Children of the 1st, 2nd, and 3rd grades in an elementary school were given tasks to learn finger mazes with two alternatives at each of nine choice points. At each choice point there was one of two kinds of texture and the textures were set to connect with correct positions. Though the tasks were made to be able to be learned easily by conceptual thinking (Concet Type), some subjects seemed to learn them by memorizing correct position at each of nine choice paints (Memory Type). Generally, in subjects of Memory Type, numbers of trials to the criterion were larger, serial position effects of choice points were stronger, and rates of error choices and response times from start to goal decreased more smoothly through the learning process than those in subjects of Concept Type.