Under Different Category Conditions The Effect Of Feedback Types And Learning Tasks On Undergraduates' Inference Learning

Category learning is increasingly concerned in the last decade. There are two forms of category learning, classification learning and inference learning. Most of previousstudies were about classification learning, but there was little research on inferencelearning. Inference learning which is as an important part in the category learning playsa role in life.Experiment 1 choosed 80 sophomores in College of Liberal Arts as subjects,adopting the design of 2×2×4factors. It explored in the two category conditions, the effect of feedback types and learning tasks on undergraduates'inference learning.Experiment 2 used another 70 sophomores in College of Liberal Arts as subjects.Experimental design and experimental procedure were the same as experiment 1.Itexplored in the four category conditions, the effect of feedback types and learning taskson undergraduates'inference learning.In this study, we concluded the following conclusions:1. In achieving learning standards, the used strategy was different. The number of learning about information integration strategy which was less than the rule plus exceptional strategy, a single rule strategy and other strategy was the least, while test accuracy about the information integration strategy which was higher than the rule plus exceptional strategy, a single rule strategy and other strategy was the highest.2. In achieving learning standards, the number of learning between the rule-based task and information integration task was significant difference, that is, the number of learning about rule-based task was less than that about information integration task.3. In the information integration task, the number of learning about the immediate feedback was fewer than that about delayed feedback, while in the rule-based task, the number of learning between the immediate feedback and delayed feedback was no significant difference.4. In the two categories,undergraduates who used information integration strategy were tested the number of learning about rule-based task was less than that about information integration task. But undergraduates who used other three kinds of strategies were tested that the number of learning between two types of tasks was no significant difference. In four categories, undergraduates who used the rules plus exceptional strategy were tested the number of learning about rule-based task was less than that about information integration task.5 In the research, the number of learning in the two categories was less than that in the four categories.