This study aimed at examining the relation between learning pace and personal traits (cognitive style) together with the effects of PFI (Post-feedback interval) on a concept identification task. Six conditions were composed of learning pace (learner, consistent paced), cognitive style (reflective, impulsive) and the lengths of PFI. The results were as follows: 1) In reflective groups, learner and consistent paced were superior when right after (no PFI group) as in impulsive,consistent pace lead to more efficient learning than did learner and immediate groups, and achieved a learning criterion. 2) SET (Stimulus exposure time) and PFI after error responses were found to be longer than those with correct responses in each group.

This study aimed at examining the relation between learning pace and personal traits(cognitive style)together with the effects of PFI(Post-feedback interval)on a concept identification task. Six conditions were composed of learning pace(learner, consistent paced), cognitive style(reflective, impulsive)and the lengths of PFI. The results were as follows: 1)In reflective groups, learner and consistent paced were superior when right after(no PFI group)as in impulsive, consistent pace lead to more efficient learning than did learner and immediate groups, and achieved a learning criterion. 2)SET(Stimulus exposure time)and PFI after error responses were found to be longer than those with correct responses in each group.