the number of rounds delayed feedback learning , and in the conditions of a rule-based tasks , immediate feedback and delayed feedback were no significant differences . ( 4 ) under the conditions of the two categories , students use information integration strategy , rule-based learning task than the number of rounds to learn the number of rounds of information integration , the use of the other three strategies students, under the conditions of these two learning tasks no significant difference between the number of rounds ; conditions in four categories , with the exception strategy plus college rule , rule-based learning task information integration tasks than the number of rounds to learn the number of rounds . ( 5 ) students in the two categories of learning materials, the number of rounds in less than four categories of learning rounds .
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