First of all, many learners receive new impulses for their learning through a learning type test, because learning type tests are usually carried out with those who do not perform so well in learning. However, these are precisely those who do not concern themselves with their personal learning, do not reflect on it and do not have a broad repertoire of learning strategies. If a learning type test is carried out with such learners, the result is almost irrelevant, because the decisive factor is not the learning type that is determined, but the impulses that emanate from such a test. As a rule, the teacher will reflect on the test with the learner and make appropriate recommendations for new learning strategies and methods. The learner now has a broader repertoire of learning strategies, which is likely to lead to better learning outcomes in the short term. However, these improvements are not due to the new learning strategies and methods, nor to the categorisation into learning types, but to the fact that something has been changed in the previous learning process. However, it is also possible that a learning type test leads to the learner only choosing learning methods that correspond to his or her learning type, thereby severely restricting the choice of learning methods again.